SCIENCE TEACHERS’ THEORY-BASED TEACHING: CONNECTING A LEARNING CYCLE MODEL TO A LESSON PLAN

TitleSCIENCE TEACHERS’ THEORY-BASED TEACHING: CONNECTING A LEARNING CYCLE MODEL TO A LESSON PLAN
Publication TypeJournal Article
Year of Publication2022
AuthorsLee, I, Park, J, Yoon, H-G
JournalJournal of Baltic Science Education
Volume21
Issue3
Start Page462-480
PaginationContinuous
Date PublishedJune/2022
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsabductive thinking, hypothesis generation, learning cycle, lesson plan, theory-based teaching
Abstract

This research examined theory-based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were obtained from lesson plans and interviews. Using the constant comparison method with open coding, data were analyzed to find out obstacles or facilitators acted in the process of applying the EALC model to design lesson plans and reveal the path through which theory and practice were connected. As a result, it was found that perceptive prejudice about the role and necessity of the EALC model was the main obstacle. The collaboration process helped teachers understand the EALC model clearly and deeply. The development of this cognitive understanding changed their prejudice about the EALC model and led them to reflect their teaching practices with the eyes of theory. Through this process, a separated state between theory and practice was developed to a connected state. With the belief that it is a good starting point for coordination between theory and practice, further studies are proposed.

URLhttps://oaji.net/articles/2022/987-1665989238.pdf
DOI10.33225/jbse/22.21.462
Refereed DesignationRefereed
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