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Science Teachers' Perceptions of and Approaches towards Students' Misconceptions on Photosynthesis: A Comparison Study between US and Korea

Title
Science Teachers' Perceptions of and Approaches towards Students' Misconceptions on Photosynthesis: A Comparison Study between US and Korea
Authors
Seo, KyungwoonPark, SoonhyeChoi, Aeran
Ewha Authors
최애란
SCOPUS Author ID
최애란scopus
Issue Date
2017
Journal Title
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
ISSN
1305-8215JCR Link1305-8223JCR Link
Citation
vol. 13, no. 1, pp. 269 - 296
Keywords
ConstructivismInstructional StrategiesMisconceptionPedagogical Content KnowledgePhotosynthesis
Publisher
EURASIA
Indexed
SSCI; SCOPUS WOS scopus
Abstract
A critical component of teacher effectiveness is how teachers notice students' misconceptions and adjust the instructional approach accordingly. Taking a stance that the teachers' instructional quality is crucial to students' learning, a qualitative international comparison study was performed to examine science teachers' perceptions of and their approaches toward students' misconception on photosynthesis between the United States ( US) and South Korea. A web-based on-line survey consisting of open-ended questions was administered to secondary science teachers and 85 and 81 teacher responses were collected from the US and Korea, respectively. Constructed responses were analyzed using the constant comparative method and enumerative approach through which regularities and patterns in the responses emerged. Four categories emerged concerning teacher perceptions of misconceptions: Concept, Knowledge Construction, Curriculum, and Pedagogical. Most teachers employed Concept or Knowledge Construction perspective to identify and reason out student misconceptions in both countries. In respect to instructional strategies, two dominant patterns emerged: content-focused and student-focused strategies. Teachers from both countries demonstrated the most frequent use of content-centered approaches, although the patterns of the usage in relation to their perceptions towards misconceptions were different to some degree. Possible attributing factors for the observed patterns and some limitations of the study are further discussed.
DOI
10.12973/eurasia.2017.00616a
Appears in Collections:
사범대학 > 과학교육과 > Journal papers
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