Park, Joonhyeong

Preferred name
Park, Joonhyeong
Email
joonhyeong.park@nie.edu.sg
Department
Natural Sciences & Science Education (NSSE)
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2023 - 20242
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    Demonstrating representational competence through the utilisation of potential disciplinary meanings during scientific explanation construction
    (Taylor & Francis, 2024)
    Qawiem Jamil
    ;
    Park, Joonhyeong 
    ;
    Teo, Tang Wee 
    The 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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    Open Access
    Integrating artificial intelligence into science lessons: Teachers’ experiences and views
    (Springer Nature, 2023)
    Park, Joonhyeong 
    ;
    Teo, Tang Wee 
    ;
    Teo, Arnold
    ;
    Huang, David Junsong 
    ;
    Koo, Sengmeng
    ;
    Chang, Jina

    Background
    In the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional discipline in schools. As such, subject matter teachers may need to take on the responsibility of integrating AI content into discipline-based lessons to help students make connections and see its relevance rather than present AI as separate content. This paper reports on a study that piloted a new lesson package in science classrooms to introduce students to the idea of AI. Specifically, the AI-integrated science lesson package, designed by the research team, provided an extended activity that used the same context as an existing lesson activity. Three science teachers from different schools piloted the lesson package with small groups of students and provided feedback on the materials and implementation.

    Findings
    The findings revealed the teachers’ perceptions of integrating AI into science lessons in terms of the connection between AI and science, challenges when implementing the AI lesson package and recommendations on improvements. First, the teachers perceived that AI and science have similarities in developing accurate models with quality data and using simplified reasoning, while they thought that AI and science play complementary roles when solving scientific problems. Second, the teachers thought that the biggest challenge in implementing the lesson package was a lack of confidence in content mastery, while the package would be challenging to get buy-in from teachers regarding curriculum adaptation and targeting the appropriate audience. Considering these challenges, they recommended that comprehensive AI resources be provided to teachers, while this package can be employed for science enrichment programs after-school.

    Conclusions
    The study has implications for curriculum writers who design lesson packages that introduce AI in science classrooms and for science teachers who wish to contribute to the development of AI literacy for teachers and the extension of the range of school science and STEM to students.

    WOS© Citations 1  60  50Scopus© Citations 13