A case study on the formation and sharing process of science classroom norms

ABSTRACT

The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom norms in connection with these factors. By examining the developmental process of science classroom norms, we identified how the norms were realized, shared, and internalized among the members. We collected data through classroom observations and interviews focusing on two elementary science classrooms in Korea. From these data, factors influencing norm formation were extracted and developed as stories about norm establishment. The results indicate that every science classroom norm was established, shared, and internalized differently according to the values ingrained in the norms, the agent of norm formation, and the members’ understanding about the norm itself. The desirable norms originating from values in science education, such as having an inquiring mind, were not established spontaneously by students, but were instead established through well-organized norm networks to encourage concrete practice. Educational implications were discussed in terms of the practice of school science inquiry, cultural studies, and value-oriented education.

KEYWORDS:

• Science classroom norm
• elementary school science
• formation
• sharing
• internalization

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Jina Chang is a lecturer at Seoul National University of Education in Seoul, South Korea. She holds a Ph.D. in Physics Education from Seoul National University, Seoul, South Korea. Her research interests are in the areas of inquiry in school science, primary science education, and sociocultural contexts. Her research focuses on the practice of science teaching and learning from sociocultural perspectives.

Jinwoong Song is a Professor of Physics Education at Seoul National University in Seoul, South Korea. His main areas of research include physics teaching and learning, philosophy and history of science education and science classroom culture. He is particularly interested in understanding the features of science culture in East Asia and developing the culturally appropriate pedagogies in science classrooms in East Asia.

Additional information

Funding

This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government [NRF-2013S1A3A2042832].