Teacher–Student Interactions in Korean High School Science Classrooms  

Oleh:

Lee, Sunny S. U. ; Fraser, Barry J. ; Fisher, Darrell L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Science and Mathematics Education vol. 1 no. 1 (2003), page 67-86.
Topik: INTERACTION; asian studies; classroom environment; questionnaire on teacher interaction; stream differences; teacher–student interactions

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: II21.1 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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This paper provides a preliminary picture of teacher – student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science - independent stream students, 195 science - oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher – student interactions in Korean senior high school science classrooms reflect the general image of the youth - elder relationship in society as well as the senior high school''s unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher''s personal characteristics with the nature of a stream (e. g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher – student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher – student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea.

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