@article{carroll_park_2024, title={Towards expansive model-based teaching: A systematic synthesis of modelling pedagogies in science education literature}, volume={10}, ISSN={["1940-8412"]}, DOI={10.1080/03057267.2024.2417157}, journal={STUDIES IN SCIENCE EDUCATION}, author={Carroll, Grace and Park, Soonhye}, year={2024}, month={Oct} }
 @article{carroll_park_2023, title={Comparing the Use of Two Different Approaches to Assess Teachers' Knowledge of Models and Modeling in Science Teaching}, volume={13}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/13/4/405}, DOI={10.3390/educsci13040405}, abstractNote={Science teacher knowledge for effective teaching consists of multiple knowledge bases, one of which includes science content knowledge and pedagogical knowledge. With the inclusion of science and engineering practices into the national science education standards in the US, teachers’ content knowledge goes beyond subject matter knowledge and into the realm of how scientists use practices for scientific inquiry. This study compares two approaches to constructing and validating two different versions of a survey that aims to measure the construct of teachers’ knowledge of models and modeling in science teaching. In the first version, a 24-item Likert scale survey containing content and pedagogical knowledge items was found to lack the ability to distinguish different knowledge levels for respondents, and validation through factor analysis indicated content and pedagogical knowledge items could not be separated. Findings from the validation results of the first survey influenced revisions to the second version of the survey, a 25-item multiple-choice instrument. The second survey employed a competence model framework for models and modeling for item specifications, and results from exploratory factor analysis revealed this approach to assessing the construct to be more appropriate. Recommendations for teacher assessment of science practices using competence models and points to consider in survey design, including norm-referenced or criterion-referenced tests, are discussed.}, number={4}, journal={EDUCATION SCIENCES}, author={Carroll, Grace and Park, Soonhye}, year={2023}, month={Apr} }
 @article{kite_park_2023, title={Context matters: Secondary science teachers' integration of process-based, unplugged computational thinking into science curriculum}, volume={6}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21883}, abstractNote={AbstractThere is growing recognition in the education community that the problem‐solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty‐first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices into core curriculum——especially science, technology, engineering, and math curriculum. Successfully achieving the goal of integrated CT, however, depends on frameworks to guide integration, professional development for teachers, exemplars of successful integrations, and identifications of the barriers teachers encounter. Research pertaining to each of these areas is in its infancy. This study addresses these needs through a collective case study of 10 secondary science teachers' implementations of a novel, process‐based, unplugged approach to CT/science integration and the factors that supported or hindered their CT/science integration efforts. The results of this work reveal that: (1) an unplugged and process‐based approach to CT/science integration shows promise as a vehicle for infusing CT into diverse science classrooms; (2) educators' teaching context exerts a strong influence on their CT‐integration efforts and persistence; and (3) special attention is needed to support teachers in their CT/science integrations including algorithm creation. This study also demonstrates the utility of the Fraillon et al.'s CT framework as a guide for CT/science integration efforts and sheds light on the unique affordances of unplugged strategies for implementing CT‐integrated science curricula.}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Kite, Vance and Park, Soonhye}, year={2023}, month={Jun} }
 @article{seung_park_kite_choi_2023, title={Elementary Preservice Teachers' Understandings and Task Values of the Science Practices Advocated in the NGSS in the US}, volume={13}, ISSN={["2227-7102"]}, url={https://www.mdpi.com/2227-7102/13/4/371}, DOI={10.3390/educsci13040371}, abstractNote={K-12 science education in America has long been criticized for not preparing scientifically literate students who are prepared to engage in science-as-practice. Bearing this in mind, the Next Generation Science Standards (NGSS) recommend engaging students in eight science practices to build their knowledge of and proficiency in science. Engaging students in science-as-practice instruction depends on building preservice teachers’ understanding of, proficiency with, and value for the science practices. Through this mixed methods study, we investigated the effects of an elementary science teaching methods course on 109 preservice teachers’ epistemic understanding of the practices, their perceived importance of each practice, and the value that they ascribe to each practice. The results of our analysis indicate that: (1) the course initiated changes in preservice teachers’ epistemic understanding of the practices; (2) these preservice teachers viewed Asking questions as the most important science practice; and (3) they most frequently attached Attainment value to the science practices. Based on these findings, we recommend that courses for preservice teachers purposefully include significant opportunities for them to engage in the doing of science; place emphasis on crosscutting concepts and disciplinary core ideas in science; and provide preservice teachers with viable strategies for engaging students in each of the science practices in actual classrooms.}, number={4}, journal={EDUCATION SCIENCES}, author={Seung, Elsun and Park, Soonhye and Kite, Vance and Choi, Aeran}, year={2023}, month={Apr} }
 @article{suh_hwang_park_hand_2022, title={Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct}, volume={59}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.21769}, DOI={10.1002/tea.21769}, abstractNote={AbstractResearch in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as a key component of teacher development for implementing knowledge generation approaches and develop an empirically grounded model of the construct through a mixed‐method approach. Epistemic orientation toward teaching science for knowledge generation (EOTS‐KG) was defined as a particular direction of thinking concerning how to deal with knowledge and knowledge generation processes when a teacher aims to create generative learning environments for teaching science. Building on the theoretical model of EOTS‐KG established through a critical literature review, we conducted a multiple case study of exemplary elementary teachers and designed an instrument called the Epistemic Orientation Survey. The model from the case study described four major subdimensions indicated by 11 essential elements that should be considered when preparing teachers for implementing a knowledge approach, suggesting that teachers' beliefs about learning should be a priority in teacher development. Using the instrument, we tested the dimensionality of the construct, leading to the suggestions that both unidimensional and multidimensional models are valuable for use in future research. We believe the model developed in this study would serve as a powerful framework to allow researchers to examine changes in teachers' epistemic orientation in various contexts.}, number={9}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Suh, Jee Kyung and Hwang, Jihyun and Park, Soonhye and Hand, Brian}, year={2022}, month={Mar}, pages={1651–1691} }
 @article{busch_kudumu_park_2022, title={Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework}, volume={4}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-022-10055-9}, DOI={10.1007/s11165-022-10055-9}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Busch, K.C. and Kudumu, Mwenda and Park, Soonhye}, year={2022}, month={Apr} }
 @article{kite_park_2022, title={Preparing inservice science teachers to bring unplugged computational thinking to their students}, volume={120}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2022.103904}, DOI={10.1016/j.tate.2022.103904}, abstractNote={Computational thinking (CT) is critical for Twenty-first century life. Ensuring equitable access to CT depends on preparing teachers to integrate CT into disciplinary curricula. We report on the design, evaluation, and outcomes of the Computational Thinking Unplugged for Science (CT-UP-S) professional development program for inservice science teachers. Our process-based approach to CT significantly improved teachers CT understanding and CT/science integration self-efficacy by systematically linking CT practices to scaffold the generation of unplugged algorithms. Additionally, we found that the process-based approach provided a framework for teachers' lesson planning and that teachers' content knowledge moderated their ability to write CT-integrated science lessons.}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Kite, Vance and Park, Soonhye}, year={2022}, month={Dec}, pages={103904} }
 @inbook{kind_park_ho chan_2022, title={Science Teacher Professional Knowledge and Its Relationship to High-Quality Science Instruction}, ISBN={9781003098478}, url={http://dx.doi.org/10.4324/9781003098478-29}, DOI={10.4324/9781003098478-29}, abstractNote={This chapter reviews research undertaken between 2010 and 2020 describing high-quality science instruction and science teacher professional knowledge that investigates connections between these. Reviewed papers indicate that most research outcomes generate favorable connections, confirming that quality of teacher professional knowledge, particularly content knowledge and pedagogical content knowledge, impact teaching practices and student learning outcomes in science across the 5–18 age range. The review informs understanding of high-quality instruction for science, how this may be developed through science teacher education, and implications for further research. The chapter begins by defining high-quality instruction and teacher professional knowledge, then reviews research investigating teacher professional knowledge and student learning; teacher professional knowledge, teacher practices, and student learning; and specific instructional strategies and contexts. The chapter concludes with a discussion of implications for science teacher education and research.}, booktitle={Handbook of Research on Science Teacher Education}, publisher={Routledge}, author={Kind, Vanessa and Park, Soonhye and Ho Chan, Kennedy Kam}, editor={Luft, J.A. and Jones, M.G.Editors}, year={2022}, month={Mar}, pages={329–339} }
 @inbook{park_2022, title={Science teacher education – central tenets}, booktitle={Handbook of research on science teacher education}, publisher={Routledge}, author={Park, S.}, editor={Luft, J.A. and Jones, M.G.Editors}, year={2022}, pages={325–327} }
 @article{kite_park_2022, title={What's Computational Thinking?: Secondary Science Teachers' Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration}, volume={9}, ISSN={["1573-1847"]}, DOI={10.1080/1046560X2022.2110068}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, author={Kite, Vance and Park, Soonhye}, year={2022}, month={Sep} }
 @article{kite_park_2022, title={What’s Computational Thinking?: Secondary Science Teachers’ Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration}, volume={34}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560X.2022.2110068}, DOI={10.1080/1046560X.2022.2110068}, abstractNote={ABSTRACT Recognizing that the power of computation has changed the practice of science, science education standards in a number of countries have included a call for the inclusion of computational thinking (CT) in K-12 science education. As CT is a relatively new construct, preparing inservice science teachers to implement CT-infused learning experiences depends on the creation of robust CT professional development (CT-PD) initiatives. Given that teachers’ understandings, attitudes and beliefs impact their teaching, an important step in the development of these programs is identification of teachers’ conceptualizations of CT and its role in science education as well as their perceived barriers to CT/science integration. Additionally, scholars have noted that teacher PD is more effective when it is tailored to the needs of participating teachers. To this end, this survey study examined secondary science teachers’ conceptualizations of CT, perceived barriers to CT/science integration, and the types of professional support they believe is needed to overcome these perceived barriers. Analysis of 123 open-ended surveys revealed that secondary science teachers: (1) conceptualize CT as a specific type of thinking that can be used to build science students’ problem-solving skills; (2) view their lack of CT understanding as a primary barrier to CT/science integration; (3) believe their students are academically unprepared for CT-infused science; and (4) want CT-PD focusing on the what, why, and how of CT/science integration. Drawing upon these findings, multiple implications for supporting science teachers in bringing CT-infused experiences to their students are provided.}, number={4}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Kite, Vance and Park, Soonhye}, year={2022}, month={Sep}, pages={1–24} }
 @article{wiedbusch_kite_yang_park_chi_taub_azevedo_2021, title={A Theoretical and Evidence-Based Conceptual Design of MetaDash: An Intelligent Teacher Dashboard to Support Teachers' Decision Making and Students’ Self-Regulated Learning}, volume={6}, ISSN={2504-284X}, url={http://dx.doi.org/10.3389/feduc.2021.570229}, DOI={10.3389/feduc.2021.570229}, abstractNote={Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity traces (e.g., bar charts showing correct and incorrect response rates, etc.) and SRL data (e.g., eye-tracking on content, log files capturing feature selection, etc.) in order to provide teachers with monitoring and instructional tools. Critics of the current research on dashboards used in conjunction with advanced learning technologies (ALTs) such as simulations, intelligent tutoring systems, and serious games, argue that the state of the field is immature and has 1) focused only on exploratory or proof-of-concept projects, 2) investigated data visualizations of performance metrics or simplistic learning behaviors, and 3) neglected most theoretical aspects of SRL including teachers’ general lack of understanding their’s students’ SRL. Additionally, the work is mostly anecdotal, lacks methodological rigor, and does not collect critical process data (e.g. frequency, duration, timing, or fluctuations of cognitive, affective, metacognitive, and motivational (CAMM) SRL processes) during learning with ALTs used in the classroom. No known research in the areas of learning analytics, teacher dashboards, or teachers’ perceptions of students’ SRL and CAMM engagement has systematically and simultaneously examined the deployment, temporal unfolding, regulation, and impact of all these key processes during complex learning. In this manuscript, we 1) review the current state of ALTs designed using SRL theoretical frameworks and the current state of teacher dashboard design and research, 2) report the important design features and elements within intelligent dashboards that provide teachers with real-time data visualizations of their students’ SRL processes and engagement while using ALTs in classrooms, as revealed from the analysis of surveys and focus groups with teachers, and 3) propose a conceptual system design for integrating reinforcement learning into a teacher dashboard to help guide the utilization of multimodal data collected on students’ and teachers’ CAMM SRL processes during complex learning.}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Wiedbusch, Megan D. and Kite, Vance and Yang, Xi and Park, Soonhye and Chi, Min and Taub, Michelle and Azevedo, Roger}, year={2021}, month={Feb} }
 @inproceedings{kite_park_2021, title={Computational Thinking Unplugged for Science: Unplugged CT Professional Development for Inservice Science Teachers}, ISBN={9781737330615 (ICLS Proceedings, PDF Version)}, ISSN={1573-4552}, booktitle={Proceedings of the Annual Meeting of the International Society of Learning Sciences (ISLS)}, author={Kite, V. and Park, S.}, year={2021} }
 @article{rachmatullah_park_ha_2021, title={Crossing borders between science and religion: Muslim Indonesian biology teachers’ perceptions of teaching the theory of evolution}, volume={17}, ISSN={1871-1502 1871-1510}, url={http://dx.doi.org/10.1007/s11422-021-10066-4}, DOI={10.1007/s11422-021-10066-4}, number={2}, journal={Cultural Studies of Science Education}, publisher={Springer Science and Business Media LLC}, author={Rachmatullah, Arif and Park, Soonhye and Ha, Minsu}, year={2021}, month={Jul}, pages={589–624} }
 @article{park_kite_suh_jung_rachmatullah_2021, title={Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices}, volume={59}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.21737}, DOI={10.1002/tea.21737}, abstractNote={AbstractEngaging students in the essential practices of science has been forwarded as an effective means to achieve scientific literacy for all students by promoting the learning of content, procedures, and the epistemology of science concurrently. However, the emphasis on science practices requires teachers not only to develop skills and knowledge specific to the science practices, but also to adopt epistemic orientations congruent with student‐centered, knowledge generation science teaching approaches. This exploratory quantitative study examined the relationships between secondary science teachers' epistemic orientations and their understanding and self‐reported implementation of the science practices described in the US Next Generation Science Standards (NGSS). This study also identified teacher‐level variables that predict teachers' epistemic orientations, their understanding and implementation of the science practices. Data were collected from 128 secondary science teachers in a southeastern state of the US using three instruments: epistemic orientation survey with demographic questions, epistemic nature of science practice survey, and science practice implementation survey. One‐way analysis of variance, correlation analyses, multiple linear regression, and path analyses were used to examine the relationship among these three variables and the influence of teacher‐level variables on each of the three variables. Our results indicated that teachers' participation in NGSS PD programs significantly predicted their self‐reported implementation of science practices. In addition, teachers' lateral entry was the only significant predictor of teachers' epistemic understanding of science practices. Concerning the relationship among the three variables, the path analysis revealed that teachers' epistemic orientations significantly mediated the relationship between their epistemic understanding and implementation of science practices (χ2/df = 1.530, p = 0.216, comparative fit index = 0.980, Tucker–Lewis index = 0.940, root‐mean‐square error of approximation = 0.065). This study highlights a close relationship between teachers' epistemic orientations and enactment of science practices, which suggests prioritizing epistemic orientations in supporting teachers to implement the science‐as‐practice approach.}, number={4}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Park, Soonhye and Kite, Vance and Suh, Jee Kyung and Jung, Jinhong and Rachmatullah, Arif}, year={2021}, month={Nov}, pages={561–584} }
 @article{kite_park_wiebe_2021, title={The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research}, volume={11}, ISSN={2158-2440 2158-2440}, url={http://dx.doi.org/10.1177/21582440211016418}, DOI={10.1177/21582440211016418}, abstractNote={ Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings, we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research. }, number={2}, journal={SAGE Open}, publisher={SAGE Publications}, author={Kite, Vance and Park, Soonhye and Wiebe, Eric}, year={2021}, month={Apr}, pages={215824402110164} }
 @article{norville_park_2021, title={The Impact of the Cooperating Teacher on Master of Arts in Teaching Preservice Science Teachers’ Pedagogical Content Knowledge}, volume={32}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560X.2020.1850614}, DOI={10.1080/1046560X.2020.1850614}, abstractNote={ABSTRACT Due to the demand for high-quality teachers in the United States, especially in the areas of science, technology, engineering, and math (STEM), developing pedagogical content knowledge (PCK) in teachers early in their teacher education programs can be critical for their becoming effective in the classroom. Employing a multiple-case study design, this study examined the influence of cooperating teachers (CTs) on their Master of Arts in Teaching (MAT) preservice science teachers’ (PSTs) PCK during student teaching. The pentagon model of PCK for teaching science served as the conceptual framework for this study, capturing the interactions among the components of PCK and other characteristics that each PST exhibited in each observation. Data from observations, interviews, the researcher’s field notes, edTPA materials, lesson plans, and other artifacts and documents were analyzed using three approaches: (1) coding with a priori codes, (2) PCK map approach, and (3) the constant comparative method. Three salient features emerged in regard to the influence of the CT on their MAT PST’s PCK: (1) regardless of the instructional types (i.e., co-teaching or PST lead teaching) the CTs did not greatly impact PSTs’ PCK; (2) the influence of the CT on PCK usually happened during the planning and reflection stages of instruction; and (3) negotiating power dynamics was a priority in the PSTs’ instructional decision making that hindered the development of PCK. Implications of this research suggest that PSTs should be given more autonomy during student teaching with a focus on reflection.}, number={4}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Norville, Kayla and Park, Soonhye}, year={2021}, month={Feb}, pages={444–468} }
 @article{wright_park_2021, title={The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review}, volume={58}, ISSN={0305-7267 1940-8412}, url={http://dx.doi.org/10.1080/03057267.2021.1933354}, DOI={10.1080/03057267.2021.1933354}, abstractNote={ABSTRACT One response to a pedagogical shift towards student-centred and active learning approaches to promote student learning in STEM is the flipped classroom. However, there has been inconsistency in the design and implementation of the flipped classroom and its impact on student learning. This review systematically analysed 30 empirical studies on flipped classrooms in formal, K-16 science and maths classrooms to understand theoretical underpinnings leading to different approaches to flipped classrooms and the impact of flipped classrooms on student learning in science and maths classrooms. The selected studies were qualitatively analysed, and the results showed that: (1) there is more published literature on the flipped classroom identified in post-secondary science and mathematics classrooms, (2) the design of the flipped classroom is rarely grounded in theoretical frameworks especially in science classrooms, and (3) the flipped classroom has an overall positive effect on students’ science and maths learning. This study highlights the importance of using explicit theoretical frameworks aligned with contemporary learning theories to guide the design, implementation, and evaluation of the flipped classroom. Additionally, there is a need for future research to utilise design-based methodologies to maximise the positive impact of the flipped classroom on student learning.}, number={1}, journal={Studies in Science Education}, publisher={Informa UK Limited}, author={Wright, Gary W. and Park, Soonhye}, year={2021}, month={Jun}, pages={95–136} }
 @article{holley_park_2020, title={Cell Phone Policy in a Public High School}, volume={21}, ISSN={1913-8067 1913-8067}, url={http://dx.doi.org/10.33423/jmpp.v21i4.3244}, DOI={10.33423/jmpp.v21i4.3244}, abstractNote={The purpose of this study is to examine teachers’ experiences and perceptions of their cell phone policies created and implemented in their own high school classrooms. This study represents one high school in a southeast state of the U.S. after two years of teacher autonomy in creating and enforcing his/her own cell phone policy. Four themes emerged from teacher surveys (N=71) and teacher interviews including student challenges and learning, instructional workload, institutional culture and support, and alignment of technology with policy. Strategies and recommendations highlight the need for teachers’ voices in policy decisions impacting teachers and students.}, number={4}, journal={Journal of Management Policy and Practice}, publisher={North American Business Press}, author={Holley, D. and Park, S.}, year={2020}, month={Nov} }
 @article{park_choi_reynolds_2020, title={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?}, volume={42}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2020.1823046}, DOI={10.1080/09500693.2020.1823046}, abstractNote={ABSTRACT Pedagogical content knowledge (PCK) is central to teachers’ professional knowledge impacting student learning and thus is considered a key attribute of teacher quality. Teacher quality is often indirectly examined by proxy measures such as degrees, certification, and teaching experience. To date, little is known how those proxy measures are related to teachers’ PCK levels. This study investigated which proxy measures of teacher quality best predict teachers’ PCK levels with 166 secondary science teachers from the U.S. and South Korea. Additionally, this study compared teachers’ PCK levels in both countries. A PCK survey consisting of 30 dichotomous and open-ended items was administered to secondary science teachers in a Midwest State in the U.S. and Seoul, South Korea. Eighty-five and eighty-one participants from the U.S. and South Korea, respectively, completed surveys. Statistical analyses indicated that biology teaching certification and teaching at the high school level were the most significant predictors of PCK total scores. No significant relationship between teachers’ gender or years of teaching experience and PCK total scores was found. Although Korean teachers exhibited higher PCK total scores than U.S. teachers, teachers from both countries similarly struggled to make connections between knowledge of students’ understanding and knowledge of instructional strategies.}, number={15}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Park, Soonhye and Choi, Aeran and Reynolds, Wm. Matthew}, year={2020}, month={Oct}, pages={2630–2651} }
 @article{reynolds_park_2020, title={Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge}, volume={58}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.21676}, DOI={10.1002/tea.21676}, abstractNote={AbstractThis study examined the relationship between preservice teachers' Educative Teacher Performance Assessment (edTPA) scores, the most widely implemented preservice teacher performance assessment in the United States, and the pedagogical content knowledge (PCK) levels reflected in their edTPA portfolios. PCK is a specialized form of teacher professional knowledge widely considered a paramount construct of teacher quality. Thirty‐six preservice science teachers' PCK levels were determined by analyzing their edTPA portfolios, including videos and written commentaries, with the PCK mapping approach, an enumerative analytical method capable of quantifying and visualizing the integration of PCK components. Data analysis indicates there was a significant positive correlation between participants' edTPA scores and their PCK levels (rs[36] = 0.949, p < 0.0001). Through further analysis, this study also identified several key features of preservice teachers' PCK revealed in their edTPA portfolios: (1) preservice science teachers' Knowledge of Student's Understanding (KSU) and Knowledge of Instructional Strategies and Representations (KISR) were the most developed components of PCK; (2) accounting for over 50% of all connections between PCK components, KSU, KISR, and Knowledge of Assessments were among the most frequently integrated components of PCK; (3) Knowledge of Science Curriculum was the least frequently integrated, and therefore the weakest, component of preservice teachers' PCK; and (4) inquiry was the most frequently mentioned, and typically the only Orientation toward Teaching Science found in participants' edTPA materials. This study contributes to the growing body of scholarship on the characteristics of preservice science teachers' PCK and becomes one of only a handful of empirical studies that examine the edTPA's diagnostic abilities. Finally, potential implications regarding the edTPA in science teacher education, as well as directions for future research surrounding preservice science teacher PCK and PCK development, are discussed.}, number={5}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Reynolds, Wm. Matthew and Park, Soonhye}, year={2020}, month={Nov}, pages={721–748} }
 @misc{wiebe_kite_park_2020, title={Integrating Computational Thinking in STEM}, ISBN={9780429021381}, url={http://dx.doi.org/10.4324/9780429021381-19}, DOI={10.4324/9780429021381-19}, abstractNote={This chapter provides a historical and theoretical foundation for computational thinking (CT) with an emphasis on the emergence of educational computer technologies as a vehicle for computationally rich practices within the context of STEM educational disciplines. Current and emerging frameworks of CT will be used as a lens for looking at research done on the integration of CT into topic areas within the individual STEM disciplines and connections between researchers' conceptualizations of computational thinking and their study designs. CT as a practice will be reviewed as a strategy for integrative work across STEM in formal and informal educational settings.}, journal={Handbook of Research on STEM Education}, publisher={Routledge}, author={Wiebe, Eric and Kite, Vance and Park, Soonhye}, year={2020}, month={Apr}, pages={196–209} }
 @article{holley_park_2020, title={Integration of Science Disciplinary Core Ideas and Environmental Themes through Constructivist Teaching Practices}, volume={16}, ISSN={1305-8223}, url={http://dx.doi.org/10.29333/ejmste/115583}, DOI={10.29333/ejmste/115583}, abstractNote={A descriptive, mixed methods study investigated learning outcomes and processes of integrating environmental education (EE) and science education (SE). Specifically, this study examined the impact of EE-based constructivist science teaching approach on students’ science achievement scores, environmental self-efficacy, course completion rate, and perceptions of their learning experiences. Participants of the study (N=46) included students in a Physical Science course at one public high school in a southeastern state of the United States. Data sources included the students’ final exam scores, standardized unit test scores, self-efficacy measurements, course completion data, and student written reflections. Data analysis indicated that students with an EE-based constructivist science teaching approach (N=23) performed higher on science achievement tests and developed statistically higher environmental self-efficacy than those in a traditional teaching classroom (N=23). More students passed the final exam (96%) and the mean final exam score was four points higher (82) in EE-based constructivist teaching approach classes. Students who were in the EE-based constructivist science teaching approach classroom tended to perceive their learning experiences in more positive ways.}, number={5}, journal={EURASIA Journal of Mathematics, Science and Technology Education}, publisher={Modestum Publishing Ltd}, author={Holley, Dorothy and Park, Soonhye}, year={2020}, month={Feb} }
 @article{kite_park_mccance_seung_2020, title={Secondary Science Teachers’ Understandings of the Epistemic Nature of Science Practices}, volume={32}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560X.2020.1808757}, DOI={10.1080/1046560X.2020.1808757}, abstractNote={ABSTRACT The Next Generation Science Standards (NGSS) emphasize engaging students in science practices through which students can develop content, procedural, and epistemic knowledge of science. To accomplish this goal, science teachers must embed science content in authentic science practice. Successfully integrating content and practice will require significant epistemological and pedagogical shifts on the part of teachers. However, teachers cannot meaningfully achieve this integration if they, themselves, do not understand the epistemic underpinnings of the science practices. Given the lack of literature specifically addressing teachers’ epistemic understanding of science practices, we conducted a qualitative study to fill this gap in the literature. Data were collected using an open-ended online survey, and responses from 128 science teachers were analyzed using the constant comparative method. Our results indicate that relatively few teachers exhibited more nuanced epistemic understandings of scientific practice that extend beyond the rigid, linear scientific method presented in science textbooks. Teachers broadly believed that scientific inquiry must begin with a question, seldom cite methodological differences when comparing two experiments, frequently viewed models as teaching tools for representations and explanation, and hardly discussed computational thinking in terms beyond data analysis. More importantly, teachers viewed that scientific conclusions are heavily influenced by researchers’ perceptions and biases. To enhance science teachers’ sophisticated epistemic understanding of science, we highlight the need not only to engage teachers in authentic scientific inquiry experiences, but also to provide opportunities to learn how to effectively integrate science practices as a coherent system, especially computational thinking and models, into science lessons.}, number={3}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Kite, Vance and Park, Soonhye and McCance, Katherine and Seung, Elsun}, year={2020}, month={Sep}, pages={243–264} }
 @misc{kite_park_wiebe_2019, title={Recognizing and Questioning the CT Education Paradigm}, ISBN={9781450358903}, url={http://dx.doi.org/10.1145/3287324.3293765}, DOI={10.1145/3287324.3293765}, abstractNote={In 1962, Thomas Kuhn changed our understanding of scientific progress through his explanation of scientific paradigms and attribution of scientific advances to paradigm shifts. According to Kuhn, a discipline's paradigm drives research, provides explanations, and directs the accumulation of discipline-specific knowledge. In 2006 and 2008 Jeanette Wing authored articles that reignited interest in computational thinking (CT) education and CT education research. Wing's articles, arguably, set in place the conceptual foundations of the paradigm currently guiding CT education and paved the way for a fruitful decade of CT education research. We are concerned, however, that the present direction of CT education and research will not support CT as an integral part of K-12 education. In its current form, CT instruction focuses almost exclusively on teaching students to program and isolates CT from disciplinary content; perpetuating the persistent misconception that programming = CT. This approach to CT education may deprive students of the opportunity to adequately develop foundational CT skills (e.g. systems thinking, abstraction and generalization, data collection and utilization, solution evaluation) and may prevent teachers from persistently and meaningfully integrating CT into their curriculum. Through this talk, we identify features of the current CT paradigm, question their alignment with Wing's ideal of "computational thinking for everyone," and propose specific recommendations for expanding the current CT paradigm.}, journal={Proceedings of the 50th ACM Technical Symposium on Computer Science Education}, publisher={ACM}, author={Kite, Vance and Park, Soonhye and Wiebe, Eric}, year={2019}, month={Feb} }
 @inbook{park_2019, title={Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research in science}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85073790742&partnerID=MN8TOARS}, DOI={10.1007/978-981-13-5898-2_4}, booktitle={Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science}, author={Park, S.}, year={2019}, pages={117–128} }
 @article{seung_park_lee_2019, title={The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers’ Self-Efficacy in Teaching Science as Inquiry}, volume={30}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1080/1046560X.2019.1635848}, DOI={10.1080/1046560X.2019.1635848}, abstractNote={ABSTRACT The purpose of this research is to examine the effect of a summer camp-based science methods course on elementary pre-service teachers’ self-efficacy in teaching science as inquiry. The science camp was offered to K-6 students as part of the 4-week, 3-credit science teaching methods course over the summer. The preservice teachers were asked to teach camp children for two weeks for their practicum requirement. This study utilized a mixed-methods design using both qualitative and quantitative data collected with 55 participants over four years. The TSI (Teaching Science as Inquiry) was administered at the beginning and end of the course to estimate participants’ self-efficacy. We only measured PSTEB (Personal Science Teaching Efficacy Belief) using 34 items out of the TSI to reduce test fatigue. We also conducted semi-structured interviews at the end of the course to investigate sources for their self-efficacy. The paired samples t-test of the pre- and post-course survey indicates that preservice teachers’ self-efficacy in teaching science as inquiry increased significantly as a result of participating in the course (p < .001). Analysis of the interview data revealed eight main sources of self-efficacy and each one’s relative significance compared to other sources. The findings of this study imply that the camp-based course increased pre-service teachers’ self-efficacy by providing not only various mastery experiences, but also unique experiences that afforded reflection and mentoring, and drew camp participants’ positive reactions. This study highlights the potential of informal science education settings as field experience sites especially for elementary science methods courses.}, number={8}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Seung, Elsun and Park, Soonhye and Lee, Myung-Ah}, year={2019}, month={Jul}, pages={872–889} }
 @inbook{park_suh_2019, title={The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning in science teaching}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85078135654&partnerID=MN8TOARS}, DOI={10.1007/978-981-13-5898-2_8}, booktitle={Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science}, author={Park, S. and Suh, J.K.}, year={2019}, pages={185–197} }
 @inbook{carlson_daehler_alonzo_barendsen_berry_borowski_carpendale_kam ho chan_cooper_friedrichsen_et al._2019, place={Singapore}, title={The Refined Consensus Model of Pedagogical Content Knowledge in Science Education}, ISBN={9789811358975 9789811358982}, url={http://dx.doi.org/10.1007/978-981-13-5898-2_2}, DOI={10.1007/978-981-13-5898-2_2}, abstractNote={This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education. This journey starts by recounting the process that led to an update and significant revisions to the model of teacher professional knowledge and skills including PCK (informally known as the 2012 Consensus Model (CM)). Then, we unpack and describe the different components of the model in both diagrammatic form and in explanatory text. The RCM describes the complex layers of knowledge and experiences that shape and inform teachers’ practice and mediate student outcomes. A key feature of this model is the identification of three distinct realms of PCK—collective PCK, personal PCK, and enacted PCK. These realms are used to situate the specialised professional knowledge held by different science educators in different settings ranging from the collected knowledge understood by many to the unique subset of knowledge an individual teacher draws upon. The model also recognises that the broader professional knowledge bases are foundational to teacher PCK while the learning context a teacher is working in can greatly influence the teaching and learning that takes place.}, booktitle={Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science}, publisher={Springer}, author={Carlson, Janet and Daehler, Kirsten R. and Alonzo, Alicia C. and Barendsen, Erik and Berry, Amanda and Borowski, Andreas and Carpendale, Jared and Kam Ho Chan, Kennedy and Cooper, Rebecca and Friedrichsen, Patricia and et al.}, editor={Hume, A. and Cooper, R. and Boroswski, A.Editors}, year={2019}, pages={77–94} }
 @article{kite_park_2018, title={Boom. Bust. Build.}, volume={085}, ISSN={0036-8555}, url={http://dx.doi.org/10.2505/4/tst18_085_03_22}, DOI={10.2505/4/tst18_085_03_22}, number={03}, journal={The Science Teacher}, publisher={National Science Teachers Association (NSTA)}, author={Kite, Vance and Park, Soonhye}, year={2018} }
 @inbook{hand_park_suh_2018, title={Examining teachers' shifting epistemic orientations in improving students' scientific literacy through adoption of the science writing heuristic approach}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85045794050&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-69197-8_20}, booktitle={Global Developments in Literacy Research for Science Education}, author={Hand, B. and Park, S. and Suh, J.K.}, year={2018}, pages={339–355} }
 @article{park_suh_seo_2017, title={Development and Validation of Measures of Secondary Science Teachers’ PCK for Teaching Photosynthesis}, volume={48}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-016-9578-y}, DOI={10.1007/s11165-016-9578-y}, number={3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Park, Soonhye and Suh, Jeekyung and Seo, Kyungwoon}, year={2017}, month={Apr}, pages={549–573} }
 @article{suh_park_2017, title={Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach}, volume={64}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2017.01.021}, DOI={10.1016/j.tate.2017.01.021}, abstractNote={This study identified common patterns in Pedagogical Content Knowledge (PCK) of three exemplary teachers who have voluntarily sustained the implementation of an argument-based inquiry approach, and explored how those patterns relate to their sustained implementation. Results indicate that teachers' orientations aligned with argument-based inquiry, especially as to how students learn, are essential for their sustained implementation. Their orientations are strongly connected with two other components of PCK (i.e., Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations), which mutually interact with the sustainability of the implementation.}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Suh, Jee Kyung and Park, Soonhye}, year={2017}, month={May}, pages={246–259} }
 @inbook{holley_park_2017, title={Lessons learned around the block: An analysis of research on the impact of block scheduling on science teaching and learning}, booktitle={Education research highlights in mathematics, science and technology 2017}, publisher={International Society for Research in Education and Science (ISRES) Publishing}, author={Holley, D. and Park, S.}, editor={Shelley, M. and Pehlivan, M.Editors}, year={2017}, pages={132–138} }
 @article{martin_park_hand_2019, title={What Happens When a Teacher’s Science Belief Structure Is in Disequilibrium? Entangled Nature of Beliefs and Practice}, volume={49}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-017-9644-0}, DOI={10.1007/s11165-017-9644-0}, number={3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Martin, Anita and Park, Soonhye and Hand, Brian}, year={2019}, pages={885–920} }
 @article{chen_hand_park_2016, title={Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry}, volume={25}, ISSN={0926-7220 1573-1901}, url={http://dx.doi.org/10.1007/s11191-016-9811-0}, DOI={10.1007/s11191-016-9811-0}, number={3-4}, journal={Science & Education}, publisher={Springer Science and Business Media LLC}, author={Chen, Ying-Chih and Hand, Brian and Park, Soonhye}, year={2016}, month={Mar}, pages={277–320} }
 @article{chen_park_hand_2016, title={Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments}, volume={34}, ISSN={0737-0008 1532-690X}, url={http://dx.doi.org/10.1080/07370008.2016.1145120}, DOI={10.1080/07370008.2016.1145120}, abstractNote={ABSTRACT This study developed an analytic framework consisting of four patterns of talk and writing that can support students' engagement in construction and critique: Talk only, writing only, use of talk and writing in sequence, and use of talk and writing simultaneously. This study aimed to examine how each pattern supports students' development of scientific knowledge through the construction and critique of arguments and what cognitive functions are associated with each pattern. To trace students' knowledge development over time using the four patterns, three students were selected as target subjects. Data were analyzed using two approaches: (1) in-depth analysis of a Knowledge Development Trajectory and (2) constant comparative method. This study highlights elementary students' capability of engaging in argumentation that promotes their scientific knowledge development when provided with proper opportunities, facilitation, and time to recognize that talk and writing can be used as epistemic tools for both constructing and critiquing arguments.}, number={2}, journal={Cognition and Instruction}, publisher={Informa UK Limited}, author={Chen, Ying-Chih and Park, Soonhye and Hand, Brian}, year={2016}, month={Mar}, pages={100–147} }
 @article{hand_cavagnetto_chen_park_2016, title={Moving Past Curricula and Strategies: Language and the Development of Adaptive Pedagogy for Immersive Learning Environments}, volume={46}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/S11165-015-9499-1}, DOI={10.1007/S11165-015-9499-1}, number={2}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Hand, Brian and Cavagnetto, Andy and Chen, Ying-Chih and Park, Soonhye}, year={2016}, month={Jan}, pages={223–241} }
 @article{choi_seo_park_2017, title={Science Teachers’ Perceptions of and Approaches towards Students’ Misconceptions on Photosynthesis: A Comparison Study between US and Korea}, volume={13}, ISSN={1305-8223}, url={http://dx.doi.org/10.12973/eurasia.2017.00616a}, DOI={10.12973/eurasia.2017.00616a}, abstractNote={Background:A critical component of teacher effectiveness is how teachers notice students’ misconceptions and adjust the instructional approach accordingly.Taking a stance that the teachers’ instructional quality is crucial to students’ learning, a qualitative international comparison study was performed to examine science teachers’ perceptions of and their approaches toward students’ misconception on photosynthesis between the United States (US) and South Korea.Material and methods:A web-based on-line survey consisting of open-ended questions was administered to secondary science teachers and 85 and 81 teacher responses were collected from the US and Korea, respectively.Results:Constructed responses were analyzed using the constant comparative method and enumerative approach through which regularities and patterns in the responses emerged. Four categories emerged concerning teacher perceptions of misconceptions: Concept, Knowledge Construction, Curriculum, and Pedagogical. Most teachers employed Concept or Knowledge Construction perspective to identify and reason out student misconceptions in both countries. In respect to instructional strategies, two dominant patterns emerged: content-focused and student-focused strategies. Teachers from both countries demonstrated the most frequent use of content-centered approaches, although the patterns of the usage in relation to their perceptions towards misconceptions were different to some degree.Conclusions:Possible attributing factors for the observed patterns and some limitations of the study are further discussed.}, number={1}, journal={EURASIA Journal of Mathematics, Science and Technology Education}, publisher={Modestum Publishing Ltd}, author={Choi, Aeran and Seo, Kyungwoon and Park, Soonhye}, year={2017}, pages={269–296} }
 @article{park_se_choi_2015, title={Characteristics, knowledge, and teaching strategies necessary for teachers of the gifted in science}, volume={15}, number={8}, journal={Journal of Learner-Centered Curriculum and Instruction}, author={Park, S. and Se, Y.-K. and Choi, A.}, year={2015}, pages={523–544} }
 @inbook{park_suh_2015, title={From portraying toward assessing PCK: Drivers, dilemmas, and directions for future research}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84941949472&partnerID=MN8TOARS}, booktitle={Re-examining Pedagogical Content Knowledge in Science Education}, author={Park, S. and Suh, J.K.}, year={2015}, pages={104–119} }
 @misc{seung_park_jung_2015, title={Methodological approaches and strategies for elicited metaphor-based research}, ISSN={2210-4836}, url={http://dx.doi.org/10.1075/milcc.3.02seu}, DOI={10.1075/milcc.3.02seu}, abstractNote={The purpose of this chapter is to provide a comprehensive review of the methodological approaches and strategies used in elicited metaphor research. Thirty six selected articles were first grouped by their purpose of using elicited metaphors: (a) use of metaphors as a methodological tool to understand teacher beliefs, knowledge and practice and (b) use of metaphors as an intervention tool to improve teachers' professional knowledge or practice. Then, individual studies within each purpose group were analyzed in depth in terms of metaphor elicitation methods and analysis methods. Based on the analysis, we discuss methodological issues associated with metaphor research. Suggestions for resolving these issues are also discussed, focusing on the validity of metaphor elicitation, analysis techniques, and the trustworthiness of metaphor research. We suggest that researchers pay more attention to the use of multiple elicitation methods, clarity of data analysis procedures, and application of various strategies to establish the trustworthiness. We also call for a broader research effort to use metaphors as an intervention tool, beyond simply a methodological tool to improve teachers' professional knowledge or teaching practice.}, journal={Metaphor in Language, Cognition, and Communication}, publisher={John Benjamins Publishing Company}, author={Seung, Eulsun and Park, Soonhye and Jung, Jinhong}, year={2015}, pages={39–64} }
 @misc{park_jung_2015, title={Review of the book: A teacher’s guide to successful classroom management and differentiated instruction, by Billie F. Birnie}, journal={Teachers College Record}, author={Park, S. and Jung, J.}, year={2015}, month={Jun} }
 @article{yoon_suh_park_2014, title={Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science}, volume={36}, ISSN={0950-0693 1464-5289}, url={http://dx.doi.org/10.1080/09500693.2014.928834}, DOI={10.1080/09500693.2014.928834}, abstractNote={Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple ‘activity mania.’ This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts.}, number={16}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Yoon, Sae Yeol and Suh, Jee Kyung and Park, Soonhye}, year={2014}, month={Jun}, pages={2666–2693} }
 @article{chen_park_hand_2013, title={Constructing and critiquing arguments: The use of talk and writing to negotiate ideas}, journal={Science and Children}, author={Chen, Y.-C. and Park, S. and Hand, B.}, year={2013}, month={Jan}, pages={40–45} }
 @article{jüttner_boone_park_neuhaus_2013, title={Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)}, volume={25}, ISSN={1874-8597 1874-8600}, url={http://dx.doi.org/10.1007/S11092-013-9157-Y}, DOI={10.1007/S11092-013-9157-Y}, number={1}, journal={Educational Assessment, Evaluation and Accountability}, publisher={Springer Science and Business Media LLC}, author={Jüttner, Melanie and Boone, Williame and Park, Soonhye and Neuhaus, Birgit J.}, year={2013}, month={Feb}, pages={45–67} }
 @article{seung_park_jung_2014, title={Exploring Preservice Elementary Teachers’ Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection}, volume={44}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/S11165-013-9390-X}, DOI={10.1007/S11165-013-9390-X}, number={4}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Seung, Eulsun and Park, Soonhye and Jung, Jinhong}, year={2014}, month={Aug}, pages={507–529} }
 @article{park_narayan_peker_suh_2013, title={Students’ Images of Scientists and Doing Science: An International Comparison Study}, volume={9}, ISSN={1305-8223}, url={http://dx.doi.org/10.12973/eurasia.2013.923a}, DOI={10.12973/eurasia.2013.923a}, abstractNote={This study compared students’ perceptions of doing science and scientists reflected in their drawings using a modified version of the Drawing-A-Scientist-Test across five different countries: China, India, South Korea, Turkey, and US. The participants were 1,800 students from grades three, seven and ten from the five countries. Thirty students randomly selected were interviewed using a semi-structured interview protocol. Results
indicated that fewer stereotypes were exhibited at the lower grades than at the higher grades in all of the countries. Students from India, US, and South Korea perceived doing science passive more than those from Turkey and China. A larger number of Indian and
Turkish students reported that they wanted to become a scientist or have a science related career compared to those from the other countries. In addition, students’ perceptions of scientist were not related to their career choices in any country. However, students who perceived science as active practice were inclined to choose science-related career more than students who regarded science as passive practice in Korea and US. There was no statistically significant difference by perception of doing science actively or passively for career choice in India, Turkey and China.}, number={2}, journal={EURASIA Journal of Mathematics, Science and Technology Education}, publisher={Modestum Publishing Ltd}, author={Park, Soonhye and Narayan, Ratna and Peker, Deniz and Suh, Jeekyung}, year={2013}, month={Dec}, pages={115–129} }
 @article{yarker_park_2012, title={Analysis of Teaching Resources for
Implementing an Interdisciplinary
Approach in the K-12 Classroom}, volume={8}, ISSN={1305-8223}, url={http://dx.doi.org/10.12973/eurasia.2012.841a}, DOI={10.12973/eurasia.2012.841a}, abstractNote={Articles from the National Science Teacher Association (NSTA) publications were analyzed to investigate resources available for teachers who want to implement interdisciplinary approaches into the science classroom. All articles in each journal from 2004 through 2008 were read an analyzed; approximately 13% of Science & Children (elementary), 21% of Science Scope (middle), and 17% of The Science Teacher (high school) articles met the interdisciplinary approach criteria. Results show that overall, reading, writing, art, and technology are the subjects most commonly integrated into science. Surprisingly, math is rarely discussed across all school levels. Comparing the articles across different school levels, Science Scope articles have the highest number of integrated articles, whereas The Science Teacher had the fewest number of integrated articles.}, number={4}, journal={EURASIA Journal of Mathematics, Science and Technology Education}, publisher={Modestum Publishing Ltd}, author={Yarker, Morgan B. and Park, Soonhye}, year={2012}, month={Jan}, pages={223–232} }
 @article{park_chen_2012, title={Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms}, volume={49}, ISSN={0022-4308}, url={http://dx.doi.org/10.1002/tea.21022}, DOI={10.1002/tea.21022}, abstractNote={AbstractThis study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the photosynthesis and heredity instruction of four teachers who were working at the same high school with the same curricular materials. Data sources included classroom observations, semi‐structured interviews, lesson plans, instructional materials, and students' work samples. Data were analyzed through three different approaches: (a) in‐depth analysis of explicit PCK, (b) enumerative approach, and (c) the constant comparative method. Data analysis indicated five salient features of the integration of the PCK components: (a) the integration of the components was idiosyncratic and topic‐specific; (b) Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations were central in the integration; (c) Knowledge of Science Curriculum and Knowledge of Assessment of Science Learning had most limited connection with other components; (d) Knowledge of Assessment of Science Learning was more often connected with Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations than with the other components; and (e) Didactic Orientations toward Teaching Science directed Knowledge of Instructional Strategies and Representations inhibiting its connection with other components. This study highlights that the quality of PCK depends on the coherence among the components as well as the strength of individual components. From a methodological perspective, this study demonstrates the possibility to make PCK more visible and accessible by using a PCK Map, a pictorial representation of the interactions of the PCK components. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 922–941, 2012}, number={7}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Park, Soonhye and Chen, Ying-Chih}, year={2012}, month={May}, pages={922–941} }
 @inproceedings{chen_park_hand_2012, title={Unpacking the use of talk and writing in argument-based inquiry: Instruction and cognition}, volume={1}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84878716168&partnerID=MN8TOARS}, booktitle={10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings}, author={Chen, Y.-C. and Park, S. and Hand, B.}, year={2012}, pages={159–166} }
 @article{allen_park_2011, title={Science education and ESL students}, journal={Science Scope}, author={Allen, H.M. and Park, S.}, year={2011}, month={Nov}, pages={29–35} }
 @article{bennett_park_2011, title={Epistemological Syncretism in a Biology Classroom: A Case Study}, volume={20}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/S10956-010-9235-6}, DOI={10.1007/S10956-010-9235-6}, number={1}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Bennett, William D. and Park, Soonhye}, year={2011}, month={Feb}, pages={74–86} }
 @article{seung_park_narayan_2011, title={Exploring Elementary Pre-service Teachers’ Beliefs About Science Teaching and Learning as Revealed in Their Metaphor Writing}, volume={20}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/S10956-010-9263-2}, DOI={10.1007/S10956-010-9263-2}, number={6}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Seung, Eulsun and Park, Soonhye and Narayan, Ratna}, year={2011}, pages={703–714} }
 @article{park_jang_chen_jung_2011, title={Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study}, volume={41}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/S11165-009-9163-8}, DOI={10.1007/S11165-009-9163-8}, number={2}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Park, Soonhye and Jang, Jeong-Yoon and Chen, Ying-Chih and Jung, Jinhong}, year={2011}, month={Mar}, pages={245–260} }
 @article{notebaert_park_hand_2009, title={Anatomy students' initial perceptions about learning anatomy}, volume={23}, ISSN={0892-6638 1530-6860}, url={http://dx.doi.org/10.1096/fasebj.23.1_supplement.477.1}, DOI={10.1096/fasebj.23.1_supplement.477.1}, abstractNote={Knowledge about a student's approach to learning is essential to anatomy curricular changes. Understanding how students prefer to learn can help create anatomy courses that move away from rote memorization and minimal understanding of anatomy. We conducted a research study using interviews of both students and instructors and survey instruments to describe their perceptions of learning. Data were collected at the beginning of the course and at the end to determine if there are changes made during the length of the course. The initial student survey included several open ended questions aimed at identifying general perceptions of learning and how they thought they would learn anatomy. Fifty‐six initial surveys were completed from students in four different anatomy courses. Preliminary results indicate that students preferred either an apprenticeship or a practice model for general learning. Students indicated that they would learn anatomy by repetition/memorization, reading, attending lecture, and studying notes. Although anatomy students believed that they learned better in an active learning environment, many indicated that they perceived learning anatomy in passive and behaviorist approaches. Instructors should approach curriculum development around student ideas of ideal learning environments in order to move towards deeper understanding. This project was not funded.Grant Funding SourceNone}, number={S1}, journal={The FASEB Journal}, publisher={Wiley}, author={Notebaert, Andrew and Park, Soonhye and Hand, Brian}, year={2009}, month={Apr} }
 @article{park_steve oliver_2009, title={The Translation of Teachers’ Understanding of Gifted Students Into Instructional Strategies for Teaching Science}, volume={20}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/s10972-009-9138-7}, DOI={10.1007/s10972-009-9138-7}, abstractNote={This study examined how instructional challenges presented by gifted students shaped teachers' instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students' products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.}, number={4}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Park, Soonhye and Steve Oliver, J.}, year={2009}, month={Jul}, pages={333–351} }
 @article{park_oliver_2008, title={National Board Certification (NBC) as a catalyst for teachers' learning about teaching: The effects of the NBC process on candidate teachers' PCK development}, volume={45}, ISSN={0022-4308 1098-2736}, url={http://dx.doi.org/10.1002/tea.20234}, DOI={10.1002/tea.20234}, abstractNote={AbstractThis study examined how the National Board Certification (NBC) process, especially the portfolio creation, influenced candidate teachers' pedagogical content knowledge (PCK). In a larger sense, this study aimed to construct a better understanding of how teachers develop PCK and to establish ecological validity of the National Board assessments. Qualitative research methods, most notably case study, were utilized. Participants were three high school science teachers who were going thorough the NBC process. Data sources included classroom observations, interviews, teachers' reflections, and researcher's field notes. Data were analyzed using the constant comparative method and enumerative approach. Findings indicated that the NBC process affected five aspects of the candidate teachers' instructional practices that were closely related to PCK development: (a) reflection on teaching practices, (b) implementation of new and/or innovative teaching strategies, (c) inquiry‐oriented instruction, (d) assessments of students' learning, and (e) understanding of students. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 812–834, 2008}, number={7}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Park, Soonhye and Oliver, J. Steve}, year={2008}, month={Sep}, pages={812–834} }
 @article{park_seung_2008, title={Strategies to promote student creativity in science classroom}, journal={The Science Teacher}, author={Park, S. and Seung, E.}, year={2008}, month={Sep}, pages={45–48} }
 @article{park_oliver_johnson_graham_oppong_2007, title={Colleagues’ roles in the professional development of teachers: Results from a research study of National Board certification}, volume={23}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2006.12.013}, DOI={10.1016/j.tate.2006.12.013}, abstractNote={This study investigated the nature of interaction among teachers that occurred around the National Board certification (NBC) process and how that collegial interaction influenced teachers' professional development. Qualitative interviews were conducted with 14 teachers who were either considering NBC, in the process, or had been awarded NBC. Interview data were analyzed using the constant comparative method. Results indicated that teacher interactions triggered by NBC helped one another's professional development in several ways: (a) enhancing reflection on teaching practice, (b) establishing a professional discourse community, (c) raising the standards for teaching performances, and (d) facilitating collaboration. Implications for teacher professional development were discussed.}, number={4}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Park, Soonhye and Oliver, J. Steve and Johnson, Tara Star and Graham, Peg and Oppong, Nicholas K.}, year={2007}, month={May}, pages={368–389} }
 @article{park_oliver_2008, title={Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals}, volume={38}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-007-9049-6}, DOI={10.1007/s11165-007-9049-6}, abstractNote={The purpose of this study was to rethink the conceptualization of pedagogical content knowledge based on our descriptive research findings and to show how this new conceptualization helps us to understand teachers as professionals. This study was a multiple case study grounded in a social constructivist framework. Data were collected from multiple sources and analysed using three approaches: (a) constant comparative method, (b) enumerative approach, and (c) in-depth analysis of explicit PCK. The results indicated that (a) PCK was developed through reflection-in-action and reflection-on-action within given instructional contexts, (b) teacher efficacy emerged as an affective affiliate of PCK, (c) students had an important impact on PCK development, (d) students’ misconceptions played a significant role in shaping PCK, and (e) PCK was idiosyncratic in some aspects of its enactment. Discussion centres on how these five aspects are related to teacher professionalism.}, number={3}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Park, Soonhye and Oliver, J. Steve}, year={2008}, pages={261–284} }
 @article{park_2007, title={Teacher efficacy as an affective affiliate of pedagogical content knowledge}, volume={27}, number={8}, journal={Journal of the Korean Association for Science Education}, author={Park, S.}, year={2007}, pages={773–784} }
 @article{park_lee_oliver_cramond_2006, title={Changes in Korean Science Teachers' Perceptions of Creativity and Science Teaching After Participating in an Overseas Professional Development Program}, volume={17}, ISSN={1046-560X 1573-1847}, url={http://dx.doi.org/10.1007/s10972-006-9009-4}, DOI={10.1007/s10972-006-9009-4}, abstractNote={This study investigated changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Participants were 35 secondary science teachers. Data were collected from open-ended questionnaires and interviews. Results indicated that participants showed a growing awareness that creativity can be expressed by every student; creativity can be enhanced; science has a much wider range of activities that foster creativity; and creativity-centered science teaching can be implemented in Korea. The major elements of the professional program that promoted these perceptual changes included hands-on creativity activities, observation of creativity-centered classrooms, and discussion with other teachers. Follow-up study revealed that their perceptual changes have been reflected in their teaching practices.}, number={1}, journal={Journal of Science Teacher Education}, publisher={Informa UK Limited}, author={Park, Soonhye and Lee, Soo-Young and Oliver, J. Steve and Cramond, Bonnie}, year={2006}, month={Aug}, pages={37–64} }
 @article{johnson_bruce_graham_oliver_oppong_park_mansberger_2005, title={Giving Tree Teachers: Women and the National Board Certification Process}, volume={15}, url={https://www.jstor.org/stable/i40023803}, number={3}, journal={Feminist Teacher}, author={Johnson, T.S. and Bruce, M. and Graham, P. and Oliver, J.S. and Oppong, N. and Park, S. and Mansberger, D.}, year={2005}, pages={234–249} }