Jihyun Hwang
Biographic Data
| ID | 4685819 |
|---|---|
| NAME | Jihyun Hwang |
| GIVEN NAMES | Jihyun |
| FAMILY NAME | Hwang |
| SIGNATURE | HWANG J |
| AFFILIATIONS | Cheongju National University of Education |
| ORCID | 0000-0003-3107-7142 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Identifying the Mastery of Cognitive Attributes in Mathematics Using South Korean National Assessment Data
Analyzing Within-Subject Interdependencies of Cognitive Attributes in Mathematics and Science
Covid-19 pandemic and mathematics achievement gap in Korea: The role of private education and parental support
Addressing the Disadvantage Gap Through Generative Learning: A Case for the Science Writing Heuristic Approach
This study investigated the long-term impact of the science writing heuristic (SWH) approach on students’ science achievement, focusing on differences between low and high socioeconomic status (SES) groups. Through a longitudinal design, students were divided into control and treatment (at least 1 year of SWH) groups. Polynomial growth mixed modeling analyzed longitudinal data from Grades 4 to 11 using Iowa Test of Basic Skills scores. Results sh…
Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science
The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growt…
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct
Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as a key component of teacher development for implementing knowledge generation approaches and develop a…
Development of a questionnaire on teachers' knowledge of language as an epistemic tool
We report on the development of a new instrument for measuring teachers' knowledge of language as an epistemic tool in science classes. Language is essential for science learning, as all learning requires the use of language to constitute one's own ideas and to engage with others' ideas. Teachers with knowledge of language as an epistemic tool can recognize the ways that language allows students to generate and validate knowledge for themselves, …
Is thirty-two three tens and two ones? The embedded structure of cardinal numbers
Examining Domain-General Use of Reasoning Across Science and Mathematics Through Performance on Standardized Assessments
Addressing the Disadvantage Gap Through Generative Learning: A Case for the Science Writing Heuristic Approach
This study investigated the long-term impact of the science writing heuristic (SWH) approach on students’ science achievement, focusing on differences between low and high socioeconomic status (SES) groups. Through a longitudinal design, students were divided into control and treatment (at least 1 year of SWH) groups. Polynomial growth mixed modeling analyzed longitudinal data from Grades 4 to 11 using Iowa Test of Basic Skills scores. Results sh…
Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science
The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growt…
Is thirty-two three tens and two ones? The embedded structure of cardinal numbers
Examining Domain-General Use of Reasoning Across Science and Mathematics Through Performance on Standardized Assessments
Development of a questionnaire on teachers' knowledge of language as an epistemic tool
We report on the development of a new instrument for measuring teachers' knowledge of language as an epistemic tool in science classes. Language is essential for science learning, as all learning requires the use of language to constitute one's own ideas and to engage with others' ideas. Teachers with knowledge of language as an epistemic tool can recognize the ways that language allows students to generate and validate knowledge for themselves, …
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct
Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as a key component of teacher development for implementing knowledge generation approaches and develop a…
Addressing the Disadvantage Gap Through Generative Learning: A Case for the Science Writing Heuristic Approach
This study investigated the long-term impact of the science writing heuristic (SWH) approach on students’ science achievement, focusing on differences between low and high socioeconomic status (SES) groups. Through a longitudinal design, students were divided into control and treatment (at least 1 year of SWH) groups. Polynomial growth mixed modeling analyzed longitudinal data from Grades 4 to 11 using Iowa Test of Basic Skills scores. Results sh…
Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science
The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growt…
Identifying the Mastery of Cognitive Attributes in Mathematics Using South Korean National Assessment Data
Analyzing Within-Subject Interdependencies of Cognitive Attributes in Mathematics and Science
Covid-19 pandemic and mathematics achievement gap in Korea: The role of private education and parental support
Psychology (7 works) · Mathematics education (6 works) · Science education (6 works) · Computer Science (5 works) · Mathematics (4 works) · Artificial Intelligence (3 works) · Artificial Intelligence (3 works) · Cognition (3 works) · Educational Strategies and Epistemologies (3 works) · Generative grammar (3 works)