Soonhye Park
Dados Biográficos
| ID | 6508293 |
|---|---|
| NOME | Soonhye Park |
| PRENOMES | Soonhye |
| SOBRENOME | Park |
| ASSINATURA | PARK S |
| AFILIAÇÕES | North Carolina State University |
| ORCID | 0000-0002-2167-4640 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Indicators of high-quality PCK & implications for twenty-first-century science education
Pedagogical content knowledge (PCK) is a critical domain of teacher expertise that enables teachers to transform their content knowledge (CK) into forms accessible and comprehensible to students. Cultivating twenty-first-century scientific literacy in students requires PCK for teaching not only traditional content but also non-traditional content (e.g. actively evolving science, interdisciplinary topics). Yet, it remains unclear what indicators d…
The Effect of a Science Camp on Elementary Students’ Science Identity and Their Perceptions of Science, Scientists, and STEM Careers
This mixed-methods research investigated the impact of a summer science camp—developed in conjunction with an elementary science methods course—on elementary students’ science identity, perceptions of science, scientists, and STEM careers. Data were collected from a total of 40 students in Grades 2–6 who attended the camp. The pre- and post-camp science identity surveys and focus group interviews were conducted at both the beginning and end of th…
Unpacking PCK Relationships and Development in Science Teachers
This systematic literature review synthesized findings of 217 empirical studies, spanning from 1986 to 2023, focusing on: (a) the relationships of science teachers’ pedagogical content knowledge (PCK) to their competence and qualifications, teaching practices, and student outcomes; (b) factors influencing PCK changes; (c) mechanisms of PCK development; and (d) methodological trends and challenges in the selected studies. Analyses employed coding …
Do epistemic beliefs matter for mentoring? Investigating mentor teachers’ perceptions & approaches to supporting model-based science teaching
This study explores the relationship between mentor teachers’ epistemic beliefs and their perceptions of mentoring practices in reform-oriented science education. Using the Epistemic Orientations to Teaching Science for Knowledge Generation (EOTS-KG) survey, two high-scoring and two low-scoring mentors were purposefully selected for semi-structured interviews. Analysis revealed that high EOTS-KG mentors viewed mentoring as bidirectional, while lo…
Context matters
There is growing recognition in the education community that the problem‐solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty‐first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices …
Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching
Science teacher knowledge for effective teaching consists of multiple knowledge bases, one of which includes science content knowledge and pedagogical knowledge. With the inclusion of science and engineering practices into the national science education standards in the US, teachers’ content knowledge goes beyond subject matter knowledge and into the realm of how scientists use practices for scientific inquiry. This study compares two approaches …
Elementary Preservice Teachers’ Understandings and Task Values of the Science Practices Advocated in the NGSS in the US
K-12 science education in America has long been criticized for not preparing scientifically literate students who are prepared to engage in science-as-practice. Bearing this in mind, the Next Generation Science Standards (NGSS) recommend engaging students in eight science practices to build their knowledge of and proficiency in science. Engaging students in science-as-practice instruction depends on building preservice teachers’ understanding of,…
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…
Preparing inservice science teachers to bring unplugged computational thinking to their students
A Theoretical and Evidence-Based Conceptual Design of MetaDash
Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity trace…
Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge
This study examined the relationship between preservice teachers' Educative Teacher Performance Assessment (edTPA) scores, the most widely implemented preservice teacher performance assessment in the United States, and the pedagogical content knowledge (PCK) levels reflected in their edTPA portfolios. PCK is a specialized form of teacher professional knowledge widely considered a paramount construct of teacher quality. Thirty‐six preservice scien…
The Code-Centric Nature of Computational Thinking Education
Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTC…
Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea
Pedagogical content knowledge (PCK) is central to teachers’ professional knowledge impacting student learning and thus is considered a key attribute of teacher quality. Teacher quality is often indirectly examined by proxy measures such as degrees, certification, and teaching experience. To date, little is known how those proxy measures are related to teachers’ PCK levels. This study investigated which proxy measures of teacher quality best predi…
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
Mapping out the integration of the components of pedagogical content knowledge (PCK)
This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the…
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Colleagues’ roles in the professional development of teachers
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Colleagues’ roles in the professional development of teachers
Mapping out the integration of the components of pedagogical content knowledge (PCK)
This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the…
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
Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea
Pedagogical content knowledge (PCK) is central to teachers’ professional knowledge impacting student learning and thus is considered a key attribute of teacher quality. Teacher quality is often indirectly examined by proxy measures such as degrees, certification, and teaching experience. To date, little is known how those proxy measures are related to teachers’ PCK levels. This study investigated which proxy measures of teacher quality best predi…
A Theoretical and Evidence-Based Conceptual Design of MetaDash
Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity trace…
Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge
This study examined the relationship between preservice teachers' Educative Teacher Performance Assessment (edTPA) scores, the most widely implemented preservice teacher performance assessment in the United States, and the pedagogical content knowledge (PCK) levels reflected in their edTPA portfolios. PCK is a specialized form of teacher professional knowledge widely considered a paramount construct of teacher quality. Thirty‐six preservice scien…
The Code-Centric Nature of Computational Thinking Education
Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTC…
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…
Preparing inservice science teachers to bring unplugged computational thinking to their students
Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching
Science teacher knowledge for effective teaching consists of multiple knowledge bases, one of which includes science content knowledge and pedagogical knowledge. With the inclusion of science and engineering practices into the national science education standards in the US, teachers’ content knowledge goes beyond subject matter knowledge and into the realm of how scientists use practices for scientific inquiry. This study compares two approaches …
Elementary Preservice Teachers’ Understandings and Task Values of the Science Practices Advocated in the NGSS in the US
K-12 science education in America has long been criticized for not preparing scientifically literate students who are prepared to engage in science-as-practice. Bearing this in mind, the Next Generation Science Standards (NGSS) recommend engaging students in eight science practices to build their knowledge of and proficiency in science. Engaging students in science-as-practice instruction depends on building preservice teachers’ understanding of,…
Context matters
There is growing recognition in the education community that the problem‐solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty‐first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of scholars have proposed integrating CT practices …
The Effect of a Science Camp on Elementary Students’ Science Identity and Their Perceptions of Science, Scientists, and STEM Careers
This mixed-methods research investigated the impact of a summer science camp—developed in conjunction with an elementary science methods course—on elementary students’ science identity, perceptions of science, scientists, and STEM careers. Data were collected from a total of 40 students in Grades 2–6 who attended the camp. The pre- and post-camp science identity surveys and focus group interviews were conducted at both the beginning and end of th…
Unpacking PCK Relationships and Development in Science Teachers
This systematic literature review synthesized findings of 217 empirical studies, spanning from 1986 to 2023, focusing on: (a) the relationships of science teachers’ pedagogical content knowledge (PCK) to their competence and qualifications, teaching practices, and student outcomes; (b) factors influencing PCK changes; (c) mechanisms of PCK development; and (d) methodological trends and challenges in the selected studies. Analyses employed coding …
Do epistemic beliefs matter for mentoring? Investigating mentor teachers’ perceptions & approaches to supporting model-based science teaching
This study explores the relationship between mentor teachers’ epistemic beliefs and their perceptions of mentoring practices in reform-oriented science education. Using the Epistemic Orientations to Teaching Science for Knowledge Generation (EOTS-KG) survey, two high-scoring and two low-scoring mentors were purposefully selected for semi-structured interviews. Analysis revealed that high EOTS-KG mentors viewed mentoring as bidirectional, while lo…
Indicators of high-quality PCK & implications for twenty-first-century science education
Pedagogical content knowledge (PCK) is a critical domain of teacher expertise that enables teachers to transform their content knowledge (CK) into forms accessible and comprehensible to students. Cultivating twenty-first-century scientific literacy in students requires PCK for teaching not only traditional content but also non-traditional content (e.g. actively evolving science, interdisciplinary topics). Yet, it remains unclear what indicators d…
Psychology (15 obras) · Computer Science (14 obras) · Mathematics education (14 obras) · Science education (14 obras) · Science Education and Pedagogy (11 obras) · Pedagogy (10 obras) · Sociology (7 obras) · Educational Strategies and Epistemologies (6 obras) · Curriculum (5 obras) · Teacher education (5 obras)