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Kim, Mijung; Roth, Wolff-Michael – Cultural Studies of Science Education, 2018
To understand students' argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children's reasoning and decision-making in dialogical situations. The common…
Descriptors: Persuasive Discourse, Elementary School Students, Interpersonal Relationship, Grade 2
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Kim, Mijung – Cultural Studies of Science Education, 2017
To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science…
Descriptors: Foreign Countries, Indigenous Knowledge, Science Curriculum, Case Studies
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Kim, Mijung; Dopico, Eduardo – Cultural Studies of Science Education, 2016
To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins (EJ1102247). In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal…
Descriptors: Science Education, Teaching Methods, Informal Education, Experiential Learning
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Kim, Mijung; Roth, Wolff-Michael – Cultural Studies of Science Education, 2016
In (science) education, primacy is given to agency, the human capability to act and, in this, to learn. However, phenomenological philosophers and societal-historical psychologists point out that agency, the purposeful (intentional) engagement with the world, is only the effect of a much more profound capacity: passibility, the capacity to be…
Descriptors: Problem Solving, Children, Individual Power, Learning
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Kim, Mijung – Cultural Studies of Science Education, 2015
The gap between knowledge and action has become a critical concern in the discussion of participatory scientific literacy for citizenship where one's decision making and action are central to alleviate socioscientific and environmental challenges in the current society. With the emphasis of action, Hoeg, Lemelin, and Bencze suggest an activist…
Descriptors: Scientific Literacy, Citizenship, Science and Society, Theory Practice Relationship
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Hwang, SungWon; Kim, Mijung – Cultural Studies of Science Education, 2009
We review Brown and Kloser's article, "Conceptual continuity and the science of baseball: using informal science literacy to promote students science learning" from a Vygotskian cultural-historical and dialectic perspective. Brown and Kloser interpret interview data with student baseball players and claim that students' conceptual understanding…
Descriptors: Team Sports, Scientific Concepts, Concept Formation, Scientific Literacy