초등학교 자연과 수업의 문화기술적 분석 = An Ethnographic Analysis of the Science Instruction in a Koresn Elementary School

다국어 초록 (Multilingual Abstract)

For a profound understanding about the question of $quot;What is the status of Science Instruction in a Korean Elementary School?$quot;, I have performed this study based on the teacher and student`s opinion for the science instruction, and teacher`s opinion for the several models of instruction by using ethnographic analysis method. I also analyzed process of science instruction, and compared analyzed results with the models of instruction exhibited in teacher`s guides using the analyzing method developed by Yong-Suk Lee(1988). The ethnographic analysis method that used in this study is one part of the qualitative study which has the purpose of understanding about the several aspects of human activities and its interactions. I used several well known qualitative study methods including $quot;Observation with Participation,$quot; $quot;Profound Interview,$quot; and $quot;Reference Survey.$quot; To perform this study, I selected one elementary school located in Choong-Buk Province in Korea and studied for every grade. Here, I present results of this study as follow. 1. Though some teachers understand the importance of science education well, they are reluctant to teach it because the burden of science class preparation is much greater than of other subjects. However, many teachers look trying to induce the participation of student based on prepared materials and observing carefully the students` activities in science class. Interestingly, most of students regarded the science class as a subject of many activities, and generally, they tend to show more interest when they can participate in science class actively. 2. I have detected several constant developed processes that take place in science class. In this report, I have summarized some of important common processes in science class. For the first and second grades, I have observed two main process, $quot;Investigation→Statement of Investigation Results$quot; in the Wise Life class. For the third grade, I have summarized the process of instruction as $quot;Free Investigation→Investigation Guided by Teacher→Statement and Summarization of Investigation Results.$quot; I have found that the proportion of experiment for the fourth, fifth, and sixth grades is greater than the lower grades. Based on this change, I have summarized common steps ; $quot;Experimental Activity→Statement of Experimental Results$quot; for the fourth grade, $quot;Design of Experiment→Establishment of Hypothesis→Experimental Activity→Verification of Hypothesis$quot; for the fifth grade, $quot;Establishment of Hypothesis→Design of Experiment→Experimental Activity→Verification of Hypothesis→Application$quot; for the sixth grade. 3. Finally, I have divided the process of science instruction into three main steps : $quot;Introduction, Development, and Fixation.$quot; At the introduction step, I have detected $quot;Introduction Activity of Motivation,$quot; $quot;Reminding Activity of Previous Class,$quot; and $quot;Presentation Activity of Learning Goal.$quot; At the development step, I have found two main activities as namely $quot;Investigation Activity$quot; and $quot;Experimental Activity$quot; the latter of which increases according to grade levels. At the final fixation step, I have observed two principal activities, $quot;Summarization Activity of Class$quot; by using audiovisual materials or teacher`s explanation, and $quot;Prior Announcement Activity of Coming Class.$quot;