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Park, Joonhyeong
- PublicationMetadata onlyIs water a lubricant?: Inquiring about a dilemmatic statement in physics education
We designed an inquiry activity to investigate the question, 'Is water a lubricant?' Placing the same object on surfaces of three different materials, we observed the effect of adding a small amount of water on the coefficient of static friction, μs. Up to 1 ml of water was added. The results of each surface were graphed and compared with one another. In general, our findings show that the addition of water serves to increase μs up to a certain point, before decreasing it. The experiment can be easily replicated in a secondary school science lab. It presents two seemingly opposing phenomena, but they both hold because they occur within their respective boundary conditions.
16 - PublicationMetadata onlyThe features of visual models generated by primary school students in an online learning platformThe purpose of this study is to identify the features of student-generated visual models in an online learning platform. To this end, online-based learning activities were designed and applied to 123 primary school students. Specifically, the students were guided to generate visual models for three phenomena related to light and shadow, following three steps: (1) observing a phenomenon in a video and constructing the first visual model of the phenomenon, (2) evaluating two different models in a concept cartoon and choosing the better model, and (3) observing another similar phenomenon and constructing the second model. Six visual models per student (738 visual models in total) were collected and analysed in terms of using proper symbols and conceptual understanding. In using symbols to visualise how light travels, students were found to employ increasingly higher levels of symbols over the course of constructing the six visual models. In terms of conceptual understanding, students demonstrated their conceptual development in the visual models they used to explain simple phenomena; however, for complex phenomena, the development of the conceptual levels of their models was challenged. Based on the above results, educational implications are discussed in terms of fostering students’ visual models in an online environment.
13 - PublicationOpen AccessMultimodal genre of science classroom discourse: Mutual contextualization between genre and representation constructionThis paper argues that meaning-making with multimodal representations in science learning is always contextualized within a genre and, conversely, what constitutes an ongoing genre also depends on a multimodal coordination of speech, gesture, diagrams, symbols, and material objects. In social semiotics, a genre is a culturally evolved way of doing things with language (including non-verbal representations). Genre provides a useful lens to understand how a community’s cultural norms and practices shape the use of language in various human activities. Despite this understanding, researchers have seldom considered the role of scientific genres (e.g., experimental account, information report, explanation) to understand how students in science classrooms make meanings as they use and construct multimodal representations. This study is based on an enactment of a drawing-to-learn approach in a primary school classroom in Australia, with data generated from classroom videos and students’ artifacts. Using multimodal discourse analysis informed by social semiotics, we analyze how the semantic variations in students’ representations correspond to the recurring genres they were enacting. We found a general pattern in the use and creation of representations across different scientific genres that support the theory of a mutual contextualization between genre and representation construction.
WOS© Citations 4Scopus© Citations 5 357 355 - PublicationOpen AccessInvestigating South Korean students’ risk perception related to the development of science and technology
The rapid progression of science and technology has brought both remarkable conveniences and innovations and potential risks to us. To address these risks within science education, this study aims to identify the tendency of students’ risk perceptions across different technologies. For this purpose, we developed a survey addressing three key components of risk perception (i.e., risk recognition, risk assessment, and risk management) and the educational need for risk education. 311 responses were collected from elementary, middle, and high school students and statically analyzed. The results indicated that students showed various risk perception patterns depending on the technology. There were significant perception gaps between boys and girls regarding vaccines and antimicrobial technology. It was also found that high school students’ perceptions of the benefits of the technologies were higher than elementary and middle school students’ perceptions. Based on these findings, we discuss pedagogical implications for risk education in science classrooms.
86 502 - PublicationEmbargoHow students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps(Taylor & Francis, 2024)
; Background
To support collaborative drawing, it is essential to investigate how students make collaborative drawings and how these contribute to elaborating their ideas. This study examines how 5th and 6th grade students’ group drawings contributed to increased levels of explanations of their drawings about sound transmission.Methods
We analyzed two cases of group drawing processes, that showed a large difference in the explanatory levels in their drawings, to find discourse patterns and visualized these patterns through discourse maps in relation to the progressions of drawing.Findings
In the first case, the students successfully co-constructed sound transmission drawings following Demand-Give-Acknowledge patterns. The students continuously questioned how to visualize particles’ vibration, used multimodal resources to generate alternative drawings, and determined most scientific drawings. In the second case, the students did not reach consensus on how to visualize particles’ vibrations, following repetitive patterns of Give-Refute. While the teacher intervened and mediated student’s conflicting ideas, the students did not generate any alternative ideas.Contribution
This study illustrates in close detail how the process of multimodal transactive discussion contributed to conceptual understanding during collaborative drawings. The discourse map may be instrumental to analyze students’ collaboration systematically and devise pedagogical approaches.Scopus© Citations 2 74 12 - PublicationMetadata onlyInquiring into a spectral concept in the physics classroomWe designed an inquiry activity to investigate the question 'How transparent are transparent films and papers?' Using an easily-replicable set up, we observed the effect of increasing the number of transparent films, thin papers and general papers between a light source and a light sensor. For each material, one sheet was added each time. The amount of light received was collected and graphed by a data logger. Our findings show that, as the number of sheets increases, the amount of light received at the receiver decreases. The general paper and thin paper stacks took 4 sheets and 10 sheets respectively to achieve negligible light transmittance. The transparent film stack did not achieve negligible light transmittance, but successive addition of sheets did lower transmittance. Evidently, transparent films are not perfectly transparent. Transparency (and opacity) is not a binary condition, but rather a continuum based on boundary conditions. The inquiry activity developed through this study, which investigates a spectrum of transparency in films and papers, may be useful for students to appreciate the spectral nature of the transparency concept across different materials.
35 - PublicationOpen AccessPlan-Draw-valuate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representationThe use of group drawing to promote student-generated representation is a common instructional strategy as it combines the benefits of using visual representation and collaborative talk. Although the affordances of group drawing have increasingly been emphasized in science education, few studies have investigated how drawing as a visual mode interacts with group discourse as a verbal mode as well as how that interaction facilitates the development of students' collective ideas. Informed by theories in classroom discourse and multimodality, this paper examines the interaction process between a verbal and visual mode of representation as groups of students engaged in collaborative drawing during guided science inquiry lessons. On the basis of the analysis of data from a science class that adopted group drawing, we found and documented a recurring pattern, Plan-Draw-Evaluate or PDE pattern, in how the interaction between the verbal and visual modes occurred during collaborative drawing. This PDE pattern consisted of a triad of moves that alternate between the two modes and fulfilled various discursive purposes, such as suggesting, requesting, recording, visualizing, elaborating, agreeing, and rejecting. The PDE pattern provided a basic social structure that facilitated the collaboration and progression of students' ideas. With illustrations of PDE patterns and its variations, we argue that the PDE pattern provides an insight into the dynamic organization of interactions involved in group drawing that takes into consideration the multimodal affordances of verbal and visual modes of representation and the progression of ideas developed through collaborative discourse.
WOS© Citations 8Scopus© Citations 18 294 197 - PublicationOpen AccessFeatures of and representational strategies in instructional videos for primary science classesUtilisation of instructional videos for science teaching has become more widespread due to the expansion of online teaching and learning environments and growing awareness of benefits of videos, such as enabling use of effective multiple representations. With this in mind, this study aimed to examine features of instructional videos for teaching scientific inquiry, a key element of science education, and learners’ engagement, a crucial issue in instruction in terms of representational strategies used. We analysed 16 instructional videos for science teaching generated by pre-service teachers. We found that the instructional videos tended to focus on posing a question related to a phenomenon and constructing its explanation conceptually rather than conducting investigations and interpreting the data. It was also found that there were alternations between providing relevant and conceptual resources and affording learners opportunities to answer questions verbally and visually to prompt their engagement. Various representational strategies, such as summarising, comparing, highlighting, sequencing, and presenting vivid phenomena, were also employed for better teaching scientific inquiry as a part of learners’ ongoing cognitive activities. Based on the findings, we argue that there is potential for using instructional videos for teaching science, considering representational strategies in terms of scientific inquiry and learners’ engagement.
WOS© Citations 1Scopus© Citations 2 83 84 - PublicationMetadata onlyAutomatic item generation in various STEM subjects using large language model prompting(Elsevier, 2025)
; ; 38 - PublicationMetadata onlyDemonstrating representational competence through the utilisation of potential disciplinary meanings during scientific explanation constructionThe construction of scientific explanations is considered an important component of scientific practices in science classrooms. When constructing explanations, students utilise multimodal representations to make and convey specific meanings, which are useful in supporting their thinking and learning. The mastery of these recognised functions makes up and signifies representational competence. However, the literature has yet to offer a clear description of the demonstration of representational competence from the perspective that views competency as a goal-oriented meaning-making process that relies on specialised representations. This research took a case study approach and collected data from six first-year undergraduates tasked to construct scientific explanations of phenomena. Using multimodal discourse analysis, we identified sequences of representations that suggest how particular disciplinary meanings were realised. The results showed that students demonstrated representational competence by making available, recognising, and utilising what we termed as potential disciplinary meanings. These meanings acted as a basis with which to construct new meanings that fulfil the explanation. The same potential disciplinary meanings were recognised and utilised to varying extents by different students leading to diverse outcomes. Based on the findings, we discussed the significance of potential disciplinary meanings towards understanding and developing representational competence.
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