Park, Joonhyeong

Preferred name
Park, Joonhyeong
Email
joonhyeong.park@nie.edu.sg
Department
Natural Sciences & Science Education (NSSE)
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2022 - 20242
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    Publication
    Open Access
    An analysis of student-generated drawings in terms of the types of scientific explanations and levels of representations
    (Korean Physical Society, 2022)
    Chang, Jina
    ;
    Park, Joonhyeong 
    ;
    Park, Jisun
    This study examined the features of student-generated drawings to foster their understanding of sound transmission. In this regard, eighteen student-generated drawings constructed by the fifth and sixth elementary science gifted students were collected and analyzed. The students were asked to draw and explain sound transmission between a tuning fork and our ears. The researchers classified the types of student-generated drawings by focusing on `air particles' and `their interactions', which are invisible, and key ideas of sound transmissions, and then analyzed the features of the students' conceptions, as visually expressed in each type. Consequently, most students focused only on the collisions among air particles, the medium transmitting sound, without conceptualizing the particle vibrations, i.e., the back-and-forth movements of particles. For example, some students drew that the particles themselves vibrate, or the particles literally transmit vibrations as if handing over an object. Finally, the educational implications were discussed in terms of alternative conceptions for elementary and middle school students and how to teach sound transmission.
      43  84
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    Publication
    Embargo
    How students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps
    (Taylor & Francis, 2024)
    Chang, Jina
    ;
    Park, Joonhyeong 
    ;
    Tang, Kok Sing
    ;
    Treagust, David F.
    ;
    Won, Mihye

    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.

      28  12Scopus© Citations 1