Phil Seok Oh
Datos Biográficos
| ID | 5877227 |
|---|---|
| NOMBRE | Phil Seok Oh |
| NOMBRES | Phil Seok |
| APELLIDO | Oh |
| FIRMA | OH P S |
| AFILIACIONES | Gyeongin National University of Education |
| ORCID | 0000-0001-9385-9428 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
A Realist Approach to Science Education
Science education is undergoing a period of transition that includes, among many others, the themes of the practice turn, post‐truth, and post‐human. Given these, in this paper, we propose adopting Michael Polanyi's scientific realism as a stance for K‐12 science education. Although realism is an important topic in the philosophy of science, its influence on other related disciplines is limited. Especially, the field of science education has some…
Confronting Imminent Challenges in Humane Epistemic Agency in Science Education
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking
Current science education reform efforts have identified sensemaking as an important goal of science education, and science education researchers have studied what constitutes the sensemaking process in the science classroom. Because the studies of sensemaking are loosely linked to those of scientific reasoning, however, they have provided little practical insight into how students can make scientific sense, rather than any sense, of natural phen…
How a Student Uses Knowledge as a Resource to Solve Scientific Problems
Threshold practices as a key in supporting students’ epistemic agency in the science classroom
The field of science education has put effort into providing opportunities for students to position themselves as epistemic agents pursuing the goal of making sense of natural phenomena. However, students often struggle in adapting scientific practices to achieve the sense-making goal. In this position paper, we conceptualise students' difficulties in understanding and adapting scientific practices in the science classroom by using the concept of…
Students’ epistemic emotions in a science classroom
Using a qualitative case study method, we examined how students talked, acted, and felt in structured inquiry in attempt to understand how students' epistemic emotions interact with their engagement in practices. Participants were four 5th graders, and data included audio recordings of the students' talk in structured inquiry for learning a biology-related unit, the teacher's field notes, and interviews with the students. The data were analysed q…
Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom
This study aimed to explore what kinds of epistemological messages were conveyed through teacher discourse in modeling‐based and traditional elementary science classrooms and how teachers framed the two classrooms distinctively through these messages. Data came from two sixth‐grade teachers' science classrooms—one characterized as a modeling‐based classroom and the other as a traditional classroom. Video recordings of science lessons in the two c…
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Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom
This study aimed to explore what kinds of epistemological messages were conveyed through teacher discourse in modeling‐based and traditional elementary science classrooms and how teachers framed the two classrooms distinctively through these messages. Data came from two sixth‐grade teachers' science classrooms—one characterized as a modeling‐based classroom and the other as a traditional classroom. Video recordings of science lessons in the two c…
How a Student Uses Knowledge as a Resource to Solve Scientific Problems
Threshold practices as a key in supporting students’ epistemic agency in the science classroom
The field of science education has put effort into providing opportunities for students to position themselves as epistemic agents pursuing the goal of making sense of natural phenomena. However, students often struggle in adapting scientific practices to achieve the sense-making goal. In this position paper, we conceptualise students' difficulties in understanding and adapting scientific practices in the science classroom by using the concept of…
Students’ epistemic emotions in a science classroom
Using a qualitative case study method, we examined how students talked, acted, and felt in structured inquiry in attempt to understand how students' epistemic emotions interact with their engagement in practices. Participants were four 5th graders, and data included audio recordings of the students' talk in structured inquiry for learning a biology-related unit, the teacher's field notes, and interviews with the students. The data were analysed q…
Confronting Imminent Challenges in Humane Epistemic Agency in Science Education
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking
Current science education reform efforts have identified sensemaking as an important goal of science education, and science education researchers have studied what constitutes the sensemaking process in the science classroom. Because the studies of sensemaking are loosely linked to those of scientific reasoning, however, they have provided little practical insight into how students can make scientific sense, rather than any sense, of natural phen…
A Realist Approach to Science Education
Science education is undergoing a period of transition that includes, among many others, the themes of the practice turn, post‐truth, and post‐human. Given these, in this paper, we propose adopting Michael Polanyi's scientific realism as a stance for K‐12 science education. Although realism is an important topic in the philosophy of science, its influence on other related disciplines is limited. Especially, the field of science education has some…
Psychology (6 obras) · Science education (6 obras) · Science Education and Pedagogy (6 obras) · Educational Strategies and Epistemologies (5 obras) · Epistemology (5 obras) · Mathematics education (5 obras) · Education and Critical Thinking Development (4 obras) · Sociology (4 obras) · Computer Science (3 obras) · Nature of Science (3 obras)