KAQI

clicks	1008
Vol (number)	4(2)
title	A Phenomenological Study on Science Class of an Exemplary Elementary School Teacher
author(s)	Phil Seok Oh · Houn Tae Kang · Jong Young Kim Hyeok Jae Kwon · Seung Min Sung (Gyeongin National University of Education · Gochon Elementary School Incheon Kyungwon Elementary School · Papyong Elementary School Jeam Elementary School)
Keywords	elementary school teacher, exemplary teacher, science class, practical knowledge, resources-based view, phenomenology
Abstract	The purpose of this study was to understand the structure of science class as it is, given by Mr. Park known as an exemplary elementary school teacher. For the purpose, the data was collected from 4 hour-long 6th grade science class by Mr. Park and interviews with him for phenomenological analysis. The data analysis showed that integrative and hierarchical structure of Mr. Park’s elementary science class was underpinned by three instructional principles: class for cultivating students’ thinking, promoting engagement of every student, and achieving performance standards in the curriculum. Based on these principles, several instructional strategies were employed in Mr. Park’s science classes, resulting in a variety of instructional behaviors of the teacher. The structure of the classes was considered as representation of Mr. Park’s practical knowledge about science instruction in the elementary school. In addition, from a perspective of resources-based view about knowledge and beliefs, Mr. Park’s instructional principles, strategies, and behaviors were considered as the fundamental resources utilized in his science classes. Based on the findings, the study suggested that when further improvement is required for the class, teachers may need to selectively activate or choose the resources they have to change the structure of their current classes and/or practical knowledge.
file	Phil Seok Oh - Houn Tae Kang .pdf