Soonhye Park

Towards expansive model-based teaching: A systematic synthesis of modelling pedagogies in science education literature

Carroll, G., & Park, S. (2024, October 19). STUDIES IN SCIENCE EDUCATION, Vol. 10.

Comparing the Use of Two Different Approaches to Assess Teachers' Knowledge of Models and Modeling in Science Teaching

EDUCATION SCIENCES, 13(4).

Context matters: Secondary science teachers' integration of process-based, unplugged computational thinking into science curriculum

Kite, V., & Park, S. (2023, June 17). JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 6.

Elementary Preservice Teachers' Understandings and Task Values of the Science Practices Advocated in the NGSS in the US

EDUCATION SCIENCES, 13(4).

Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct

Journal of Research in Science Teaching, 59(9), 1651–1691.

Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework

Research in Science Education, 4.

Preparing inservice science teachers to bring unplugged computational thinking to their students

Teaching and Teacher Education, 120, 103904.

Science Teacher Professional Knowledge and Its Relationship to High-Quality Science Instruction

In J. A. Luft & M. G. Jones (Eds.), Handbook of Research on Science Teacher Education (pp. 329–339).

Science teacher education – central tenets

In J. A. Luft & M. G. Jones (Eds.), Handbook of research on science teacher education (pp. 325–327). Routledge.

What's Computational Thinking?: Secondary Science Teachers' Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration

Kite, V., & Park, S. (2022, September 29). JOURNAL OF SCIENCE TEACHER EDUCATION, Vol. 9.

What’s Computational Thinking?: Secondary Science Teachers’ Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration

Journal of Science Teacher Education, 34(4), 1–24.

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, 6.

Computational Thinking Unplugged for Science: Unplugged CT Professional Development for Inservice Science Teachers

Proceedings of the Annual Meeting of the International Society of Learning Sciences (ISLS). Presented at the 1st Annual Meeting of the International Society of the Learning Sciences (ISLS), and 15th International Conference of the Learning Sciences (ICLS) 2021, Bochum, Germany.

Crossing borders between science and religion: Muslim Indonesian biology teachers’ perceptions of teaching the theory of evolution

Cultural Studies of Science Education, 17(2), 589–624.

Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices

Journal of Research in Science Teaching, 59(4), 561–584.

The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

SAGE Open, 11(2), 215824402110164.

The Impact of the Cooperating Teacher on Master of Arts in Teaching Preservice Science Teachers’ Pedagogical Content Knowledge

Journal of Science Teacher Education, 32(4), 444–468.

The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review

Studies in Science Education, 58(1), 95–136.

Cell Phone Policy in a Public High School

Journal of Management Policy and Practice, 21(4).

Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea: what proxy measures of teacher quality are related to PCK?

International Journal of Science Education, 42(15), 2630–2651.

Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge

Journal of Research in Science Teaching, 58(5), 721–748.

Integrating Computational Thinking in STEM

Integration of Science Disciplinary Core Ideas and Environmental Themes through Constructivist Teaching Practices

EURASIA Journal of Mathematics, Science and Technology Education, 16(5).

Secondary Science Teachers’ Understandings of the Epistemic Nature of Science Practices

Journal of Science Teacher Education, 32(3), 243–264.

Recognizing and Questioning the CT Education Paradigm

Presented at the SIGCSE '19: The 50th ACM Technical Symposium on Computer 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).

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).

The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

In A. Hume, R. Cooper, & A. Boroswski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (pp. 77–94).

Boom. Bust. Build.

The Science Teacher, 085(03).

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).

Development and Validation of Measures of Secondary Science Teachers’ PCK for Teaching Photosynthesis

Research in Science Education, 48(3), 549–573.

Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach

Teaching and Teacher Education, 64, 246–259.

Lessons learned around the block: An analysis of research on the impact of block scheduling on science teaching and learning

In M. Shelley & M. Pehlivan (Eds.), Education research highlights in mathematics, science and technology 2017 (pp. 132–138). International Society for Research in Education and Science (ISRES) Publishing.

What Happens When a Teacher’s Science Belief Structure Is in Disequilibrium? Entangled Nature of Beliefs and Practice

Research in Science Education, 49(3), 885–920.

Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

Science & Education, 25(3-4), 277–320.

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.

Moving Past Curricula and Strategies: Language and the Development of Adaptive Pedagogy for Immersive Learning Environments

Research in Science Education, 46(2), 223–241.

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.

Characteristics, knowledge, and teaching strategies necessary for teachers of the gifted in science

Journal of Learner-Centered Curriculum and Instruction, 15(8), 523–544.

From portraying toward assessing PCK: Drivers, dilemmas, and directions for future research

In Re-examining Pedagogical Content Knowledge in Science Education (pp. 104–119). http://www.scopus.com/inward/record.url?eid=2-s2.0-84941949472&partnerID=MN8TOARS

Methodological approaches and strategies for elicited metaphor-based research

Review of the book: A teacher’s guide to successful classroom management and differentiated instruction, by Billie F. Birnie

[Review of A teacher’s guide to successful classroom management and differentiated instruction, by B. F. Birnie]. Teachers College Record.

Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science

International Journal of Science Education, 36(16), 2666–2693.

Constructing and critiquing arguments: The use of talk and writing to negotiate ideas

Science and Children, 40–45.

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.

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.

Students’ Images of Scientists and Doing Science: An International Comparison Study

EURASIA Journal of Mathematics, Science and Technology Education, 9(2), 115–129.

Analysis of Teaching Resources for Implementing an Interdisciplinary Approach in the K-12 Classroom

EURASIA Journal of Mathematics, Science and Technology Education, 8(4), 223–232.

Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms

Journal of Research in Science Teaching, 49(7), 922–941.

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. http://www.scopus.com/inward/record.url?eid=2-s2.0-84878716168&partnerID=MN8TOARS

Science education and ESL students

Science Scope, 29–35.

Epistemological Syncretism in a Biology Classroom: A Case Study

Journal of Science Education and Technology, 20(1), 74–86.

Exploring Elementary Pre-service Teachers’ Beliefs About Science Teaching and Learning as Revealed in Their Metaphor Writing

Journal of Science Education and Technology, 20(6), 703–714.

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

Research in Science Education, 41(2), 245–260.

Anatomy students' initial perceptions about learning anatomy

The FASEB Journal, 23(S1).

The Translation of Teachers’ Understanding of Gifted Students Into Instructional Strategies for Teaching Science

Journal of Science Teacher Education, 20(4), 333–351.

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.

Strategies to promote student creativity in science classroom

The Science Teacher, 45–48.

Colleagues’ roles in the professional development of teachers: Results from a research study of National Board certification

Teaching and Teacher Education, 23(4), 368–389.

Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals

Research in Science Education, 38(3), 261–284.

Teacher efficacy as an affective affiliate of pedagogical content knowledge

Journal of the Korean Association for Science Education, 27(8), 773–784.

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.

Giving Tree Teachers: Women and the National Board Certification Process

Feminist Teacher, 15(3), 234–249. https://www.jstor.org/stable/i40023803