• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.187-202
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• 2018

This study posits that a more equitable science education is possible through analyzing the sociocultural mechanisms that operate in the participation and marginalization in science learning process, and therefore aims to review research trends in this area of science education. To do so, the study analyzed 85 articles that adopted a sociocultural approach to science learning identity in major international journals. The review was organized into 1) overall trends such as the number of articles by year, country, learner's sociocultural background, research context and research methods, and 2) a more in-depth analysis of the main research problems and conceptual frameworks along with concrete research examples. The study found that the current research works in this area have contributed to broadening the idea of legitimate learners in science education by considering learners' various sociocultural identities as the positive resource for learning based on the premise that science learning occurs as identity formation through participating communities of practice, and critiquing the culture or discourses that oppress such identity formation. The studies in this area also brought up the equity issue in science education in ways which embrace various learners that had been marginalized in the traditional science class and facilitate their agency. Based on these findings, the study made a case for analyzing various sociocultural mechanisms relating to the participation and marginalization in science learning to realize 'science education for all Koreans' and proposed future research direction.

• Journal of Digital Convergence
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• v.18 no.1
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• pp.277-286
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• 2020

In this study, seven middle school students in the Kumnarae local children's center in Jungnung-dong were selected to conduct visual information design lesson to cultivate local identity. Through the pre and post questionnaires of students and self-evaluation of students' outputs we will verify its effectiveness. First, in the results of the pre and post questionnaire, the learner 's level of local identity which are local affinity, local affection and local self - esteem increased. Second, local affinity shows the greatest increase. This class can be interpreted as the most effective in terms of local affinity, which is the first step in forming regional identity. Third, learners expanded both objective locality and subjective local identity based on data collection and empirical knowledge.

• Journal of Information Technology and Architecture
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• v.11 no.4
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• pp.485-494
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• 2014

This study has been conducted with $1^{st}$ grade elementary students where the purpose was to develop students' interest in themselves and to cultivate their self-awareness as the first step toward establishing a suitable course and career for their start-up features. Students have conducted the cyber study through "Incheon e-School" and cyber reading "Booktoby" and recorded three types of outcomes - affective self-awareness, social self-awareness and intelligence self-awareness - on each side of the Pyramid, thus constructing their own self-awareness pyramids of the system. According to the results, after such activities were undertaken during the $1^{st}$ semester, their opinion toward their self-control and study ability has improved as much as about 67% compared to that of the beginning of the last semester. Regarding the effects of cyber reading, their interest, spontaneity and understanding toward reading books have also improved as much as 54% and 50%, 33% respectively along with positive answers of as much as 75% with regard to self-awareness. When it comes to the results of the SCI-II test (used to evaluate self-awareness), the total average has improved by as much as 3 points and the three components of self-awareness - affective, social, and intelligence - have improved by as much as 4points, 1point, and 5points, respectively.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.267-281
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• 2021

The shift in the perspective on learning as participation draws attention to learners' identity work. This manuscript foregrounds the ongoing and fluid processes of identity, and focuses on the structure surrounding learners where identity work occurs and the expression of individual agency. From the perspective of learning as participation, we introduce Holland et al. (1998) identity-in-practice theory, as the theoretical lens that dialectically describes structure, agency and identity. The concepts representing this theory are 'figured world', 'positionality' and 'authoring self'. The figured world is a web of meaning encompassing the continuous construct/reconstruct through human actions and also exerts as the social force that shapes human actions. 'Positionality' on the other hand, means an understanding of one's social position in the world. The notion of 'authoring self', is a dimension that synthesizes the above two concepts, which describes the improvisation of one's self through the orchestration and collaboration of various social voices. Next, we analyzed and described various cases of this theory that we found within the scope of science education. However, due to the nature of this theory, which takes a sociocultural approach, international research studies cannot be simply applied to the Korean context. Therefore, we sought to expand the applicability of this theory as a methodological tool, by discussing the directions in which this theory can be used in a domestic context. It is intended that the introduction of this theory, which emphasizes multi-layered, continuous and cumulative identity work, will be used as a resource to further expand the horizon of science education reform that is required for the times.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.71.3-71.3
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• 2009

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.176-193
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• 2020

The purpose of this study was to explore the effects of science classes on positive science experiences and science learner identity, using smart devices in a future school: C middle school. We conducted a paired t test at the beginning and end of the first school year with first-grade students at the future school to investigate positive experiences with science (Shin et al., 2017). Additionally, first and second-grade students in future schools using smart devices wrote and drew their own depictions in science classes to explore science learner identity, based on a modified analytical framework (Luehmann, 2009). The results show that significant effects on science-related career aspirations, self-concepts, and academic emotions were produced by science classes using smart devices. Science classes using smart devices helped students improve their level of agency and activity, solve problems with immediate and sufficient feedback, and experience meaningful perceptions of the nature of science. On the other hand, if students were immature in terms of their use of smart devices, they felt pressured to participate in the classes. The results of this study can be used as a foundation for designing various classroom contexts for the use of smart devices.

• Sijohaknonchong
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• v.30
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• pp.189-217
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• 2009

Unlike Sijo researchers' wishes, there is no enough place for Sijo in school education. Its falling tendency has caused the crisis of literature. Literature is not only an act of making a human life become itself humanly but also the most effective way for communicating with all around the world. Especially, Sijo is an important genre for four reasons: (1)understanding about the traditional sentiment, ideology (thoughts), and way of life of a people, (2) including the wisdom to help us live in reality, (3)having a set pattern (standard) which is an important element to develop the language culture, (4)letting us know about the root of the racial literature. These peculiar characteristics of Sijo are the machinery and materials that can elevate the self-identity of teenager who has been undergoing emotional and psychological instability. Therefore, Sijo education should be done to draw a 'clear-map' by using the following order: to understand of Sijo and apply the subjective experience, imagination, and pre-understanding of a learner to it - to understand the embodied world in Sijo in the concrete and experience the basic manner about the way of putting the world into shape - to express the learner's idea and feeling freely and positively - the expression activity focused on their critical thinking - an appreciation expression stressed on the learner's activity to elevate the self-identity.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.256-270
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• 2011

This study was designed to explore how learners' participation develop if provided with opportunities for various scientific practices and experiences in writing science magazine articles as an extra-curricular club activity and what factors facilitate these participation development. Data from participant observations, in-depth interviews with students, and documents were used to extract the common characteristics of the practices. The learners' development was categorized into 3 stages in terms of participation in the community of practice: peripheral participation, transitional participation, and full participation. As participation develops, situational interest developed to individual interests and value attachment. Students sought to get ideas from every day life, and finally, in the stage of full participation, advances in writing showed the characteristics of knowledge transformation. Best of all, the participants enjoyed and valued their participation showing identities as journalists. The nature of science magazine article, external scaffolding, and internalization through enjoyment and value attachment appeared to be decisive factors that facilitate the development of participation. Student's enculturation of writing for learning offers a possibility that continue to do so, even after they have left formal schooling and make a basis for lifelong learning.

• Journal of the Korean Geographical Society
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• v.34 no.1
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• pp.85-98
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• 1999

이 논문은 '경관'과 '기호'표상에 근거한 지역학흡의 실제를 제시하기 위한 것이다. '경관'과 '기호' 표상은 오랜 역사적인 과정을 통해서 그 지역에서 구성된 지역적인 담론을 보다 구체적인 형태로 보여주는 것이므로 지역정체성 향상에 크게 기여할 수 있다. 오랜 역사적인 과정 속에서 형성된 지역담론은 각각의 시대적인 맥락에 따라 다양한 층위를 지니고 있다. 따라서 지역 담론은 지역의 변화된 모습에 대한 이해뿐만 아니라 오늘날의 지역을 이해하는 데에도 도움을 줄 수 있어 지역학습의 중요한 지표가 될 수 있다. 나아가 '경관'과 '기호'표상은 그 지역 사람들의 생활세계를 구성하고 있는 중요한 요소이므로 학습자의 삶과 유리되지 않는 지역학습을 할 수 있다는 점에서 커다란 의미가 있다고 본다.

• The Journal of the Korea Contents Association
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• v.10 no.8
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• pp.433-450
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• 2010

The purpose of this paper is to describe and understand the lived experiences of older learners in formal education offered in an online university. Applying qualitative research methods, this paper attempts to explore the interpretation and meanings of their college studying. Ten participants in this study were selected from older students aged over 60 who had studied or were studying in a cyber university and lived in Seoul and its metropolitan area for more readily accessible and available for in-depth interviews. After the final analysis of learning experiences of older adults in an online university, six main themes were identified: self in the past, breaking from the convention, struggling with the new challenges, attaining self-actualization, integrating a new identity, future-oriented self. Finally it appears that learning experiences of the learners enabled the participants to replace their past-oriented sense of self with a more positive, future-oriented version.