• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.101-113
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• 2019

This study aims to explore which aspects of student agency have previously been studied and the ways agent practices have been investigated in learning communities in research on science education. Results reveal five aspects of agency related to students' actions in a learning community: epistemic agency, transformative agency, educated action in science, disciplinary agency, and material agency. We delineated how agency is captured in epistemic practices, as described in the literature on each of the aforementioned aspects. We also probed into the three approaches by which previous research has examined the practices of students as agents that construct learning communities. These approaches are (a) the investigation of students' actions as representative of the agency of an entire learning community, (b) the exploration of the effects of focused student action on the structure of activity, and (c) the investigation of interactions between students as agents. We discussed the implications of previous research on the basis of each approach to understanding the diverse features of student-centered learning communities. The present work contributes to the exploration and support of students' practices as agents in the learning communities in science classrooms.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.511-523
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• 2019

In this age of the $4^{th}$ industrial revolution, we, science educators, are giving more light on students' agentic behavior in the process of educating future scientist. This study, with the analytic lens of epistemic agency, explores the key stages of a student-driven R&E program rather than the scientist-led R&E program. It also examines to understand the emergence of students' epistemic agency in each stage of R&E. Data from participant observation for 18 months and in-depth interviews were collected and analyzed with the constant comparative method of grounded theory. This study identifies and describes five key stages of student-driven R&E: The stage of exploring research theme, designing research, performing lab activity, interpreting results, and communicating research. It also finds that (a) students' epistemic agency emerged with the constant interactions with the R&E structure; (b) students' epistemic agency has deep relations with the epistemic beliefs of the students; (c) students positioned themselves as decision-makers in the R&E practice; (d) the redistributed power and authority of the R&E contributed to the emergence of students' epistemic agency.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.47-57
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• 2021

This study aims to explore the epistemic goals that pre-service elementary teachers can construct in their biology-related knowledge construction activities, how these goals are constructed, and how the shaping of the knowledge construction activities around the goals was afforded or constrained. The research participants were 26 pre-service teachers, divided into 11 groups of two or three to engage in the activity. Their discussions and products were collected and used as data for this study. The analysis revealed that the teachers constructed three types of epistemic goals: making sense of natural phenomena, proposing the most effective course of action, and proposing solutions to problems based on their causes. Construction of different types of goals depended on the conclusions the pre-service teachers expected to draw based on the explored natural phenomena. It was found that the elicitation of the pre-service teachers' epistemic goals could facilitate their shaping of the knowledge construction activity as an evidence-based justification. The participants planned the construction of mechanistic explanations of natural phenomena with the epistemic goals of 'making sense of natural phenomena' or 'proposing solutions to problems based on their causes.' However, enacting their knowledge construction plans with sophisticated epistemic features was constrained due to the limited resources available. This study can contribute to developing instructional strategies that facilitate learners' epistemic agency and addressing epistemic agency in the development of pre-service teacher education methods.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

• Korean Journal of Social Welfare Studies
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• v.44 no.2
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• pp.465-497
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• 2013

This paper criticizes the ontological and epistemological dichotomy in social sciences including social welfare and probes into Critical Realism as an alternative paradigm. Many theories for social welfare have adhered to dichotomous ontological standpoint, 'agency' vs. 'social structure', and Eco-system approach have occupied dominant position to integrate this dichotomy. These theoretical standpoint have had great influence on social work practice. On the other hand, dichotomous epistemological standpoint which is constituted of different views of phenomena, 'positivism' and 'constructionism', have had great influence on social work research and practice. These dichotomous ontological and epistemological approach have a limit to reveal qualitative nature of the relationship between agency and social structure, to ponder the deeper reality, the mechanism of stratified reality, and the reality being independent of agency. Replacing these approaches, Critical Realism unfold the theoretical potential as an alternative paradigm for social welfare through the discussion on stratified realty(the empirical, the actual, and the real), intransitive/transitive dimension, double hermeneutics in these dimensions, and the conditions for conceptualization, duality of structure and practice, transformation model of agency and structure.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.237-250
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• 2021

Teachers play a key role in designing a students' learning experience. Teachers are asked to interpret the context in which they are located and to adjust their practice to fit circumstantial needs based on their teacher agency. In this study, we explore the emergence of teacher agency in distance learning caused by COVID-19 and we analyze factors shaping the teacher agency. For this purpose, we interviewed six secondary science teachers who practiced distance learning in 2020. Semi-constructed interviews and their artifacts were collected and analyzed. This study shows that teacher agency is captured when they respond to circumstantial change and modify their practice to achieve their professional purpose or adjust their practice in space for maneuvering or keep their practice consistent. This study also analyzes the factors that affect the emergence of teacher agency in two dimensions. One is individual and the other is contextual. In the individual dimension, educational values shaped by his/her experiences and short/long-term goals for the future support the emergence of teacher agency. In the contextual dimension, there are collaborative and flexible culture shared by the community, co-operation within the teacher community, and material support. On the other hand, in the individual dimension, the teachers' sense of their role, and no reflection for own practice constrain the emergence of teacher agency, and in the contextual dimension, performativity discourse and strong requirement without guidance constrain the emergence of teacher agency. We suggest an effective lens for establishing a strategy that support teachers' professional practice and the emergence of teacher agency.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.401-406
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• 2019

Recently, as multi-platform game environments become common, many games of convergence genre have been produced, and the boundaries of genre division by existing platforms have become blurred. The game genre is convergence content consisting of user-centered 'narrative and play'. In this paper, we propose a game genre classification according to the user 's behavior type based on the essential recognition that the subject of the game is the user. The user's actions are done in different genres and goals and rules, and the interaction is an important act for immersion. Therefore, the user's behavioral classification and perception by the game genre are important and expected to help redefine the game structure.

• (The) Research of the performance art and culture
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• no.38
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• pp.5-31
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• 2019

This article aims to examine the concept and historical background of Applied Theatre and its major characteristics as a newly emerging theatrical practice in recent years. With these aims, the article chronicles the history of how Applied Theatre has developed and formed as an overarching umbrella term that encompasses different theatrical praxis. Given the ambiguity and confusion of this practice, the article argues the importance of recognizing the Applied Theatre's shifting paradigm of subject and object, a crucial element in understanding the practice. Further discussed is the exploration of 'community' in regards to comparing the similarities and differences among Applied Theatre, Community Theatre, and Community-based Performance. The article concludes that the essential comprehension of Applied Theatre's uniqueness comes from noticing and perceiving the paradigm shift that places participants and community as a subject of theatrical transaction rather than as an object, as traditional theatre has done so far.

• Journal of Korea Game Society
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• v.16 no.5
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• pp.7-22
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• 2016

The risk is subjectively perceived by the subject to judge. In the case of the game, game organizations and watchdog groups also recognized differently occurrence probability and intensity of risk to form a physical relationships of the game with each. Thus, we look only at the risk of their own subjective opinion, the fundamental solution is not possible. In this paper, we conducted a study on the form, occurrence point, and generating processes of risk by analyzing the physical components that make up the network of the game based on ATN in order to confirm definitely the substance and the presence of the game risk. In view of ANT, the game and humans constitute a network through their ability to act as each actor. If the gamer does not clearly recognize the nature of the ability to act of the game, the reverse control and the excess flow occur through remediation properties of the game. Therefore, it requires a more in-depth study in the future with respect to complex structure and relationships of the game-gamer network.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.1
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• pp.119-139
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• 1999

일상어는 한 사회의 모든 구성원이 쉽게 이해할 수 있고 사회생활에서 아무런 어려움이 없이 상호간에 의사소통을 할 수 있는 언어의 표현 수단이다. 이에 반하여 학술어는 각각의 전문분야에서 사용되고 있는 언어의 한 형태이다. 학술적 텍스트에서 나타나는 일반적인 특징은 글이 객관적이면서도 명확하게 기술된다는 점이다. 일반독자는 자주 사용되는 전문어휘를 통하여 학술적 텍스트를 가장 쉽게 인식할 수 있으며, 또한 텍스트의 구성에 있어서도 학술적 텍스트가 일반 텍스트와 다르다는 사실을 알 수 있다. 이 외에도 독일어에서는 일정한 문법적 현상들이 학술적 전문어의 요소로서 사용되고 있다. 예를 들면 삼인칭 단수, 부사구, 명사화 경향, 기능동사구의 선호, 수동구문 등등이 있다. 일반적으로 학술적 전문어에 자주 사용되고 있는 문법적 요소 중의 하나가 수동구문이다. 학술어의 요소로서 수동구문이 갖는 언어적 기능은 다음과 같다: 1. 수동구문에서는 일반적으로 행위자가 언급되지 않음으로써 사실이 객관적으로 표현되며, 동시에 행위자의 억제는 언어의 경제성에 기여한다. 2. 경우에 따라서 행위자가 표현될 때, 직접적인 행위의 주체를 나타내는 von-전치사구 혹은 매개체나 원인을 표현하는 durch-전치사구를 통하여 사건을 정확하게 기술할 수 있다. 3. 테마-레마 구조와 관련하여 살펴보면 문장구성 혹은 문장연결을 위한 표현수단으로도 수동구문은 활용된다. 4. 수동구문을 사용함으로써 문체상의 단조롭고 획일적인 점을 회피할 수도 있다. 본 논문은 이와 같이 수동구문이 지니고 있는 언어적 기능을 살펴봄으로써 학술적 전문어의 특징과 전문어를 이해하는데 기여한다.