Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct
Suh, J. K., Hwang, J., Park, S., & Hand, B. (2022, March 25). JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 3.
Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework
Busch, K. C., Kudumu, M., & Park, S. (2022, April 15). RESEARCH IN SCIENCE EDUCATION, Vol. 4.
2021 journal article
A Theoretical and Evidence-Based Conceptual Design of MetaDash: An Intelligent Teacher Dashboard to Support Teachers' Decision Making and Students' Self-Regulated Learning
FRONTIERS IN EDUCATION, 2.
Crossing borders between science and religion: Muslim Indonesian biology teachers' perceptions of teaching the theory of evolution
Rachmatullah, A., Park, S., & Ha, M. (2021, July 5). CULTURAL STUDIES OF SCIENCE EDUCATION, Vol. 7.
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices
Park, S., Kite, V., Suh, J. K., Jung, J., & Rachmatullah, A. (2021, November 26). JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 11.
Cross-national investigation of teachers' pedagogical content knowledge (PCK) in the US and South Korea: what proxy measures of teacher quality are related to PCK?
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION.
Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in science
In Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science (pp. 117–128).
2019 journal article
The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers' Self-Efficacy in Teaching Science as Inquiry
JOURNAL OF SCIENCE TEACHER EDUCATION, 30(8), 872–889.
The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in science teaching
In Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science (pp. 185–197).
Examining teachers' shifting epistemic orientations in improving students' scientific literacy through adoption of the science writing heuristic approach
In Global Developments in Literacy Research for Science Education (pp. 339–355).
2017 journal article
Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach
Teaching and Teacher Education, 64, 246–259.
2017 journal article
Science teachers' perceptions of and approaches towards students' misconceptions on photosynthesis: A comparison study between US and Korea
Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 269–296.
2016 journal article
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments
Cognition and Instruction, 34(2), 100–147.
From portraying toward assessing PCK: Drivers, dilemmas, and directions for future research
In Re-examining Pedagogical Content Knowledge in Science Education (pp. 104–119).
2014 journal article
Exploring Preservice Elementary Teachers’ Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection
Research in Science Education, 44(4), 507–529.
2013 journal article
Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)
Educational Assessment, Evaluation and Accountability, 25(1), 45–67.
2012 conference paper
Unpacking the use of talk and writing in argument-based inquiry: Instruction and cognition
10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings, 1, 159–166.
2008 journal article
National Board Certification (NBC) as a catalyst for teachers' learning about teaching: The effects of the NBC process on candidate teachers' PCK development
Journal of Research in Science Teaching, 45(7), 812–834.
2006 journal article
Changes in Korean Science Teachers' Perceptions of Creativity and Science Teaching After Participating in an Overseas Professional Development Program
Journal of Science Teacher Education, 17(1), 37–64.
2016 - present