SoE Faculty Research Works

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    When engineering design meets STEAM education in hybrid learning environment: Teachers' innovation key through design heuristics
    (Routledge, 2024) Laksmiwati, Pasttita Ayu; Lavicza, Zsolt; Cahyono, Adi Nur; Alagic, Mara; Mumcu, Filiz
    Implementing STEAM education in classrooms can be enhanced by incorporating other methods to bring students flexibility during learning, such as the engineering design process (EDP) and hybrid learning. We developed design heuristics to support teachers in enhancing the quality of STEAM lessons, emphasizing EDP within hybrid learning to assist teachers in developing lesson plans. The design heuristics were implemented in three groups of online professional development programs within educational design research, with a hundred and eighty-three teachers submitting their lesson plans. We scored the lesson plans and conducted the Kruskal Wallis H test procedure. The result showed that teachers who participated in this study were likely to incorporate the key principles of design heuristics in their lesson planning practices. However, we found that there is a necessity for further exploration, especially in the variation of assessment strategies and the exploration of problems or context for STEAM learning. Therefore, the result emphasized the significance of future exploration that defines and formulates problems for STEAM activities and its implications on teachers' lesson planning. This study harmonizes technological advancement and pedagogical practices within hybrid learning by integrating emerging technologies into lesson planning and evolving a design approach into the STEAM curriculum. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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    Teachers' sense-making of the decentralizing curriculum reform policy: A comparative case study in South Korea
    (Elsevier Ltd, 2024) So, Kyunghee; Lee, Sun Young; Choi, Yuri
    This article explores teachers' sense-making of the decentralizing national curriculum policy in South Korea that grants more autonomy to teachers for curriculum planning and teaching. We designed this study as a comparative case study to examine the relational aspects of teachers' sense-making across three interwoven dimensions: the transversal (past-present), vertical (national-local), and horizontal (school-school) axes. Even when teacher autonomy is structurally extended for the decentralized curriculum and teaching from the national level, teacher's sense-making of the curriculum reform policy is formed differently as the relational effects among the history of professional experiences that each teacher has had throughout their teaching career, teachers' bounded autonomy for teaching and administrative duties, and the learning opportunities to grow and interact with other teachers within the school. By explicating these multiple aspects related to curriculum policy enactment at school, this study highlights how each teacher's feelings about the education policy and the accompanied sense-making are not only about the individual but the effects of relationships with historical, structural, and cultural aspects with which teachers are intertwined. Our study suggests moving beyond the linear relationship between national curriculum policy and teacher practice, centering on the active, constructive, and complicated process of teachers' sense-making in the implementation of state-driven educational changes. This study contributes to considering the historical, affective, and relational dimensions in the sense-making studies of education policy and practice. © 2024 Elsevier Ltd
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    Methodologizing Transnationality: Relational Writing as Collective Inquiry
    (SAGE Publications Inc., 2024-01) Lee, Sun Young; Son, Minhye; Kim, Taeyeon; Jung, Jin Kyeong; Jang, Soo Bin
    How can we take transnationality as a space of in-betweenness to generate new possibilities, moving beyond geographically bounded spans between countries? This article presents five authors' collective inquiry on transnational positionalities, which we practiced through the relational, transformative, and reflective writing of the self in a community space. We staged the collaborative writing into two processes: the emergent process of thematic writing and the relay writing. Interweaving "I" and "we" voices that cannot be captured through categorical thinking, our collaborative quest resists normative identity politics, proposing writing as a method of collective inquiry for the nuanced understanding of the transnationality that embraces flows, margins, and uncertainties. Collaborative writing, we argue, is a transformative opportunity for methodologizing transnationality and decolonizing qualitative inquiry.
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    Integrating mathematics and science to explain socioscientific issues in educational comics for elementary school students
    (Routledge, 2023-12) Abrori, Fadhlan Muchlas; Prodromou, Theodosia; Alagic, Mara; Livits, Reka; Kasti, Houssam; Lavicza, Zsolt; Anđić, Branko
    Integrating socioscientific issues (SSI) into education is gaining widespread adoption in classrooms due to its positive impact on student's critical thinking, environmental awareness, holistic knowledge and/or the idea of combining science and mathematics. This paper explores the idea of using comics as appropriate media for elementary school students to engage with SSI content. Because of the difficulties in integrating SSI into classrooms, SSI-based learning is more commonly applied in high school and higher education settings, with limited implementation in earlier education. To answer this gap, we developed comics that have SSI content for elementary schools. Comics are chosen as reliable tools for visualising and simplifying complex concepts and making SSI content more accessible and engaging. This paper describes our comics on earthquake-related issues in Indonesia and the principles that guided its design. SSI inherently involves multiple perspectives, so the integration brings together science, and mathematics within the one comic. In integrating different disciplines of comic content, we utilised the rule-of-five framework, widely employed to merge five representational models (experiential, verbal, numerical, visual, and symbolic) commonly used in developing content combining two or more different academic disciplines.
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    The Unbearable Unaccountability of Academia: A Critical Review of Implicit Bias Training for the Racialization of Discipline
    (Routledge, 2023-11) Ko, Dosun; Bal, Aydin
    Implicit racial bias has gained attention as a central contributor to enduring racial disparities in various systems in the United States, such as in criminal justice, particularly regarding police violence--and in education as related to school discipline. Scholars in education have suggested multiple strategies and products (e.g., professional development modules) to raise awareness among practitioners about their implicit biases. Similar to other individualistic approaches, such as the concept of grit, the implicit-bias approach has gained popularity in academia and practice as a remedy for racial disparities. This paper criticizes these product-oriented, individualistic solutions, targeting changes in an individual's psychological traits. Building upon a collective, participatory form of knowledge production activity led by a rural high school serving American Indian youth, we call for redirection to systemic transformation in the dysfunctional discipline system to address racial injustice in discipline with--not for--educators, students, families, and community members.