• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.419-429
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• 2015

In this study, we explored students' epistemological framing during scientific argumentation and how interactions among group members influenced group argumentation. Twenty-one gifted science students divided into groups of three or four participated in this study. Students' discussions related to data interpretation concerning the rate of photosynthesis were analyzed. Students' activities were videotaped in groups so the discourse could be transcribed and students' behavioral cues analyzed. Students' epistemological framing has been identified through analysis of their speech and behavioral responses to the anomalous data from the inquiry process. Subsequently, their sources of warrant and group argumentation levels were explored. We found out that group members framed the inquiry in two ways: "understanding phenomena" and "classroom game." Group members whose framing was "understanding phenomena" required other members to justify the anomalous data by examining its validity and reliability, which conclusively demonstrated a high level of argumentation. On the other hand, when group members used "classroom game" to frame their argumentation, they did not recognize the necessity of explaining the anomalous data; rather, these students used simple empirical justification to explain the data, reflecting a low level of argumentation. When students using different epistemological framing disagreed over interpretations of anomalous data throughout the discussion, clashes ensued that resulted in emotional conflict and a lack of discussion. Students' framing shifts were observed during the discussion on which group leaders seemed to have a huge influence. This study lays the foundation for future work on establishing productive framing to prompt scientific argumentation in science classrooms.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.179-194
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• 2024

The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• The Journal of the Korea Contents Association
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• v.9 no.3
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• pp.270-277
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• 2009

As social diversity is increased recently, conflict between government and non-government organizations is also being increased. This conflict disturbs social development and also social cost to solve the conflict is very high. Therefore, it is necessary to set up a mediation organization which can draw reasonable decision making while minimizing social conflict. In this study, we compares Samangeum reclamation project and Youngweol dam case to find out how their recognition framings are formed, confronted, or adjusted and also how the process affects their conflict.

• Proceedings of the Korea Contents Association Conference
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• 2007.11a
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• pp.747-750
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• 2007

오늘날 사회적 다양성이 높아짐에 따라 정책결정을 둘러싼 정부간, 사회집단 간 갈등 역시 증가하고 있으며, 이러한 갈등은 사회발전을 저해하는 요소일 뿐만 아니라 이를 해결하는 과정에서 발생하는 사회적 비용이 매우 크다는 점에서 문제를 발생하고 있다. 따라서 사회적 갈등을 최소화하고 합리적인 의사결정을 도출해낼 수 있는 어떤 의사결정 조정기제가 필요하다고 할 수 있다. 본 연구에서는 새만금 간척사업 사례와 영월댐 사례의 비교를 통하여 갈등의 원인과 관련하여 각 이해 당사자들의 별도 인식 프레이밍이 상호 어떻게 형성, 대립되고 조정되는지, 그리고 이 과정이 어떻게 갈등에 영향을 미치는지 알아보고자 한다.

• Korean journal of communication and information
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• v.32
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• pp.169-207
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• 2006

This study conducted both a content analysis and Q-methods analysis in order to find media coverage and recognition type of users about ubiquitous environment in digital online age. The perception type of this study were divided into four types in all through Q-methodology. Above all, this study investigated three research problems. First, how is the type of the perception divided into the subjectivity by recognition-characteristic on ubiquitous environment in Korea? Second, what is a trait of character in these same or different types? Third, how did news media cover ubiquitous phenomena overall? Fourth, is there any difference between media coverage and audiences' perception about ubiquitous phenomena? The results show that audiences seem to generally follow the frames that mass media provide. In addition, however, the audiences tend to recognize ubiquitous environment based upon their own schema as following four types: 1. Positive Universality Leading Type, 2. Uncertain Prudence Preference Type, 3. Future Cultural Enjoyment Type, 4. Negative Effect View Type. This study suggests that every efforts such as technology and policies that can improve the quality of ubiquitous environment in Korea should be accompanied.

• Korean journal of communication and information
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• v.38
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• pp.73-118
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• 2007

The purpose of this research is to figure out the effects of media framing and image restoration strategies on the public's crisis perceptions. The literature review revealed that the public perceives crises through the media lens and image restoration strategies heralded by the organization interact with media frames in the process of the public's perceiving the crisis. The news content analysis and the experiment were conducted to accomplish the research purpose. Also food-related crises were selected for a research case because they have a great impact on the society. The content analysis showed that image restoration strategies designed by the crisis organization tend to be conveyed through anecdote-type news frames. Most image restoration strategies were close to defensive communications and not differentiated by the crisis type. The experiment outcomes demonstrated that the organization's image restoration strategies were not consistent with what the public preferred in the crisis situation. Such public perceptions also were changed according to media frames. Media frames and image restoration strategies have an interaction effect on the public's crisis perception.