Heesoo Ha
Biographic Data
| ID | 5877228 |
|---|---|
| NAME | Heesoo Ha |
| GIVEN NAMES | Heesoo |
| FAMILY NAME | Ha |
| SIGNATURE | HA H |
| AFFILIATIONS | Seoul National University |
| ORCID | 0000-0002-4523-3946 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Realist Approach to Science Education
Science education is undergoing a period of transition that includes, among many others, the themes of the practice turn, post‐truth, and post‐human. Given these, in this paper, we propose adopting Michael Polanyi's scientific realism as a stance for K‐12 science education. Although realism is an important topic in the philosophy of science, its influence on other related disciplines is limited. Especially, the field of science education has some…
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking
Current science education reform efforts have identified sensemaking as an important goal of science education, and science education researchers have studied what constitutes the sensemaking process in the science classroom. Because the studies of sensemaking are loosely linked to those of scientific reasoning, however, they have provided little practical insight into how students can make scientific sense, rather than any sense, of natural phen…
Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after Covid-19
Science academic achievement is a key construct for examining students’ science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This s…
Teacher strategies to support student navigation of uncertainty
Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial engagement with a driving question related to a target phenomenon; identification of incoherence and insuff…
Threshold practices as a key in supporting students’ epistemic agency in the science classroom
The field of science education has put effort into providing opportunities for students to position themselves as epistemic agents pursuing the goal of making sense of natural phenomena. However, students often struggle in adapting scientific practices to achieve the sense-making goal. In this position paper, we conceptualise students' difficulties in understanding and adapting scientific practices in the science classroom by using the concept of…
Preservice Elementary Teachers’ Socioscientific Reasoning During a Decision-Making Activity in the Context of Covid-19
The ongoing COVID-19 pandemic has highlighted the role of informed decision-making in times of crisis and the need for equipping teachers with the ability to address socioscientific issues in the classroom. In this study, we examine the features of socioscientific reasoning found in preservice elementary teachers’ group discussions on the issue of school reopening during the pandemic. Using socioscientific reasoning and perspective taking as theo…
Exploring Korean scientists’ perceptions of scientific creativity and education for scientific creativity
Creativity is considered a key element of the scientific infrastructure and a driving force of scientific advancement. This study aims to present Korean scientists’ voices regarding scientific creativity by investigating their perceptions of scientific creativity and education for it. Extending the phenomenography lens through activity theory, we interviewed eleven scientists in various science research fields and investigated the structural feat…
Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom
This study aimed to explore what kinds of epistemological messages were conveyed through teacher discourse in modeling‐based and traditional elementary science classrooms and how teachers framed the two classrooms distinctively through these messages. Data came from two sixth‐grade teachers' science classrooms—one characterized as a modeling‐based classroom and the other as a traditional classroom. Video recordings of science lessons in the two c…
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Exploring Korean scientists’ perceptions of scientific creativity and education for scientific creativity
Creativity is considered a key element of the scientific infrastructure and a driving force of scientific advancement. This study aims to present Korean scientists’ voices regarding scientific creativity by investigating their perceptions of scientific creativity and education for it. Extending the phenomenography lens through activity theory, we interviewed eleven scientists in various science research fields and investigated the structural feat…
Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom
This study aimed to explore what kinds of epistemological messages were conveyed through teacher discourse in modeling‐based and traditional elementary science classrooms and how teachers framed the two classrooms distinctively through these messages. Data came from two sixth‐grade teachers' science classrooms—one characterized as a modeling‐based classroom and the other as a traditional classroom. Video recordings of science lessons in the two c…
Preservice Elementary Teachers’ Socioscientific Reasoning During a Decision-Making Activity in the Context of Covid-19
The ongoing COVID-19 pandemic has highlighted the role of informed decision-making in times of crisis and the need for equipping teachers with the ability to address socioscientific issues in the classroom. In this study, we examine the features of socioscientific reasoning found in preservice elementary teachers’ group discussions on the issue of school reopening during the pandemic. Using socioscientific reasoning and perspective taking as theo…
Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after Covid-19
Science academic achievement is a key construct for examining students’ science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This s…
Teacher strategies to support student navigation of uncertainty
Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial engagement with a driving question related to a target phenomenon; identification of incoherence and insuff…
Threshold practices as a key in supporting students’ epistemic agency in the science classroom
The field of science education has put effort into providing opportunities for students to position themselves as epistemic agents pursuing the goal of making sense of natural phenomena. However, students often struggle in adapting scientific practices to achieve the sense-making goal. In this position paper, we conceptualise students' difficulties in understanding and adapting scientific practices in the science classroom by using the concept of…
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking
Current science education reform efforts have identified sensemaking as an important goal of science education, and science education researchers have studied what constitutes the sensemaking process in the science classroom. Because the studies of sensemaking are loosely linked to those of scientific reasoning, however, they have provided little practical insight into how students can make scientific sense, rather than any sense, of natural phen…
A Realist Approach to Science Education
Science education is undergoing a period of transition that includes, among many others, the themes of the practice turn, post‐truth, and post‐human. Given these, in this paper, we propose adopting Michael Polanyi's scientific realism as a stance for K‐12 science education. Although realism is an important topic in the philosophy of science, its influence on other related disciplines is limited. Especially, the field of science education has some…
Mathematics education (7 works) · Psychology (7 works) · Science education (7 works) · Science Education and Pedagogy (6 works) · Epistemology (5 works) · Computer Science (4 works) · Education and Critical Thinking Development (4 works) · Educational Strategies and Epistemologies (4 works) · Pedagogy (4 works) · Nature of Science (3 works)