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A Comprehensive Review of Cogenerative Dialogue in Science Education

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Title: A Comprehensive Review of Cogenerative Dialogue in Science Education
Language: English
Authors: Seongheui Baek (ORCID 0000-0002-4211-4941), Yoon-Hee Ha (ORCID 0009-0003-3556-2476), Sonya N. Martin (ORCID 0000-0002-5124-6436)
Source: Asia-Pacific Science Education. 2024 10(1):36-85.
Availability: BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Peer Reviewed: Y
Page Count: 50
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Science Education, Educational Trends, Trend Analysis, Content Analysis, Journal Articles, Korean, English, Cultural Pluralism, Reflection, Discussion, Objectives, Theses, Research Methodology, Individual Characteristics, Teacher Student Relationship, Cooperation, Foreign Countries
Geographic Terms: South Korea
DOI: 10.1163/23641177-bja10074
ISSN: 2364-1177
Abstract: This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430515
Database: ERIC
FullText Text:
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  Data: A Comprehensive Review of Cogenerative Dialogue in Science Education
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  Data: <searchLink fieldCode="AR" term="%22Seongheui+Baek%22">Seongheui Baek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4211-4941">0000-0002-4211-4941</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yoon-Hee+Ha%22">Yoon-Hee Ha</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-3556-2476">0009-0003-3556-2476</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sonya+N%2E+Martin%22">Sonya N. Martin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5124-6436">0000-0002-5124-6436</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Science+Education%22"><i>Asia-Pacific Science Education</i></searchLink>. 2024 10(1):36-85.
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  Data: BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Data: 10.1163/23641177-bja10074
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  Data: This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.
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