Hyesun You

The University of Iowa, Teaching and Learning, Faculty Member

Arkansas Tech University, Physical Science, Faculty Member

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Hye Sun You earned her B.S in Chemistry and M.S. in science education from Yonsei University and her Ph.D. in Science Education at the University of Texas at Austin. She has since worked as a post-doctoral fellow at New York University and Michigan State University, where she participated in NSF funded grant projects. Currently, she is serving as an assistant professor at Arkansas Tech University. Her research interests center upon interdisciplinary learning and teaching, and technology-integrated teaching practices in STEM education. In her dissertation work, she developed and validated a new interdisciplinary assessment in the context of carbon cycling for high school and college students using Item Response Theory. She is also interested in developing technology-embedded curricula and teaching practices in a reform-oriented approach.
Phone: 5124130177

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Looking Beyond Disciplinary Silos: Revealing Students’ Interdisciplinary Understanding by Applying the Topic Modeling Technique

Research in science education, Feb 13, 2024

Natural phenomena and scientific issues are intrinsically interdisciplinary. Students need to stu... more Natural phenomena and scientific issues are intrinsically interdisciplinary. Students need to study a variety of academic disciplines in the natural sciences to explain a phenomenon or its related problems. Our goal in the current study was to examine the epistemological foundation of students' interdisciplinary understanding of carbon cycling using the supervised latent Dirichlet allocation model. The 454 students in this study were from a public high school and a public research university in Texas. The students' interdisciplinary understanding was shown in each of the constructed response items. In the relationship between the proportion of interdisciplinarity in students' answers to the constructed response items and students' scores on interdisciplinary understanding, all integrations of disciplines were statistically significant in explaining students' interdisciplinary understanding. Moreover, one particular integration set had advantages for obtaining a high score. We found that science coursework contributed to students' interdisciplinary understanding in different ways, and this interdisciplinary understanding was influenced by the number and type of science courses taken. Characterizing interdisciplinarity based on the clusters of science disciplines provided insights into how students synthesize their knowledge. The significance of this study lies in its potential impact on diverse curricular and instructional approaches in interdisciplinary science education. Interdisciplinary science assesment • Constructed response item • Carbon cycling • Topic modeling • Supervised latent Dirichlet allocation Natural phenomena and their corresponding scientific issues are intrinsically interconnected. For students to understand a phenomenon, knowledge of various academic * Hyesun You

Hyesun You

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