Gyeong-Geon Lee
Biographic Data
| ID | 6770409 |
|---|---|
| NAME | Gyeong-Geon Lee |
| GIVEN NAMES | Gyeong-Geon |
| FAMILY NAME | Lee |
| SIGNATURE | LEE G |
| AFFILIATIONS | Seoul National University |
| ORCID | 0000-0001-7844-9412 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Transforming science teacher education in the era of generative artificial intelligence: Global perspectives
Since generative artificial intelligence (GenAI) has emerged as a transformative force in science teaching, learning, and evaluation, countries worldwide have launched initiatives and professional development programs to equip science teachers with essential AI competencies. This paper provides a comparative review of science teacher education on GenAI across eight countries: Australia, Canada, China, Germany, Ghana, Singapore, South Korea, and t…
University students’ perceptions of remote laboratory courses necessitated by Covid-19: Differences in emergent teaching strategies at a Korean university
Confronting Imminent Challenges in Humane Epistemic Agency in Science Education: An Interview with ChatGPT
Collaborative Learning with Artificial Intelligence Speakers: Pre-service Elementary Science Teachers’ Responses to the Prototype
Realizing Visual Question Answering for Education: GPT-4V as a Multimodal AI
Development and validation of the blended laboratory and e-learning instructional design (BLEND) model for university remote laboratory sessions: Responding to the Covid-19 pandemic and planning for t…
Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after Covid-19: Based on 2018–2020 national assessment of educational ac…
Science academic achievement is a key construct for examining students’ science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This s…
Decentralization and recentralization of Korean curriculum documents 2012–2017: A novel approach to text mining in curriculum studies
The effects of cooperative flipped learning on science achievement and motivation in high school students
In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL, SFL, and TL conditions and taught the chemistry content of an Integrated Science curriculum in 12 less…
John Amos Comenius as the prophet of modern ideas in science education: In the light of Pansophia
Comenius (1592–1670) has been widely studied in educational research, although limited work has addressed his thinking about science education comprehensively. His Pansophist philosophy led him to believe that science was a necessary subject for all (Omnes). Comenius emphasised useful scientific knowledge and core principles (Omnia). He espoused the idea of sequence, from the importance of sensory experience to the way scientific content is organ…
Decentralization and recentralization of Korean curriculum documents 2012–2017: A novel approach to text mining in curriculum studies
The effects of cooperative flipped learning on science achievement and motivation in high school students
In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL, SFL, and TL conditions and taught the chemistry content of an Integrated Science curriculum in 12 less…
John Amos Comenius as the prophet of modern ideas in science education: In the light of Pansophia
Comenius (1592–1670) has been widely studied in educational research, although limited work has addressed his thinking about science education comprehensively. His Pansophist philosophy led him to believe that science was a necessary subject for all (Omnes). Comenius emphasised useful scientific knowledge and core principles (Omnia). He espoused the idea of sequence, from the importance of sensory experience to the way scientific content is organ…
Development and validation of the blended laboratory and e-learning instructional design (BLEND) model for university remote laboratory sessions: Responding to the Covid-19 pandemic and planning for t…
Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after Covid-19: Based on 2018–2020 national assessment of educational ac…
Science academic achievement is a key construct for examining students’ science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This s…
University students’ perceptions of remote laboratory courses necessitated by Covid-19: Differences in emergent teaching strategies at a Korean university
Confronting Imminent Challenges in Humane Epistemic Agency in Science Education: An Interview with ChatGPT
Collaborative Learning with Artificial Intelligence Speakers: Pre-service Elementary Science Teachers’ Responses to the Prototype
Realizing Visual Question Answering for Education: GPT-4V as a Multimodal AI
Transforming science teacher education in the era of generative artificial intelligence: Global perspectives
Since generative artificial intelligence (GenAI) has emerged as a transformative force in science teaching, learning, and evaluation, countries worldwide have launched initiatives and professional development programs to equip science teachers with essential AI competencies. This paper provides a comparative review of science teacher education on GenAI across eight countries: Australia, Canada, China, Germany, Ghana, Singapore, South Korea, and t…
Psychology (9 works) · Mathematics education (7 works) · Computer Science (6 works) · Pedagogy (4 works) · Science education (4 works) · Curriculum (3 works) · Experimental Learning in Engineering (3 works) · Innovative Teaching Methods (3 works) · Medicine (3 works) · Political science (3 works)