• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.597-625
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• 2013

This study explored how teachers and students in different countries discursively interact to build 'Classroom Science Knowledge' (CSK) - the knowledge generated situatedly in the context of the science classroom. Data came from publicly released $8^{th}$ grade science classroom videos of five nations who participated in the Third TIMSS (Trend in International Mathematics and Science Study) video study. A total of ten video-recorded science lessons and their verbatim transcripts were selected and analyzed using a framework developed by the researchers of the study. It was revealed that a range of discourse modes were utilized and these modes were often sequentially connected to build CSK in the science classrooms. Although dominant discourse modes and their sequences varied among different lessons or different countries, the study identified three salient patterns of science classroom discourse: teacher-guided negotiation and the sequences of exploring - building on the shared and retrieving - elaborating. These patterns were found to be different from the discursive features commonly witnessed in the community of professional scientists and interpreted as implying the existence of unique epistemic cultures shared in science classrooms of different countries. Further studies are suggested to reveal detailed characteristics of these epistemic cultures of science classrooms, as well as to confirm whether any cultural traits inherently shape the differences in science classroom discourse among different nations.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.69-96
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• 2004

The purpose of this study is to understand teaching and learning mathematics in elementary school classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Which kinds of lesson organization reveal? 2) Which kinds of social participation structure reveal? 3) Which processes of making meaning reveal? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data related to the social practices formed their classroom. The social practices of mathematics classroom was analyzed from three aspects such as lesson organization, social participation structure and making meaning. The results from which we analyzed the social practices of the mathematics classroom are as followings. From the aspect of lessons organization, the teacher had a lot of power and authorities in the classroom and used them to elicitate students' responses. From the aspect of social participation structure, five SPSs(social participation structures) which revealed in Jo(1997)'s economics classrooms, were shown in this mathematics classroom, but there were a difference to the situations or frequencies which the SPSs appeared. From the aspect of making meaning, it was common that meanings are formed by the explanation of the teacher, but the teacher didn't deliver the mathematical meanings directly. She tried to interact with students to arrive shared meanings.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.131-142
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• 2015

The purposes of this study are to develop a measuring instrument for the analysis of science classroom culture from the perspective of Community of Practice (CoP) and to confirm its feasibility. We set the structural factors of CoP and developed preliminary questions through literature review. The validity and reliability of the instrument were examined and modified through the pilot survey participated by a total of 219, 4th, 6th, and 8th grade students. The modified instrument consisted of 5 factors of 'responsibility for learning', 'common interest', 'mutual relationships', 'open participation', and 'practice', comprising a total of 27 items. As the main survey, confirmatory factor analysis and reliability analysis of the instrument were carried out with a total 706 students of the 4th and 6th grade. This measuring instrument was validated and used for analyzing the culture of science classroom CoP of elementary school by comparing the data from the main survey in terms of structural factors, grade, gender, and teacher type. The measuring instrument is expected to be used not only for analyzing science classroom culture from the perspective of CoP, but also for offering implications for the desirable science classroom culture.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.169-174
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• 2023

The purpose of this study is to analyze Korean college students' perceptions of interactions and senses of community, among students, and instructors and students as they took face-to-face classes by the time students and instructors came back to the classroom. Forty-nine college students participated in the study, and all of them had experienced non-face-to-face classes during the last two years from 2020 through 2021. They responded to the revised Rovai (2002)'s Classroom Community Scale (CCS), and the data were analyzed using a frequency analysis. The findings of data analysis showed that the students positively perceived the class contents and teaching formats of face-to-face classes, in terms of understanding and concentration on the class. On the other hand, it was found out that the students would still need more time for being familiar with face-to-face classes, and their affective variables of the educational environment should be considered.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.273-289
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• 2001

Given that the culture of the mathematics classroom has been perceived as an important topic in mathematics education research, this paper deals with the construct of sociomathematical norms which can be used as an analytical tool in understanding classroom mathematical culture. This paper first reviews the theoretical foundations of the construct such as symbolic interactionism and ethnomethodology, and describes the actual classroom contexts in which social and sociomathematical norms were originally identified. This paper then provides a critical analysis of the previous studies with regard to sociomathematical norms. Whereas such studies analyze how sociomathematical norms become constituted and stabilized in the specific classroom contexts, they tend to briefly document sociomathematical norms mainly as a precursor to the detailed analysis of classroom mathematical practice. This paper reveals that the trend stems from the following two facts. First, the construct of sociomathematical norms evolved out of a classroom teaching experiment in which Cobb and his colleagues attempted to account for students' conceptual loaming as it occurred in the social context of an inquiry mathematics classroom. Second, the researchers' main role was to design instructional devices and sequences of specific mathematical content and to support the classroom teacher to foster students' mathematical learning using those sequences Given the limitations in terms of the utility of sociomathematical norms, this paper suggests the possibility of positioning the sociomathematical norms construct as more centrally reflecting the quality of students' mathematical engagement in collective classroom processes and predicting their conceptual teaming opportunities. This notion reflects the fact that the construct of sociomathematical norms is intended to capture the essence of the mathematical microculture established in a classroom community rather than its general social structure. The notion also allows us to see a teacher as promoting sociomathematical norms to the extent that she or he attends to concordance between the social processes of the classroom, and the characteristically mathematical ways of engaging. In this way, the construct of sociomathematical norms include, but in no ways needs to be limited to, teacher's mediation of mathematics discussions.

• School Mathematics
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• v.18 no.4
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• pp.857-880
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• 2016

The development of teacher's professionalism through teacher education is a key element in the improvement of school education. However, there has been criticism that the mathematics teacher education in Korea do not provide given enough opportunities for the classroom experience during preservice teacher education period. For development of inservice mathematics teachers and preservice teachers' teaching professionalism, this study develops a research community for mathematics classroom consisting of experts, inservice mathematics teachers, and preservice teachers. And the study explores the possibilities of the model as an educational space for inservice teachers and preservice teachers by participating in a series of courses such as task development and revision, and observation and analysis of classes. As results, inservice teachers and preservice teachers were able to enhance the practical experience and understanding necessary for the class, and they were also positively influenced in teacher efficacy and view of teaching on the model. Based on this, we suggest the possibility of the model as a teacher education system.

• Journal of Christian Education in Korea
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• v.64
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• pp.445-477
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• 2020

The topic of school community is considered very important in Christian education because the Christian religion is based on relationships. However, the studies on school community in Christian education are insufficient. Therefore, this study intends to explore the characteristics of school communities in Christian elementary school through descriptive approach. For this, data was collected through a ten-week participant observations and ten-time interview with the teachers, students, and parents, and artifacts collection. The result of the analysis, students were growing up with experiencing inner conflicts when they have a good relationship with their friends as a member of one community. This study gives suggestions to Christian school and public school communities as follows. First, studies on Christian schools' community have to be based on the Christian worldview. Second, The community of justice needs to be included in Christian school communities. Third, Christian school students experience continuous inner conflicts when practicing Christian values, thus the classroom community needs to be a place where students can talk about it openly. Fourth, public schools only consider the abilities to cultivate community competence, but it needs to apply the Christian school community where it is comfortable and acceptable to reveal weakness. In this way, the community will become a more humanistic environment.

• Cross-Cultural Studies
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• v.19
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• pp.411-444
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• 2010

This paper explored the academic socialization of a group of Mongolian college students, learning Korean as their L3 (Third Language), by focusing on their uses of an electronic communication channel. From a perspective of the continua of bi-literacy, this case study investigated how Mongolian students who had limited exposure to a Korean learning community overcame academic challenges through the use of a written communication channel as a tool in the socialization process. Data were collected mainly through three methods: written products, interviews, and questionnaires. The results from this study were as follows. Interactional opportunities for these minority students were seriously constrained during the classroom practices in a Korean-speaking classroom. They also described the lack of communicative competence in Korean and the limited roles played by L2 (English) communication as key barriers to classroom practices. However, students' ways of engaging in electronic interactions differed widely in that they were able to broaden interactional circles by communicating their expertise and difficulties with their Korean peers through the electronic channel. More importantly, the communication pattern of "L2-L2/L3-L3" (on a L2-L3 continuum) emerging from data demonstrated how these students used a written channel as a socialization tool to mediate their learning process in a new community of learning. This study argues that a written communication channel should be taken as an essential part of teaching practices especially for foreign students who cannot speak Korean fluently in multi-cultural classes.

• Journal of the Korean Institute of Educational Facilities
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• v.17 no.2
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• pp.3-12
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• 2010

The purpose of this study was to provide the planning guideline for the multi-purposed classroom in the elementary school and middle school using questionnaire and user participation method. As the user participation method, the design workshop in the study contains participation techniques, community action planning, and participation game. The design workshop used the design kit as a communication tool. Four user groups, selected from teachers and child in the elementary school and middle school, to be reconstructed, participated in a design workshop with design kit, and each group produced their own plans. The result of this study is as follows; (1) Teachers wanted multi-purposed classroom to be used by two classes. (2) The size of the multi-purposed classroom was preferred 1.5 times(30 py.) of the regular classroom. (3) By considering the characteristics of students it was required the open space in elementary, but required it to be separated from the regular classroom in middle school. (4) Through the analysis, we could grasp the processes that the users' needs were practically applied to design. Our design workshop method should be hereafter modified and advanced, but showed the usefulness in many aspects.

• School Mathematics
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• v.17 no.2
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• pp.203-222
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• 2015

This study analyzed the classroom discourse between teacher and students based on the Mehan(1979a)'s theory to examine the characteristics of the classroom discourse between teacher and students in high school statistics class. The results of this study on the structure of class showed that the statistics class in this study adopted knowledge transmission-oriented teacher-led class in which the framework of introductiondevelopment- arrangement, which is Mehan's basic 3 stages, is clearly represented. The results of examining I-R-E sequence showed that $I_T-R_T$ structure, in which the teacher asks questions and the teacher talks about the answer, frequently appeared. And the statistics class in this study was monological class in which students hardly participated. Through these results of this study, it was found that teacher should form the statistical context, in which students can participate in discourse, and build discourse learning community and induce argumentational discourse through metaprocess elicitation.