Understanding of Science Classrooms in Different Countries through the Analysis of Discourse Modes for Building “Classroom Science Knowledge” (CSK) = Understanding of Science Classrooms in Different Countries through the Analysis of Discourse Modes for Building “Classroom Science Knowledge” (CSK)

다국어 초록 (Multilingual Abstract)

This study explored how teachers and students in different countries discursively interact to build ``Classroom Science Knowledge`` (CSK) - the knowledge generate situatedly in the context of the science classroom. Data came from publicly released 8th grade science classroom videos of five nations who participated in the Third TIMSS (Trend in International Mathematics and Science Study) video study. A total of ten video-recorded science lessons and their verbatim transcripts were selected and analyzed using a framework developed by the researchers of the study. It was revealed that a range of discourse modes were utilized and these modes were often sequentially connected to build CSK in the science classrooms. Although dominant discourse modes and their sequences varied among different lessons or different countries, the study identified three salient patterns of science classroom discourse: teacher-guided negotiation and the sequences of exploring - building on the shared and retrieving - elaborating. These patterns were found to be different form the discursive features commonly witnessed in the community of professional scientists and interpreted as implying the existence of unique epistemic cultures shared in science classrooms of different countries. Further studies are suggested to reveal characteristics of these epistemic cultures of science classrooms, as well as to confirm whether any cultural traits inherently shape the differences in science classroom discourse among different nations.