RESEARCH-BASED TEACHING: ANALYZING SCIENCE TEACHERS’ PROCESS OF UNDERSTANDING AND USING ACADEMIC PAPERS TO TEACH SCIENTIFIC CREATIVITY

TitleRESEARCH-BASED TEACHING: ANALYZING SCIENCE TEACHERS’ PROCESS OF UNDERSTANDING AND USING ACADEMIC PAPERS TO TEACH SCIENTIFIC CREATIVITY
Publication TypeJournal Article
Year of Publication2023
AuthorsPark, J, Yoon, H-G, Lee, I
JournalJournal of Baltic Science Education
Volume22
Issue1
Start Page57-72
PaginationContinuous
Date PublishedFebruary/2023
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordscase study, research-based teaching, scientific creativity, teacher’s learning process, teaching plan
Abstract

Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45–hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.

URLhttps://oaji.net/articles/2023/987-1676960659.pdf
DOI10.33225/jbse/23.22.57
Refereed DesignationRefereed
Full Text