Jingoo Kang
Biographic Data
| ID | 4685789 |
|---|---|
| NAME | Jingoo Kang |
| GIVEN NAMES | Jingoo |
| FAMILY NAME | Kang |
| SIGNATURE | KANG J |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0002-7391-3113 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Emerging Science Identities
Student engagement with science remains a critical concern in science education policy and practice. This study explores how Finnish lower secondary school students construct their emerging science identities across out-of-school and school science contexts. We first screened questionnaire responses from 401 seventh-grade students to examine their interest and self-perceptions in science. A purposefully selected sample of 26 students was then int…
Relationship between science teachers’ teaching motivations and career development aspirations
While science teachers play a pivotal role in schools in fostering students' scientific literacy, interest, and aspirations, many countries face a lack of motivated pre-service teachers (PSTs) for science education.Accordingly, this study aims to explore science PSTs' motivations for choosing a teaching profession and how these motivations are associated with their aspirations to remain in the teaching profession.The study chose seven factors tha…
Which science matters? The role of biology, chemistry, physics, and earth science in shaping students’ environmental attitudes and behaviours
Promoting environmental responsibility is a central aim of science education, as addressing today’s environmental challenges requires not only scientific knowledge but also attitudes and behaviours that support sustainable action. However, limited research has examined how different science disciplines contribute to students’ environmental attitudes and behaviours. Thus, this study investigates how secondary students’ knowledge, interest, and con…
Career entry motivations and teaching perceptions of science preservice teachers
Many countries are facing a shortage of science teacher candidates; thus, it becomes increasingly important to understand science preservice teachers’ (PSTs’) career entry motivations because it plays an important role in attaining and retaining talented science teachers. This study therefore aims to explore and compare science PSTs’ motivations and perceptions about the teaching profession in different contexts and to understand the role of gend…
Willingness to mitigate climate change
The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make—if any—to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a tran…
Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action
Exploring the role of science education as a catalyst for students’ willingness to take climate action
Science education aims to encourage students' active engagement in socio-scientific issues like climate change. While existing research has predominantly focused on science education as a provider of climate science knowledge, this study seeks to broaden our understanding by examining its role not only in knowledge acquisition but also in promoting intrinsic motivation and the perceived value of science. In turn, this study relates science educat…
Climate Competencies of Finnish Gifted and Average-Ability High School Students
In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is…
Paradigm shift
The COVID-19 pandemic triggered a societal paradigm shift in the way people work, dine, travel, and live. Though environmental concerns were not the main reason behind this paradigm shift, there are lessons to be learned about how such societal paradigm shifts may also impact individuals’ pro-environmental attitudes. Therefore, this study, conducted in Finland and Spain, examined pre-service teachers’ knowledge and willingness to take actions to …
Exploring the role of science education as a catalyst for students’ willingness to take climate action
Science education aims to encourage students' active engagement in socio-scientific issues like climate change. While existing research has predominantly focused on science education as a provider of climate science knowledge, this study seeks to broaden our understanding by examining its role not only in knowledge acquisition but also in promoting intrinsic motivation and the perceived value of science. In turn, this study relates science educat…
Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action
Paradigm shift
The COVID-19 pandemic triggered a societal paradigm shift in the way people work, dine, travel, and live. Though environmental concerns were not the main reason behind this paradigm shift, there are lessons to be learned about how such societal paradigm shifts may also impact individuals’ pro-environmental attitudes. Therefore, this study, conducted in Finland and Spain, examined pre-service teachers’ knowledge and willingness to take actions to …
Climate Competencies of Finnish Gifted and Average-Ability High School Students
In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is…
Career entry motivations and teaching perceptions of science preservice teachers
Many countries are facing a shortage of science teacher candidates; thus, it becomes increasingly important to understand science preservice teachers’ (PSTs’) career entry motivations because it plays an important role in attaining and retaining talented science teachers. This study therefore aims to explore and compare science PSTs’ motivations and perceptions about the teaching profession in different contexts and to understand the role of gend…
Willingness to mitigate climate change
The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make—if any—to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a tran…
Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action
Exploring the role of science education as a catalyst for students’ willingness to take climate action
Science education aims to encourage students' active engagement in socio-scientific issues like climate change. While existing research has predominantly focused on science education as a provider of climate science knowledge, this study seeks to broaden our understanding by examining its role not only in knowledge acquisition but also in promoting intrinsic motivation and the perceived value of science. In turn, this study relates science educat…
Which science matters? The role of biology, chemistry, physics, and earth science in shaping students’ environmental attitudes and behaviours
Promoting environmental responsibility is a central aim of science education, as addressing today’s environmental challenges requires not only scientific knowledge but also attitudes and behaviours that support sustainable action. However, limited research has examined how different science disciplines contribute to students’ environmental attitudes and behaviours. Thus, this study investigates how secondary students’ knowledge, interest, and con…
Emerging Science Identities
Student engagement with science remains a critical concern in science education policy and practice. This study explores how Finnish lower secondary school students construct their emerging science identities across out-of-school and school science contexts. We first screened questionnaire responses from 401 seventh-grade students to examine their interest and self-perceptions in science. A purposefully selected sample of 26 students was then int…
Relationship between science teachers’ teaching motivations and career development aspirations
While science teachers play a pivotal role in schools in fostering students' scientific literacy, interest, and aspirations, many countries face a lack of motivated pre-service teachers (PSTs) for science education.Accordingly, this study aims to explore science PSTs' motivations for choosing a teaching profession and how these motivations are associated with their aspirations to remain in the teaching profession.The study chose seven factors tha…
Pedagogy (7 works) · Psychology (7 works) · Climate Change Communication and Perception (5 works) · Environmental education (5 works) · Environmental Education and Sustainability (5 works) · Mathematics education (5 works) · Science education (5 works) · Sociology (5 works) · Action (physics (3 works) · Climate change (3 works)