• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.415-428
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• 2021

The COVID-19 pandemic has changed everything, even education. Last year when distance learning was introduced, science teachers faced many challenges to overcome. However, teachers adapted quickly, and in this year, it became the 'new normal'. In this situation, teachers are likely to habitually repeat past practices, but the context of the second year of distance learning is changing constantly, and teachers are asked to interpret the problem occurring in a situation and to adjust their practice for solving the problem with their teacher agency. In this study, we explore the emergence of science teacher agency and factors shaping teacher agency in the second year of distance learning and we focus on teachers' agentic practice that did not follow their past practice without reflection. For this purpose, we mainly analyze the semi-constructed interview of three science teachers. In the first year of distance learning, two teachers maintained their practice, not much different to face-to-face learning. However, one teacher reflected upon herself and started to recognize and solve her problems. Reflection for her practice can support this process. Another teacher changed her practice due to external suggestions, but it evolved her practice to fit the situation better, and her experience of last year helped her to adapt to the change. The other teacher who modified her practice to persist her professional purpose last year was consistently practicing in the second year and collaboration and autonomy can support her. This study shows the teachers' dynamic change of agency and the emergence for the relational interaction between teacher and context.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.451-462
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• 2020

According to the online learning environment, learning activities using mobile technology have emerged as a major concern. The features of mobile technology show potential supporting the emergence of learners' agencies in science education. In this study, 22 research literature on mobile activities in science teaching and learning published in Korea from 2011 to April 2020 were selected. First, the framework of Suarez et al. (2018) was revised and the types of mobile activities were categorized and investigated. Second, the emergence of agencies was examined in the context of science teaching and learning. And also, the relevance of mobile activity types ('Access to content', 'Data collection', 'Peer-to-peer communication', 'Contextual support') to support learners' agency dimension ('goals', 'content', 'action', 'strategy', 'reflection', 'monitoring') was analyzed. The first analysis show that science teaching and learning through mobile activities are changing from traditional to student-centered. Through these activities, students become more involved in learning and get the opportunity to become agents of learning. As a result of the second analysis, it has been confirmed that the emergence of learners' agencies has been supported and strengthened through mobile activities. Whereas, it needs to look upon the relationship between learners' agency and mobile activities in the overall context of science class. This consideration led to implications for the use of mobile technology in future science education and the transition to student-centered education.

• Korean Educational Research Journal
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• v.43 no.1
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• pp.183-213
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• 2022

The purpose of this study is to examine the implications of Deleuze and Guattari's Machinism and Pedagogy of Assemblages. A slow, empirical process offered by Deleuze and Guattari is possible only if they experience a repetition of the duration in time. The identity of this world, a combination of potential and reality, is expressed as a machine. The identity of the 'machine' is the generation. The identity of the information society that exists everywhere in the cloud and unconsciously collects big data is also the information society. The information society is at risk of leaning toward a society in which individual desires are managed prior to the manifestation of a self-reliance a machine consisting of unmarked and mechanical arrangements. Social science based on the theory of layout shares the characteristics of repetition patterns, coexistence of linguistic and materiality, attention to boundary and negation to total whole. The pedagogy of layout, in which the collective pattern is structurally deformed in time, conforms to the original problem consciousness of Deleuze and Guattari, slow and empirical education. In addition, the work of examining the materiality and expression of the education-machine will contribute to the establishment of a new learning theory, an educational theory in the era of trans-human.

• 대학교육
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• s.11
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• pp.5-8
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• 1984

• 대학교육
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• s.54
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• pp.51-57
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• 1991

• 대학교육
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• s.63
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• pp.6-7
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• 1993

• 대학교육
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• s.69
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• pp.74-78
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• 1994

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.477-486
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• 2022

This study explored a possibility of science concept learning in scientific practice-based science instruction through the review of literature about situated learning theories and practice-based science education. It was revealed that the situated learning theories were closely related to the recent trend in science education which emphasizes students' active engagement in scientific practices. From the perspective of situated learning, concept learning occurs in the process in which learners make use of concepts as resources and further develop the concepts through the emergence of conceptual agency during their participation in practices. The study also found that the situated learning perspectives could apply to science concept learning in scientific practice-based instruction: Science concepts are used as resources in practice-based science learning, students can better engage in scientific practices as they take advantage of science concepts as resources, and the emergence of conceptual agency can facilitate science concept learning during the participation in scientific practices. Implications for school science education were suggested.

• 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.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.1
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• pp.108-118
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• 2012

The purpose of this research was to verify a model that shows how subjectivity-relatedness can be a mediator in helping depressed college engineering students to feel happiness. The research subjects were seventy eight college students. Their age was between twenty oneto thirty years old. Assessment tools used were Depressive Experiences Questionnaire, Me Consciousness - We Consciousness Scale and Happiness Scale. The research had three questions. Question 1. Does subjectivity - relatedness have a mediating effect on depression and happiness? Question 2. Does subjectivity have a mediating effect on depression and happiness? Question 3. Does relatedness have a mediating effect on depression and happiness? The results indicate that subjectivity-relatedness as well as subjectivity and relatedness individually have a mediating effect on depression and happiness.