• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.11-27
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• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.193-202
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• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.522-537
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• 2013

This study analyzed the relationship among the construct level of analogical reasoning, prediction and uncertainty, and the construction of an explanatory model that were produced during small group discussions for scientific problem solving. This study was participated in by 8 students of K University divided into 2 teams conducting scientific problem solving. The participants took part in discussions in groups after achieving scientific problem solving individually. Through individual interviews afterwards, changes in their thinking through discussion activities were looked into. The results are as follows: The analogy at the Entities/Attributes level was used to make people clearly understand the characteristics of certain objects or entities in the discussions. The analogy at the Configuration/Motion level that was produced during the discussions ensured other participants to predict the results of problem solving. The analogy at the Mechanism/Causation level changed the structure of problem situations either to help other participants to reconstruct the explanatory model or to come up with a new situation that was never been through before to justify the created mechanism and through this, the case of creating Thought Experiments during the discussions were observed. if looking into the changes of analogies, each individual's analogic paradigm during the discussions were shown as production paradigm, reception-production paradigm, production-reception paradigm, and reception paradigm. The construction and reconstruction of the explanatory model were shown in analogic production paradigm, and in the reception paradigm of an analogy, participants changed their predictions or their certainty.

• Journal of Science and Technology Studies
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• v.19 no.1
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• pp.137-179
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• 2019

This paper aims to uncover and discuss characteristics of citizen participatory transdisciplinary research which has been gaining momentum in recent years in the form of social-problem solving R&D program and sustainability science research. Two key questions are examined. One is related to the mechanism of cooperation in knowledge production among participants, namely scientists and citizens(extra-academics), while the other is examining whether the output of participatory research activity is more than journals or patents. Diverse strands of literature on knowledge and knowledge production including Mode 2, Learning modes and the notion of co-production of knowledge and social order are drawn and critically reviewed to elucidate the characteristics of citizen participatory transdisciplinary research.

• Journal of Science and Technology Studies
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• v.12 no.2
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• pp.1-31
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• 2012

Rapid globalization process is applying to Science field in Korea. Until now, most researches and government's announcement used to examine the scientific level of Korea by using the number of publications in the SCI Journals. I investigate other aspects of the scientific globalization: a scientific collaboration trend, participations of foreign researchers, and the national level of collaboration networks. There are increasing patterns in collaboration and foreign researchers' participation, and the Impact Factors of the Journals were preceded by inflating trend in the participations of foreign researchers. Also, the breadth and the density are different from each science fields in the national level of collaboration networks. These findings are related to the process of globalization in the Korean science journals and the science fields.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.97-109
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• 2022

In this study, we investigated pre-service teachers' reflection of questions during science instruction in teaching practicum from the perspective of productive reflection. The productive reflection used in this analysis has four aspects of learners and learning, subject matter knowledge, instruction, and assessment. Five pre-service teachers participated in this study. They reflected on their questions with one class video by using think-aloud method. Semi-constructed interviews were also conducted. The analyses of the results reveal that the aspect of 'instruction' and the 'learners and learning' were frequently included in their reflections. 'subject matter knowledge' was often included in their reflection while 'assessment' was hardly included. The integrations of the two aspects appear most often, those of three aspects appear only sometimes. However, four aspects appear very rarely. The integrations of 'learners and learning' and 'instruction' with the other aspects were most frequent, and the integrations of 'content knowledge' with the other aspects were often. However, the integration of 'assessment' was very few. There were more productive reflections from pre-service teachers who reflect on several questions in context than who reflected on questions one by one. In addition, they exhibited some difficulties in suggesting alternatives to improve their questions. They tried to modify the teaching method related to the questions rather than revise the form of questions. Based on the results, practical implications to improve expertise related to the questions of pre-service teachers were discussed.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.7
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• pp.1075-1081
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• 2013

Twitter, Facebook, and KakaoStory are the major SNS in Korea. Social knowledge production is being produced by those services from numerous collaboration and co-participation in those SNS. Wikipedia or Naver JishikIN service was regarded as the representative product of collective knowledge production during the wired internet era. However now at the wireless internet era centered with smart phones, various forms of collective knowledge production would be achieved by connecting to SNS in real-time. In this thesis, the survey data of collective knowledge production for users of three SNS have been compared and analyzed. The difference of the collective knowledge production mechanism among Twitter, Facebook and KakaoStory has been studied and compared through three variables: the motivation of collective knowledge production, the preference of collective knowledge production model, and collective knowledge production cultural perception. As a result of the analysis of the discriminant factors for three SNS user groups, it turns out that the diversity-toward usage motivation, personal contribution motivation, and collective knowledge production tendency perception are the most influential variables. This thesis is of significance in that it unites the value of social science such as social capital and collective knowledge production from the viewpoint of computer science and opens the new chapter of collective knowledge production with the real-time SNS of wireless internet from the wired internet.

• Journal of the KSME
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• v.30 no.1
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• pp.9-16
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• 1990

CIM기술은 기업체 지원형 및 국산화형 생산기술과 더불어 필수적이고 상호 보완적인 산업기술이 고 또한 첨단제품기술 및 원천과학기술과의 연계가 가능한 접속(interface) 기술이다. 동시에 이의 연구개발은 다분야 공동참여적인 (multi-disciplinary) 기술적 배경을 필요로 하며 산업계 연구 수 행과 종속적이고도 이원적인 연구 체제가 필요하다. CIM기술개발의 예로서 제품 설계에서부터 설계의 해석 및 평가, 금형 설계, 공장 설계, 가공, 사상 및 측정. 검사까지의 과정과 생산통제를 포함하는 제반 생산 행위를 컴퓨터를 이용하여 생산 정보를 통합 제어함으로써 합리적인 금형 생산을 위한 사출 금형의 모델 플랜트를 소개하였다. 이 모델 플랜트는 설계, 공정 설계/NC, 연마, 측정. 검사, 시스템 통제의 5개 스테이션으로 구성되며, 각 스테이션에서의 중단위 통합 모델이 테스트되었다. 향후, 스테이션 간의 정보 흐름이 완전히 통합되면 금형업체는 물론 많은 제조업체에서의 광범위한 CIM기술 활용이 기대된다.