Sung eun Jung
- Assistant Professor, Teaching/Learning and Sociocultural Studies
- Member of the Graduate Faculty
Contact
- (520) 621-4465
- Education, Rm. 811
- Tucson, AZ 85721
- sungeun@arizona.edu
Bio
No activities entered.
Interests
No activities entered.
Courses
2024-25 Courses
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Tch Sci+Hlth:Persch-Elem
TLS 314 (Fall 2024)
2023-24 Courses
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Thesis
TLS 910 (Spring 2024) -
Topics Teacher Education
TLS 596 (Spring 2024) -
Tch Sci+Hlth:Persch-Elem
TLS 314 (Fall 2023)
2022-23 Courses
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Honors Thesis
TLS 498H (Spring 2023) -
Using Data to Guide:Birth to 8
TLS 357 (Spring 2023) -
Early Childhood Ed Foundations
TLS 320 (Fall 2022) -
Honors Thesis
TLS 498H (Fall 2022) -
Tch Sci+Hlth:Persch-Elem
TLS 314 (Fall 2022)
2021-22 Courses
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Early Childhood Ed Foundations
TLS 320 (Spring 2022) -
UnderEarly Child Math & Sci
TEDV 370 (Spring 2022) -
Using Data to Guide:Birth to 8
TLS 357 (Spring 2022) -
Assessment in Early Childhood
TEDV 325 (Fall 2021) -
Early Childhood Ed Foundations
TLS 320 (Fall 2021) -
Preceptor-University Teaching
TLS 791A (Fall 2021) -
Tch Sci+Hlth:Persch-Elem
TLS 314 (Fall 2021)
2020-21 Courses
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Early Childhood Ed Foundations
TLS 320 (Spring 2021) -
Tch Sci+Hlth:Persch-Elem
TLS 314 (Spring 2021) -
UnderEarly Child Math & Sci
TEDV 370 (Spring 2021)
2019-20 Courses
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Early Childhood Ed Foundations
TLS 320 (Spring 2020) -
Tch Sci+Hlth:Persch-Elem
TLS 314 (Spring 2020) -
Topics Teacher Education
TLS 596 (Fall 2019) -
Using Data to Guide:Birth to 8
TLS 357 (Fall 2019)
2018-19 Courses
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ECE Reflection Professionalism
TLS 403 (Spring 2019) -
Early Childhood Ed Foundations
TLS 320 (Spring 2019) -
Cult Plural-Young Child
TLS 411 (Fall 2018) -
Early Childhood Ed Foundations
TLS 320 (Fall 2018) -
Using Data to Guide:Birth to 8
TLS 357 (Fall 2018)
Scholarly Contributions
Journals/Publications
- Lee, K., & Jung, S. E. (2021). A young child’s dialogic appropriation of programmable robots. British Journal of Educational Technology, 52(1), 394-410. doi:10.1111/bjet.13012
- Jung, S. E., Cherniak, S., Lee, K., & Cho, E. (2019). Child-identified problems and their robotic solutions. Journal of Early Childhood Research, 17(4), 347-360. doi:10.1177/1476718x19860557
- Cho, E., Lee, K., Cherniak, S., & Jung, S. E. (2017). Heterogeneous Associations of Second-Graders’ Learning in Robotics Class. Technology, Knowledge, and Learning, 22(3), 465-483. doi:10.1007/s10758-017-9322-3More infoDrawing on Latour’s (Reassembling the social: an introduction to actor–network-theory, Oxford University Press, New York, 2005), this manuscript discusses a study of a robotics class in a public, Title I elementary school. Compared with theoretical frameworks (e.g., constructivism and constructionism) dominant in the field of early childhood robotics education, the lens of ANT served to move beyond emphasizing a single element (i.e., either robotic tools or children’s work with teachers and parents) to seeing heterogeneous associations of multiple elements involved in robotics education. In these associations, human and non-human elements greatly contributed to implementing robotics activities. In particular, our analysis of three second-graders, who successfully met the instructional objectives set by our research team, revealed critical roles played by material actors (e.g., robotic manipulatives, engineer logs) and quasi-human/quasi-material actants (e.g., embodied simulation) in these children’s learning and performance. The findings of this study encourage educators to pay careful attention to multiple elements, including instructional materials and children’s bodily exploration, associated with teaching and learning.