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Transforming the Activity System of an Elementary Science Class through Physics Lessons Focusing on Collaborative Relationships
New Phys.: Sae Mulli 2019; 69: 325~337
Published online March 29, 2019;
© 2019 New Physics: Sae Mulli.

Ilkyun NAM, Sungmin IM*

Department of Physics Education, Daegu University, Gyeongsan 38453, Korea
Correspondence to:
Received December 12, 2018; Revised January 18, 2019; Accepted January 19, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study investigated how the activity system of the science class has been changed so as to increase the elementary students' scientific character through physics classes focusing on collaborative relationships. For this study, 28 physics classes dealing with 7 subjects focused on fostering collaborative relationships with three criteria: structured cooperation, collaborative communication, and collective reflection were taught for 2 months to 24 elementary students. Network analyses of self-report essays revealed that the elementary students showed the improvement in community participation, interpersonal relationships, and communication. The result using Cultural Historical Activity Theory(CHAT) to analyze the classes showed that the subjects of the activity system developed collaborative communication into transactive discourse through collective reflection on the conflicts being caused by their competition and the efforts to solve those conflicts. As efforts for resolving isolation and conflicts led to increased solidarity, the activity system changed as every subject joined and cooperated more actively to achieve the goal of the community.
PACS numbers:, 01.40.Fk, 01.75.+m
Keywords: Scientific Character, Character education, Scientific fluency, Solidarity, Cultural Historical Activity Theory

March 2019, 69 (3)
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