Soonhye Park

Carroll, G., & Park, S. (2023). Comparing the Use of Two Different Approaches to Assess Teachers' Knowledge of Models and Modeling in Science Teaching. EDUCATION SCIENCES, 13(4). https://doi.org/10.3390/educsci13040405

Kite, V., & Park, S. (2023, June 17). Context matters: Secondary science teachers' integration of process-based, unplugged computational thinking into science curriculum. JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 6. https://doi.org/10.1002/tea.21883

Seung, E., Park, S., Kite, V., & Choi, A. (2023). Elementary Preservice Teachers' Understandings and Task Values of the Science Practices Advocated in the NGSS in the US. EDUCATION SCIENCES, 13(4). https://doi.org/10.3390/educsci13040371

Suh, J. K., Hwang, J., Park, S., & Hand, B. (2022). Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct. Journal of Research in Science Teaching, 59(9), 1651–1691. https://doi.org/10.1002/tea.21769

Busch, K. C., Kudumu, M., & Park, S. (2022). Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework. Research in Science Education, 4. https://doi.org/10.1007/s11165-022-10055-9

Kite, V., & Park, S. (2022). Preparing inservice science teachers to bring unplugged computational thinking to their students. Teaching and Teacher Education, 120, 103904. https://doi.org/10.1016/j.tate.2022.103904

Kind, V., Park, S., & Ho Chan, K. K. (2022). 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). https://doi.org/10.4324/9781003098478-29

Park, S. (2022). Science teacher education – central tenets. In J. A. Luft & M. G. Jones (Eds.), Handbook of research on science teacher education (pp. 325–327). Routledge.

Kite, V., & Park, S. (2022, September 29). What's Computational Thinking?: Secondary Science Teachers' Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration. JOURNAL OF SCIENCE TEACHER EDUCATION, Vol. 9. https://doi.org/10.1080/1046560X2022.2110068

Kite, V., & Park, S. (2022). 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. https://doi.org/10.1080/1046560X.2022.2110068

Wiedbusch, M. D., Kite, V., Yang, X., Park, S., Chi, M., Taub, M., & Azevedo, R. (2021). 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. https://doi.org/10.3389/feduc.2021.570229

Kite, V., & Park, S. (2021). 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.

Rachmatullah, A., Park, S., & Ha, M. (2021). 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. https://doi.org/10.1007/s11422-021-10066-4

Park, S., Kite, V., Suh, J. K., Jung, J., & Rachmatullah, A. (2021). 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. https://doi.org/10.1002/tea.21737

Kite, V., Park, S., & Wiebe, E. (2021). The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research. SAGE Open, 11(2), 215824402110164. https://doi.org/10.1177/21582440211016418

Norville, K., & Park, S. (2021). 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. https://doi.org/10.1080/1046560X.2020.1850614

Wright, G. W., & Park, S. (2021). The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review. Studies in Science Education, 58(1), 95–136. https://doi.org/10.1080/03057267.2021.1933354

Holley, D., & Park, S. (2020). Cell Phone Policy in a Public High School. Journal of Management Policy and Practice, 21(4). https://doi.org/10.33423/jmpp.v21i4.3244

Park, S., Choi, A., & Reynolds, W. M. (2020). 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. https://doi.org/10.1080/09500693.2020.1823046

Reynolds, W. M., & Park, S. (2020). 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. https://doi.org/10.1002/tea.21676

Wiebe, E., Kite, V., & Park, S. (2020). Integrating Computational Thinking in STEM. https://doi.org/10.4324/9780429021381-19

Holley, D., & Park, S. (2020). Integration of Science Disciplinary Core Ideas and Environmental Themes through Constructivist Teaching Practices. EURASIA Journal of Mathematics, Science and Technology Education, 16(5). https://doi.org/10.29333/ejmste/115583

Kite, V., Park, S., McCance, K., & Seung, E. (2020). Secondary Science Teachers’ Understandings of the Epistemic Nature of Science Practices. Journal of Science Teacher Education, 32(3), 243–264. https://doi.org/10.1080/1046560X.2020.1808757

Kite, V., Park, S., & Wiebe, E. (2019). Recognizing and Questioning the CT Education Paradigm. Presented at the SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3287324.3293765

Park, S. (2019). 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). https://doi.org/10.1007/978-981-13-5898-2_4

Seung, E., Park, S., & Lee, M.-A. (2019). 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. https://doi.org/10.1080/1046560X.2019.1635848

Park, S., & Suh, J. K. (2019). 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). https://doi.org/10.1007/978-981-13-5898-2_8

Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., … Wilson, C. D. (2019). 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). https://doi.org/10.1007/978-981-13-5898-2_2

Martin, A., Park, S., & Hand, B. (2019). 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. https://doi.org/10.1007/s11165-017-9644-0

Kite, V., & Park, S. (2018). Boom. Bust. Build. The Science Teacher, 085(03). https://doi.org/10.2505/4/tst18_085_03_22

Hand, B., Park, S., & Suh, J. K. (2018). 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). https://doi.org/10.1007/978-3-319-69197-8_20

Park, S., Suh, J., & Seo, K. (2017). Development and Validation of Measures of Secondary Science Teachers’ PCK for Teaching Photosynthesis. Research in Science Education, 48(3), 549–573. https://doi.org/10.1007/s11165-016-9578-y

Suh, J. K., & Park, S. (2017). Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach. Teaching and Teacher Education, 64, 246–259. https://doi.org/10.1016/j.tate.2017.01.021

Holley, D., & Park, S. (2017). 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.

Choi, A., Seo, K., & Park, S. (2017). 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. https://doi.org/10.12973/eurasia.2017.00616a

Chen, Y.-C., Hand, B., & Park, S. (2016). Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry. Science & Education, 25(3-4), 277–320. https://doi.org/10.1007/s11191-016-9811-0

Chen, Y.-C., Park, S., & Hand, B. (2016). 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. https://doi.org/10.1080/07370008.2016.1145120

Hand, B., Cavagnetto, A., Chen, Y.-C., & Park, S. (2016). Moving Past Curricula and Strategies: Language and the Development of Adaptive Pedagogy for Immersive Learning Environments. Research in Science Education, 46(2), 223–241. https://doi.org/10.1007/S11165-015-9499-1

Park, S., Se, Y.-K., & Choi, A. (2015). Characteristics, knowledge, and teaching strategies necessary for teachers of the gifted in science. Journal of Learner-Centered Curriculum and Instruction, 15(8), 523–544.

Park, S., & Suh, J. K. (2015). From portraying toward assessing PCK: Drivers, dilemmas, and directions for future research. In Re-examining Pedagogical Content Knowledge in Science Education (pp. 104–119). Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84941949472&partnerID=MN8TOARS

Seung, E., Park, S., & Jung, J. (2015). Methodological approaches and strategies for elicited metaphor-based research. https://doi.org/10.1075/milcc.3.02seu

Park, S., & Jung, J. (2015). 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.

Seung, E., Park, S., & Jung, J. (2014). 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. https://doi.org/10.1007/S11165-013-9390-X

Yoon, S. Y., Suh, J. K., & Park, S. (2014). Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science. International Journal of Science Education, 36(16), 2666–2693. https://doi.org/10.1080/09500693.2014.928834

Chen, Y.-C., Park, S., & Hand, B. (2013). Constructing and critiquing arguments: The use of talk and writing to negotiate ideas. Science and Children, 40–45.

Jüttner, M., Boone, W., Park, S., & Neuhaus, B. J. (2013). 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. https://doi.org/10.1007/S11092-013-9157-Y

Park, S., Narayan, R., Peker, D., & Suh, J. (2013). Students’ Images of Scientists and Doing Science: An International Comparison Study. EURASIA Journal of Mathematics, Science and Technology Education, 9(2), 115–129. https://doi.org/10.12973/eurasia.2013.923a

Yarker, M. B., & Park, S. (2012). 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. https://doi.org/10.12973/eurasia.2012.841a

Park, S., & Chen, Y.-C. (2012). 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. https://doi.org/10.1002/tea.21022

Chen, Y.-C., Park, S., & Hand, B. (2012). 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. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84878716168&partnerID=MN8TOARS

Bennett, W. D., & Park, S. (2011). Epistemological Syncretism in a Biology Classroom: A Case Study. Journal of Science Education and Technology, 20(1), 74–86. https://doi.org/10.1007/S10956-010-9235-6

Seung, E., Park, S., & Narayan, R. (2011). 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. https://doi.org/10.1007/S10956-010-9263-2

Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2011). Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study. Research in Science Education, 41(2), 245–260. https://doi.org/10.1007/S11165-009-9163-8

Allen, H. M., & Park, S. (2011). Science education and ESL students. Science Scope, 29–35.

Notebaert, A., Park, S., & Hand, B. (2009). Anatomy students' initial perceptions about learning anatomy. The FASEB Journal, 23(S1). https://doi.org/10.1096/fasebj.23.1_supplement.477.1

Park, S., & Steve Oliver, J. (2009). The Translation of Teachers’ Understanding of Gifted Students Into Instructional Strategies for Teaching Science. Journal of Science Teacher Education, 20(4), 333–351. https://doi.org/10.1007/s10972-009-9138-7

Park, S., & Oliver, J. S. (2008). 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. https://doi.org/10.1002/tea.20234

Park, S., & Oliver, J. S. (2008). 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. https://doi.org/10.1007/s11165-007-9049-6

Park, S., & Seung, E. (2008). Strategies to promote student creativity in science classroom. The Science Teacher, 45–48.

Park, S., Oliver, J. S., Johnson, T. S., Graham, P., & Oppong, N. K. (2007). 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. https://doi.org/10.1016/j.tate.2006.12.013

Park, S. (2007). Teacher efficacy as an affective affiliate of pedagogical content knowledge. Journal of the Korean Association for Science Education, 27(8), 773–784.

Park, S., Lee, S.-Y., Oliver, J. S., & Cramond, B. (2006). 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. https://doi.org/10.1007/s10972-006-9009-4

Johnson, T. S., Bruce, M., Graham, P., Oliver, J. S., Oppong, N., Park, S., & Mansberger, D. (2005). Giving Tree Teachers: Women and the National Board Certification Process. Feminist Teacher, 15(3), 234–249. Retrieved from https://www.jstor.org/stable/i40023803