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Facilitating Participation : A Science Subject Teacher's Practical Knowledge For Helping Elementary Students' Construction of Positive Emotion
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참여 촉진하기- 초등학생들의 긍정적 정서 구성을 돕는 과학 전담 교사의 실천적 지식 -

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Type
Academic journal
Author
Journal
Korean Society of Elementary Science Education 초등과학교육 초등과학교육 제38권 제2호 KCI Accredited Journals
Published
2019.1
Pages
244 - 262 (19page)

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Facilitating Participation : A Science Subject Teacher's Practical Knowledge For Helping Elementary Students' Construction of Positive Emotion
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The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students’ construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students’ interest diaries, post interviews with students, video recordings in science classes, and students’ personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students’ construction of positive emotion. Three images of an elementary science teacher’s practical knowledge emerged and can be categorized under the following headings: 1) ‘From science classroom to science café’, 2) ‘Pleasant experiment class for all students and the teacher’, and 3) ‘A science class for students who were marginalized’. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher’s practical knowledge on students’ construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students’ expectation from lab activities, and meeting the specific needs of marginalized students in a science class.

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