Engagement with news on Twitter: insights from Australia and Korea     

Robert Ackland  Mathieu O’Neil  Sora Park 《亚洲交流杂志》2019,29(3):235-251

ABSTRACT

This study examines the patterns of news engagement among news consumers with different political affiliation and cultural background. We use computational methods and data from Twitter in a cross-country comparison of engagement with six online news sources in Australia and South Korea. For our analysis, we used a subset of Twitter users who retweeted at least one political story during the period of collection, and for whom we were able to predict political affiliation using correspondence analysis and data on Twitter follower ties to politicians. We find that right-wing Australian retweeters are more intense in their news engagement, compared with their left-wing counterparts, whereas in South Korea it was the opposite. Australian right-wing political retweeters have more diverse information sources, while there was no difference in information diversity between the right and left in South Korea. We discuss how the political situation in South Korea at the time of data collection may have affected our analysis. We emphasise the methodological contributions of our research and its connection to on-going research into the behavioural foundations of ‘filter bubbles’.  相似文献   

Embodied inter-referencing: encounters with and among “Asian” students in the Australian classroom     

Jane Chi Hyun Park 《Inter-Asia Cultural Studies》2019,20(2):271-289

ABSTRACT

This essay examines the pedagogical practice of referencing my experiences as a transnational Korean American woman in the classroom and considers how it opens up space for domestic and international students of East, Southeast, and South Asian backgrounds to reflect on their different identities, histories, and cultures. In particular, it focuses on how this practice enables Asian students to share their experiences of and insights about racial difference, racism, and whiteness in Australia and other parts of the world. Building on the concept of Asian “inter-referencing” from Chua Beng Huat (2015), I coin the term “embodied inter-referencing” to describe the strategic ways I use autobiographical narrative to create an inclusive, interactive, and mutually respectful learning space. I centre here on how some Asian students respond to this strategy by telling their own stories and in the process, create transnational, diasporic, and inter-Asian affective communities inside and outside the classroom.  相似文献   

Using log variables in a learning management system to evaluate learning activity using the lens of activity theory     

Yeonjeong Park 《Assessment & Evaluation in Higher Education》2017,42(4):531-547

As the advance of learning technologies and analytics tools continues, learning management systems (LMSs) have been required to fulfil the growing expectations for smart learning. However, the reality regarding the level of technology integration in higher education differs considerably from such expectations or the speed of advances in educational technologies. This research aimed to evaluate the current activation levels and usage patterns of a LMS. A large data-set was analysed, which included the online activity information from 7940 courses. Through data pre-processing, general indicators reflecting login frequencies of the virtual campus and activity-based indicators presenting the activation patterns of diverse functions provided by Moodle were derived. Activity theory was applied to interpret the results of analysis, since it has been recognised as a powerful framework to understand phenomena encompassing interactive systems. Further, time-series investigation over three consecutive semesters allowed observation of historical changes. The results revealed considerably low use of the virtual campus with only slight changes, as well as significantly different activity patterns across course attributes and colleges. Contradictions among components in the activity system are discussed, along with the implications for improving teaching and learning with LMS in higher education.  相似文献   

Opinion Versus Knowledge: The Influence of Testimony Format on Children’s Judgments in Morally Relevant Contexts     

Jee Young Noh  Laura Marie Elenbaas  Kyung Ja Park  Young Sun Chung  Melanie Killen 《Early education and development》2017,28(2):240-254

Research Findings: To test children’s use of testimony of others, 3 – 9 years (N = 227) made judgments about a potential peer transgression in which the intentions of the protagonist were ambiguous, after hearing two different forms of testimony. The 2 forms of testimony were (a) opposing opinion-based testimony from an adult authority versus a peer consensus group and (b) knowledge-based testimony (eyewitness testimony) that was counter to the participants’ initial judgments. Findings revealed that when testimony was presented in an opinion-based format, children were likely to side with the opinion that reflected their own interpretation of the peer encounter, regardless of whether the opinion came from a peer consensus or an adult authority. However, when knowledge-based testimony was introduced in support of the opposite of children’s initial interpretation of the ambiguous peer encounter, children most often changed their initial judgment to align with the new testimony. That is, children used knowledge-based testimony but not opinion-based testimony to evaluate a potential transgression. Practice or Policy: These findings demonstrate that the way in which testimony is delivered to children has a direct influence on their decision making about peer interactions and has relevance for teacher–student discourse in the classroom.  相似文献   

Mothers’ Implicit and Explicit Attitudes and Attributions in Relation to Self-Reported Parenting Behavior     

Charlotte Johnston  Laura Belschner  Joanne L. Park  Kurtis Stewart  Amira Noyes  Mark Schaller 《Parenting, science and practice》2017,17(1):51-72

Objective. Parenting behavior is presumed to be related to the thoughts about child behavior that parents report in a controlled and explicit manner and to more implicit parent cognitions that occur outside of conscious awareness and are less accessible to verbal report. Design. We examined mothers’ attitudes toward their children as correlates of self-reported parenting behavior. We used a combination of a self-report questionnaire and a reaction-time method (the Implicit Association Test) to assess explicit and implicit attitudes, respectively. We also assessed mothers’ implicit and explicit attributions for child misbehavior in relation to parenting, using a questionnaire measure of attributions completed under high-cognitive load (implicit attributions) or under low-cognitive load (explicit attributions). Mothers of 124, 6- to 10-year-olds (52% male) participated. Results. Attitudes assessed by self-report questionnaire and the Implicit Association Test were uniquely associated with negative parenting. The cognitive load manipulation moderated associations between attributions and parenting, such that child-blaming attributions were inversely associated with positive parenting only under conditions of high-cognitive load. Conclusions. Compared to traditional self-report questionnaires, methods such as the Implicit Association Test or cognitive load manipulations may more effectively assess implicit parent cognitions.  相似文献   

Student Visa Approved,Beam Me Up,Scotty!: Being a Legal Alien in American Graduate School     

Tugce Aldemir  Eunsung Park 《TechTrends》2017,61(3):210-211

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Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth     

Park Rogers  Meredith  Berry  Amanda  Krainer  Konrad  Even  Ruhama 《International Journal of Science and Mathematics Education》2021,19(1):167-180

The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

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Components of Conceptual Ecologies   总被引：1，自引：0，他引：1  

Hyun Ju Park 《Research in Science Education》2007,37(2):217-237

The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science. This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments, and their examinations and answers in class. The analysis presented will here include only those components that were represented in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments, metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual ecologies through its definition of the categories and themes associated with those components. In examining across the range of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual ecologies.  相似文献   

Unintended knowledge learnt in primary science practical lessons     

Jisun Park  Ian Abrahams 《International Journal of Science Education》2016,38(16):2528-2549

This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt.  相似文献   

Book review     

Ok-choon Park 《Instructional Science》1991,20(4):341-347

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