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Exploring Elementary School Teachers' Meaning-Making of Activity-Centered Instruction: A Case Study of Financial Education Lessons

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2026, 11(2), pp.241~266
  • DOI : 10.23041/jsst.2026.11.2.009
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : June 1, 2026
  • Accepted : July 30, 2026
  • Published : July 30, 2026

Kim, Jihun 1

1대전 은어송초등학교

Accredited

ABSTRACT

This study explored elementary school teachers' understandings of and approaches to constructing activity-centered instruction. A qualitative case study was conducted on the financial education curriculum development activities of Research Group A, an online teacher learning community consisting of elementary school teachers interested in economic and financial education. Data were collected from 14 participating teachers through participant observation, in-depth interviews, and field documents, and analyzed using thematic analysis. The findings revealed that teachers regarded activity-centered instruction as a core principle of instructional design, but understood its meaning in diverse ways. Some focused on students' active participation as agents of learning, while others emphasized the outward forms of activities, such as games, play, and physical activities. However, even within each type of understanding, teachers differed in the level of understanding and instructional design required to construct activities, as well as in their views of activities as a means of developing conceptual understanding. These differences indicate that teachers' understandings were multilayered rather than simply dichotomous. Despite these differences, common principles emerged in instructional design practices: connecting lessons to students' everyday lives and enabling students to engage directly with financial concepts through games, simulations, and role-play. The study demonstrates that teachers' diverse understandings converged on common principles in practice and suggests that tacit practical knowledge serves as an underlying principle of activity-centered instruction.

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