Kihyun Ryoo
Biographic Data
| ID | 2146433 |
|---|---|
| NAME | Kihyun Ryoo |
| GIVEN NAMES | Kihyun |
| FAMILY NAME | Ryoo |
| SIGNATURE | RYOO K |
| AFFILIATIONS | School of Education University of North Carolina at Chapel Hill Chapel Hill North Carolina USA |
| ORCID | 0000-0002-6611-8189 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Promoting equity in the peer review process of journal publication
While there is evidence to support the existence of identity‐based disparities, inequities, and biases in the academic journal peer‐review process, little research supports the presence of this bias in the peer‐review process for academic journals in science education. Through an analysis of six leading journals in science education, we aimed to investigate the extent to which diversity, equity, and inclusion (DEI), as well as the presence of bia…
Designing and Validating Assessments of Complex Thinking in Science
Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students’ conceptual understandi…
No prominent works on this page.
Designing and Validating Assessments of Complex Thinking in Science
Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students’ conceptual understandi…
Promoting equity in the peer review process of journal publication
While there is evidence to support the existence of identity‐based disparities, inequities, and biases in the academic journal peer‐review process, little research supports the presence of this bias in the peer‐review process for academic journals in science education. Through an analysis of six leading journals in science education, we aimed to investigate the extent to which diversity, equity, and inclusion (DEI), as well as the presence of bia…
Psychology (2 works) · Climate Change Communication and Perception (1 work) · Computer Science (1 work) · Curriculum (1 work) · Education and Critical Thinking Development (1 work) · Educational assessment (1 work) · Equity (law) (1 work) · Ethnic group (1 work) · Gender bias (1 work) · Gender equity (1 work)