Sophia Jeong
Biographic Data
| ID | 9512466 |
|---|---|
| NAME | Sophia Jeong |
| GIVEN NAMES | Sophia |
| FAMILY NAME | Jeong |
| SIGNATURE | JEONG S |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-9668-7673 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Science Educators and Researchers Must Uphold the Human Rights of Trans, Nonbinary, and Intersex Persons
Trans, nonbinary, and intersex persons are—and have always been—an integral part of humankind. However, these communities are under attack. We live in a time of growing state repression and the normalization of political violence against trans, nonbinary, and intersex persons throughout much of the world, and we have a responsibility to understand these conditions and consider their implications for science education. In this commentary, we brief…
Prompts or Protocol: Supporting Elementary Science Teacher Candidates to Notice Students' Resources During Video Analysis
Science education has shifted from a focus on canonical correctness toward students and their sensemaking. In response, teacher educators have explored video analysis as an activity for helping teacher candidates (TCs) notice students and their resources. Framing (e.g., facilitator prompts, protocols) influences what TCs learn through video analysis. Here, we analyze the influence of framing on one feature of an undergraduate elementary science m…
Things Matter: A Posthuman Empirical Inquiry into the Actualization of Gender in an Advanced Placement Biology Classroom
The purpose of this study was to investigate and document the conditions in which gender was actualized in a high school Advanced Placement biology classroom. The authors of this study begin with the assumption that equitable and inclusive science instruction should not reinforce or condition students into thinking about themselves as single beings with fixed identities. Rather, science instruction should support a view that students are changing…
Ethics are Not on the Test: Diffraction and Affect in Education Policy
Baradian (2007) agential realilsm provides conceptual possibilities for the author, a science teacher, to entangle with the narrative and the ethical implications of science educational policy, specifically standardized testing and science standards
No prominent works on this page.
Ethics are Not on the Test: Diffraction and Affect in Education Policy
Baradian (2007) agential realilsm provides conceptual possibilities for the author, a science teacher, to entangle with the narrative and the ethical implications of science educational policy, specifically standardized testing and science standards
Things Matter: A Posthuman Empirical Inquiry into the Actualization of Gender in an Advanced Placement Biology Classroom
The purpose of this study was to investigate and document the conditions in which gender was actualized in a high school Advanced Placement biology classroom. The authors of this study begin with the assumption that equitable and inclusive science instruction should not reinforce or condition students into thinking about themselves as single beings with fixed identities. Rather, science instruction should support a view that students are changing…
Science Educators and Researchers Must Uphold the Human Rights of Trans, Nonbinary, and Intersex Persons
Trans, nonbinary, and intersex persons are—and have always been—an integral part of humankind. However, these communities are under attack. We live in a time of growing state repression and the normalization of political violence against trans, nonbinary, and intersex persons throughout much of the world, and we have a responsibility to understand these conditions and consider their implications for science education. In this commentary, we brief…
Prompts or Protocol: Supporting Elementary Science Teacher Candidates to Notice Students' Resources During Video Analysis
Science education has shifted from a focus on canonical correctness toward students and their sensemaking. In response, teacher educators have explored video analysis as an activity for helping teacher candidates (TCs) notice students and their resources. Framing (e.g., facilitator prompts, protocols) influences what TCs learn through video analysis. Here, we analyze the influence of framing on one feature of an undergraduate elementary science m…
Mathematics education (2 works) · Psychology (2 works) · Science education (2 works) · Art (1 works) · Career Development and Diversity (1 works) · Club (1 works) · Conceptual change (1 works) · Diverse Educational Innovations Studies (1 works) · Education and Critical Thinking Development (1 works) · Engineering (1 works)