Teacher as Change Agent for Consequential Learning: One Korean Teacher

Abstract

<jats:p>Consequential learning is an equity-oriented framework in which students create learning pathways to pursue what matters to themselves and to the communities they care about. In this paper, I seek to identify the moments of consequential learning from a story in which my students and I danced together to express a set of scientific knowledge: how atoms change their configuration during photosynthesis while sustaining the total mass as consistent. Taking an autoethnographic approach, I examine how consequential learning was presented during the project and how I worked as a change agent to support it. Based on findings that show how students and I sought to transform science into a powerful tool to actualize what mattered to them while creating varied patterns of participation, I argue that, as change agents for consequential learning, teachers should take a stance on students as a rightful presence. </jats:p>

AI-Integrated Science Teaching Through Facilitating Epistemic Discourse in the Classroom

“…My positionality on AI integration with science teaching draws on my experience teaching secondary science in Korea and my scholarly commitments to equitable education that can support students to enhance and utilize epistemic thinking and ASIA-PACIFIC SCIENCE EDUCATION 8 (2022) 9-42 agency. First, my experience as a secondary science teacher in Korea prompted me to formulate the initial idea for this paper, the experience through which I observed swift shifting trends in Korea's educational agenda that had brought both continuous challenges and fresh opportunities for teachers (Kim, 2019). I perceived the current demand for AI-integrated education in Korea as one of the recent policy trends that greatly affect teachers across multiple subjects.…”