Wonyong Park
Biographic Data
| ID | 4013973 |
|---|---|
| NAME | Wonyong Park |
| GIVEN NAMES | Wonyong |
| FAMILY NAME | Park |
| SIGNATURE | PARK W |
| AFFILIATIONS | University of Southampton |
| ORCID | 0000-0002-8911-5968 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“Be Better Than You Need to Be”: A-level Physics Students’ Rants, Resilience and Peer Pedagogy on TikTok
In recent years, social media has become an increasingly prominent space for students seeking study support and advice. This study examines how A-level Physics—a key university-entry qualification for 16-to-18-year-olds in England—is portrayed by student creators on TikTok, a short-form video platform widely used for peer-to-peer educational guidance, information sharing, and collective knowledge building. Using reflexive thematic analysis of 57 …
Building Connections to Teach the Nature of Science: An Experienced Science Teacher's Formative Assessment Practices in a High School Classroom
While understanding the nature of science (NOS) is recognized as a key component of science education because of its potential benefits in nurturing scientific literacy, there is currently limited knowledge on how NOS learning can be supported by teachers' ongoing, in‐the‐moment assessment in the classroom. This study explores the value of formative assessment as a vehicle to facilitate reflective instruction of the NOS, through building connecti…
‘We Often Forget It Was a Disaster’: Cross-Curricular Teacher Collaboration to Develop a Curriculum Unit on the Titanic Disaster
There is a growing emphasis on integrating school subjects and cross disciplinary boundaries to address local and global challenges, particularly when teaching about complex and sensitive issues such as disasters. This study explores how the integration of science and history can facilitate learning about disasters through a cross-curricular teacher professional development project in England. Seven teachers (four history, three science) from sta…
Science Education in an Age of Unnatural Disasters: An Introduction to the Special Issue
The science curriculum: Issues, Tensions and Future Prospects
Anticipating futures: Understanding the fundamental importance of narratives through an integrative interdisciplinary approach
Businesses, planners and policy makers must make decisions that influence a future about which they have incomplete knowledge. Whilst knowing the future may be illusive, the capacity to adapt as required, is desirable for both organisations and society. We examine what different perspectives can offer, considering how empirical-analytical (e.g., modelling, data), narrative-experiential (e.g., fiction, history, gaming), and socio-technological (e.…
Distinguishing Nature of Science Beliefs, Knowledge and Understandings: Towards Clarity and Coherence in Educational Goals Related to the Nature of Science
Whilst teaching about the nature of science (NOS) is a significant goal of science education, there remains debate about specifying the NOS and appropriate pedagogies and approaches to researching the NOS. A neglected, but conceptually and practically significant, problem is the proliferation of NOS-related learning goals such as NOS beliefs, views, understandings and knowledge. In this theoretical paper, we argue that such goals are often poorly…
“It’s a lesson with no correct answer”: Design issues in preservice teachers’ use of history of science for lesson planning
While many recent curriculum reforms recognise the value of history of science (HOS) in science teaching, in-depth investigations into teachers' experiences of planning HOS-based science lessons have been rare. We present a case study of two groups of preservice science teachers (PSTs) who collaboratively planned high school science lessons using HOS. The research aims were to understand what design issues arose and how they unfolded as each grou…
Is There a Limit to Resemblances: Teaching About Science and Pseudoscience From a Family Resemblance Perspective
The notion of family resemblance has recently emerged as a promising and fruitful approach to characterising the nature of science (NOS) in science education research, offering solutions to some perplexing challenges such as capturing both the domain-general and domain-specific features of science with a single framework. At the same time, however, criticism has been levelled that the resemblance might eventually extend to certain activities that…
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…
“Safety” and “integration”: Examining the introduction of disaster into the science curriculum in South Korea
The diversifying impacts of global disasters such as climate change and COVID-19 call for systematic consideration of how disasters can be addressed in different school subjects. In this paper, we discuss how the relationship between disaster and science education has been codified and framed in South Korea through an analysis of national curriculum and policy documents from the 2010s, a period marked by several human-caused disasters with linger…
Secondary teachers’ instructional practices on argumentation in the context of science and religious education
Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers’ instructional practices related to argumentation in lower secondary lessons in England. Through qualitative analysis of a pair of science and RE teache…
The interaction of history and STEM learning goals in teacher-developed curriculum materials: Opportunities and challenges for STEAM education
Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM c…
An investigation into secondary teachers’ views of argumentation in science and religious education
Citizens often face dilemmas where they need to make decisions that impact our lives and are related to science and religion. For example, genetic cloning, nuclear energy and climate change can potentially appeal to moral and religious values as well as scientific knowledge. The ability to coordinate knowledge and values in reaching justified conclusions has thus become increasingly important in contemporary democratic societies. The process of j…
Eliciting students’ understanding of nature of science with text-based tasks: Insights from new Korean high school textbooks
Research on nature of science (NOS) has confirmed that students’ understanding of NOS is best achieved by explicitly considering NOS a cognitive learning expectation and providing opportunities to reflect on it. However, little has been discussed on how to design and use tasks enhancing students’ NOS understanding. In an attempt to fill this gap, we analysed the way NOS tasks are used in seven textbooks for a new subject ‘scientific inquiry and e…
The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan: Focusing on Disciplinary Aims, Values and Practices
Understanding the nature of science (NOS) has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light on various epistemic and social underpinnings of science, how science curriculum documents portray the nature of other related disciplines such as mathematics and engineering has drawn little attention. Such lack of attention is surprising, given the growing interest among educa…
Beyond the ‘two cultures’ in the teaching of disaster: Or how disaster education and science education could benefit each other
Looking at the current discourse on how to teach disaster, one apparent gap is that the scientific aspect of disaster is discussed and taught mostly in isolation from its human aspect. Disaster educators seem to be primarily interested in addressing issues such as social vulnerability, community resilience, personal action-related knowledge and emotion rather than the scientific basis of disasters, whereas science educators often fail to make con…
The science curriculum: Issues, Tensions and Future Prospects
Anticipating futures: Understanding the fundamental importance of narratives through an integrative interdisciplinary approach
Businesses, planners and policy makers must make decisions that influence a future about which they have incomplete knowledge. Whilst knowing the future may be illusive, the capacity to adapt as required, is desirable for both organisations and society. We examine what different perspectives can offer, considering how empirical-analytical (e.g., modelling, data), narrative-experiential (e.g., fiction, history, gaming), and socio-technological (e.…
The interaction of history and STEM learning goals in teacher-developed curriculum materials: Opportunities and challenges for STEAM education
Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM c…
Beyond the ‘two cultures’ in the teaching of disaster: Or how disaster education and science education could benefit each other
Looking at the current discourse on how to teach disaster, one apparent gap is that the scientific aspect of disaster is discussed and taught mostly in isolation from its human aspect. Disaster educators seem to be primarily interested in addressing issues such as social vulnerability, community resilience, personal action-related knowledge and emotion rather than the scientific basis of disasters, whereas science educators often fail to make con…
Eliciting students’ understanding of nature of science with text-based tasks: Insights from new Korean high school textbooks
Research on nature of science (NOS) has confirmed that students’ understanding of NOS is best achieved by explicitly considering NOS a cognitive learning expectation and providing opportunities to reflect on it. However, little has been discussed on how to design and use tasks enhancing students’ NOS understanding. In an attempt to fill this gap, we analysed the way NOS tasks are used in seven textbooks for a new subject ‘scientific inquiry and e…
The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan: Focusing on Disciplinary Aims, Values and Practices
Understanding the nature of science (NOS) has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light on various epistemic and social underpinnings of science, how science curriculum documents portray the nature of other related disciplines such as mathematics and engineering has drawn little attention. Such lack of attention is surprising, given the growing interest among educa…
Beyond the ‘two cultures’ in the teaching of disaster: Or how disaster education and science education could benefit each other
Looking at the current discourse on how to teach disaster, one apparent gap is that the scientific aspect of disaster is discussed and taught mostly in isolation from its human aspect. Disaster educators seem to be primarily interested in addressing issues such as social vulnerability, community resilience, personal action-related knowledge and emotion rather than the scientific basis of disasters, whereas science educators often fail to make con…
An investigation into secondary teachers’ views of argumentation in science and religious education
Citizens often face dilemmas where they need to make decisions that impact our lives and are related to science and religion. For example, genetic cloning, nuclear energy and climate change can potentially appeal to moral and religious values as well as scientific knowledge. The ability to coordinate knowledge and values in reaching justified conclusions has thus become increasingly important in contemporary democratic societies. The process of j…
Secondary teachers’ instructional practices on argumentation in the context of science and religious education
Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers’ instructional practices related to argumentation in lower secondary lessons in England. Through qualitative analysis of a pair of science and RE teache…
The interaction of history and STEM learning goals in teacher-developed curriculum materials: Opportunities and challenges for STEAM education
Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM c…
“It’s a lesson with no correct answer”: Design issues in preservice teachers’ use of history of science for lesson planning
While many recent curriculum reforms recognise the value of history of science (HOS) in science teaching, in-depth investigations into teachers' experiences of planning HOS-based science lessons have been rare. We present a case study of two groups of preservice science teachers (PSTs) who collaboratively planned high school science lessons using HOS. The research aims were to understand what design issues arose and how they unfolded as each grou…
Is There a Limit to Resemblances: Teaching About Science and Pseudoscience From a Family Resemblance Perspective
The notion of family resemblance has recently emerged as a promising and fruitful approach to characterising the nature of science (NOS) in science education research, offering solutions to some perplexing challenges such as capturing both the domain-general and domain-specific features of science with a single framework. At the same time, however, criticism has been levelled that the resemblance might eventually extend to certain activities that…
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…
“Safety” and “integration”: Examining the introduction of disaster into the science curriculum in South Korea
The diversifying impacts of global disasters such as climate change and COVID-19 call for systematic consideration of how disasters can be addressed in different school subjects. In this paper, we discuss how the relationship between disaster and science education has been codified and framed in South Korea through an analysis of national curriculum and policy documents from the 2010s, a period marked by several human-caused disasters with linger…
Distinguishing Nature of Science Beliefs, Knowledge and Understandings: Towards Clarity and Coherence in Educational Goals Related to the Nature of Science
Whilst teaching about the nature of science (NOS) is a significant goal of science education, there remains debate about specifying the NOS and appropriate pedagogies and approaches to researching the NOS. A neglected, but conceptually and practically significant, problem is the proliferation of NOS-related learning goals such as NOS beliefs, views, understandings and knowledge. In this theoretical paper, we argue that such goals are often poorly…
‘We Often Forget It Was a Disaster’: Cross-Curricular Teacher Collaboration to Develop a Curriculum Unit on the Titanic Disaster
There is a growing emphasis on integrating school subjects and cross disciplinary boundaries to address local and global challenges, particularly when teaching about complex and sensitive issues such as disasters. This study explores how the integration of science and history can facilitate learning about disasters through a cross-curricular teacher professional development project in England. Seven teachers (four history, three science) from sta…
Science Education in an Age of Unnatural Disasters: An Introduction to the Special Issue
The science curriculum: Issues, Tensions and Future Prospects
Anticipating futures: Understanding the fundamental importance of narratives through an integrative interdisciplinary approach
Businesses, planners and policy makers must make decisions that influence a future about which they have incomplete knowledge. Whilst knowing the future may be illusive, the capacity to adapt as required, is desirable for both organisations and society. We examine what different perspectives can offer, considering how empirical-analytical (e.g., modelling, data), narrative-experiential (e.g., fiction, history, gaming), and socio-technological (e.…
“Be Better Than You Need to Be”: A-level Physics Students’ Rants, Resilience and Peer Pedagogy on TikTok
In recent years, social media has become an increasingly prominent space for students seeking study support and advice. This study examines how A-level Physics—a key university-entry qualification for 16-to-18-year-olds in England—is portrayed by student creators on TikTok, a short-form video platform widely used for peer-to-peer educational guidance, information sharing, and collective knowledge building. Using reflexive thematic analysis of 57 …
Building Connections to Teach the Nature of Science: An Experienced Science Teacher's Formative Assessment Practices in a High School Classroom
While understanding the nature of science (NOS) is recognized as a key component of science education because of its potential benefits in nurturing scientific literacy, there is currently limited knowledge on how NOS learning can be supported by teachers' ongoing, in‐the‐moment assessment in the classroom. This study explores the value of formative assessment as a vehicle to facilitate reflective instruction of the NOS, through building connecti…
Psychology (12 works) · Pedagogy (10 works) · Science education (10 works) · Sociology (10 works) · Mathematics education (8 works) · Science Education and Pedagogy (8 works) · Education and Critical Thinking Development (7 works) · Curriculum (6 works) · Educational Strategies and Epistemologies (6 works) · Engineering (6 works)