Jee Kyung Suh
Biographic Data
| ID | 6508292 |
|---|---|
| NAME | Jee Kyung Suh |
| GIVEN NAMES | Jee Kyung |
| FAMILY NAME | Suh |
| SIGNATURE | SUH J K |
| AFFILIATIONS | University of Alabama |
| ORCID | 0000-0002-7370-3896 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Investigating teachers’ perceived costs and benefits toward a knowledge generation environment
Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments
The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehension of generative learning environments. In this study, we explore Adaptive Teaching Expertise (AdTex), defining it as a teacher’s capacity characte…
Examining teacher transition pathways towards knowledge generation environments
National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that un…
Elementary teachers’ knowledge of using language as an epistemic tool in science classrooms
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development programme centred around the Science Writing Heuristic (SWH…
The dimensionality of the epistemic orientation survey and longitudinal measurement invariance for the short form of EOS (EOS-SF)
The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track the stability of the factor structure for each facto…
Characterizing adaptive teaching expertise
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize e…
Unpacking teachers’ orientations toward a knowledge generation approach
Epistemic orientation toward teaching science for knowledge generation
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…
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices
Engaging students in the essential practices of science has been forwarded as an effective means to achieve scientific literacy for all students by promoting the learning of content, procedures, and the epistemology of science concurrently. However, the emphasis on science practices requires teachers not only to develop skills and knowledge specific to the science practices, but also to adopt epistemic orientations congruent with student‐centered…
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
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, …
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach
Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
Unpacking teachers’ orientations toward a knowledge generation approach
Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
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
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…
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices
Engaging students in the essential practices of science has been forwarded as an effective means to achieve scientific literacy for all students by promoting the learning of content, procedures, and the epistemology of science concurrently. However, the emphasis on science practices requires teachers not only to develop skills and knowledge specific to the science practices, but also to adopt epistemic orientations congruent with student‐centered…
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches
The dimensionality of the epistemic orientation survey and longitudinal measurement invariance for the short form of EOS (EOS-SF)
The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track the stability of the factor structure for each facto…
Characterizing adaptive teaching expertise
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize e…
Unpacking teachers’ orientations toward a knowledge generation approach
Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments
The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehension of generative learning environments. In this study, we explore Adaptive Teaching Expertise (AdTex), defining it as a teacher’s capacity characte…
Examining teacher transition pathways towards knowledge generation environments
National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that un…
Elementary teachers’ knowledge of using language as an epistemic tool in science classrooms
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development programme centred around the Science Writing Heuristic (SWH…
Investigating teachers’ perceived costs and benefits toward a knowledge generation environment
Psychology (13 works) · Educational Strategies and Epistemologies (12 works) · Mathematics education (12 works) · Computer Science (10 works) · Education and Critical Thinking Development (8 works) · Innovative Teaching and Learning Methods (7 works) · Epistemology (6 works) · Mathematics (6 works) · Pedagogy (6 works) · Science education (6 works)