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Soonhye Park

Professor of Science Education

Poe Hall 326K

Bio

Soonhye Park is Professor in the STEM Education Department at NC State University. Park’s research interests focus on teacher Pedagogical Content Knowledge (PCK), teacher change, and teacher professional development. She has led various federal, state, and internally-funded grant projects on teacher professional development that explicitly seek effective ways to advance teachers’ knowledge, skills, and practices that promote students’ engagement in core science practices, critical thinking skills, and science achievement. Her currently active grant projects include: (1) Using Real-Time Multichannel Self-Regulated Learning Data to Enhance Student Learning and Teachers’ Decision-Making with MetaDash (NSF EHR-Core; $1.4 M; 2017-2020, NCE 2020-2022) that aims to improve science teachers’ decision-making based on their analyses of students’ real-time, multi-channel, self-regulated learning data with MetaDash and (2) SIMIRS: Supporting the Implementation of Scientific Modeling Instruction in High School Chemistry and Biology in Rural Schools (NSF DR preK-12; $2.6 M; 2021-2025) that aims to support rural science teachers’ implementation of reform-oriented modeling instruction and examine their developmental trajectories in PCK and teaching practices. She has a number of impactful publications in top-tier journals in the field of science education and teacher education. Her research has been recognized by several awards including PCK Summit invitee (2012, 2016), NARST Outstanding Paper Award (2014), David P. Butts Award for Contributions to Science Education (2014), and University Faculty Scholar (2017-2018).

Selected Scholarly Publications

  • Google Scholar
  • [* Denotes graduate student collaborators during the time the manuscript was written]
  • Kite, V.*, Park, S., & Wiebe, E. (2021). The code-centric nature of computational thinking education: A review of trends and issues in computational thinking education research. SAGE Open, 11(2), 21582440211016418.
  • Reynolds, W. M.,* & Park, S. (2021). Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 58(5), 721-748.
  • Kite, V.,* Park, S., McCance, K.,* & Seung, E. (2021). Secondary science teachers’ understandings of the epistemic nature of science practices. Journal of Science Teacher Education, 32(3), 243-264.
  • Norville, K.* & Park, S. (2021). The impact of the cooperating teacher on Master of Arts in Teaching preservice science teachers’ pedagogical content knowledge. Journal of Science Teacher Education https://doi.org/10.1080/1046560X.2020.1850614
  • Wiedbusch, M. D.,* Kite, V.,* Yang, X.,* Park, S., Chi, M., Taub, M., & Azevedo, R. (2021). A theoretical and evidence-based conceptual design of MetaDash: An intelligent teacher dashboard to support teachers decision making and students self-regulated learning. Frontiers in Education, 6, 14.
  • Park, S., Choi, A., & Reynolds, W. M.* (2020). Cross-national investigation of teachers’ pedagogical content knowledge (PCK) in the U.S. and South Korea: What proxy measures of teacher quality are related to PCK? International Journal of Science Education, 42(15), 2630-2651.
  • Holley, D.,* & Park, S. (2020). Cell phone policy in a public high school. Journal of Management Policy and Practice, 21(4). https://doi.org/10.33423/jmpp.v21i4.3244
  • Holley, D.,* & Park, S. (2020). Integration of science disciplinary core ideas and environmental themes through constructivist teaching practices. Eurasia Journal of Mathematics, Science and Technology Education, 16(5), https://doi.org/10.29333/ejmste/115583
  • Wiebe, E., Kite, V.,* & Park, S. (2020). Integrating computational thinking in STEM. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, & L. D. English (Eds.), Handbook of research on STEM education (pp. 196-209). Routledge.
  • Carlson, J., Daehler, K.R., Alonzo, A., Barendsen, E., Berry, A., Boroswki, A., ..Park, S.… & Wilson, C. (2019). The Refined Consensus Model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Boroswski (Eds.), Repositioning pedagogical content knowledge in teachers’ professional knowledge (pp. 77-92). Sydney, Australia: Springer.
  • Seung, E., Park, S., & Lee, M. (2019). The impact of a summer camp-based science methods course on pre-service teachers’ self-efficacy in teaching science as inquiry. Journal of Science Teacher Education, 30(8), 872-889. DOI: 10.1080/1046560X.2019.1635848
  • Park, S., & Suh, J. (2019). The PCK map approach to capturing the complexity of enacted PCK (ePCK) and pedagogical reasoning. In Hume, A., Cooper, R., & Boroswski, A. (Eds., pp. 185-197), Repositioning pedagogical content knowledge in teachers’ professional knowledge. Sydney, Australia: Springer.
  • Park, S. (2019). Reconciliation between the refined consensus model of PCK and extant PCK models for advancing PCK research. In Hume, A., Cooper, R., & Boroswski, A. (Eds., pp. 117-128), Repositioning pedagogical content knowledge in teachers’ professional knowledge. Sydney, Australia: Springer.
  • Kite, V., Park, S., & Wiebe, E. (2019, February). Recognizing and questioning the CT education paradigm. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 1286-1286). Minneapolis, MN: ACM.
  • Park, S., Suh, J.*, & Seo, K. * (2018). Development and validation of measures of secondary science teachers’ PCK for teaching photosynthesis. Research in Science Education, 48 (3), 549-573.
  • Hand, B., Park, S., & Suh, J.* (2018). Examining teachers’ shifting epistemic orientations in improving students’ scientific literacy through adoption of the Science Writing Heuristic approach. In K-S. Tang & K. Danielsson, Global developments in literacy research for science education (pp. 339-355). New York, Springer International Publishing.
  • Kite, V.*, & Park, S. (2018). Teaching computational thinking and content through urban redevelopment. The Science Teacher.
  • Holley, D.*, & Park, S. (2017). Lessons learned around the block: An analysis of research on the impact of block scheduling on science teaching and learning. In M. Shelley, & M. Pehlivan (Eds.), Education Research Highlights in Mathematics, Science and Technology 2017 (pp. 132-138). International Society for Research in Education and Science (ISRES) Publishing.
  • Martin, A., Park, S., & Hand, B. (2017). What happens when a teacher’s science belief structure is in disequilibrium: Entangled nature of beliefs and practice? Research in Science Education, 1-36.
  • Suh, J.*, & Park, S. (2017). Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach. Teaching and Teacher Education, 64, 246-259.
  • Seo, K.*, Park, S., & Choi, A. (2017). Science teachers’ perceptions of and approaches towards students’ misconceptions: A comparison study between US and Korea teachers. Eurasia Journal of Mathematics, Science, and Technology Education, 13(1), 269-296.
  • Hand, B., Cavagnetto, A., Chen, Y-C., & Park, S. (2016). Moving past curricula and strategies: Language and the development of adaptive pedagogy for immersive learning environments. Research in Science Education, 1-19.
  • Park, S., Se,Y-K.*, & Choi, A.(2015). Characteristics, knowledge, and teaching strategies necessary for teachers of the gifted in science. Journal of Learner-Centered Curriculum and Instruction, 15(8), 523-544.
  • Park, S., & Jung, J. (2015, June 11). [Review of the book A teacher’s guide to successful classroom management and differentiated instruction, by Billie F. Birnie]. Teachers College Record, Available from http://www.tcrecord.org/Content.asp?ContentID=17991
  • Park, S., & Suh, J. * (2015). Trajectory from portraying toward assessing PCK: Drives, dilemmas, and directions for future research (pp. 104-119). In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education, London: Routledge Press.
  • Seung, E., Park, S., & Jung, J. (2015). Methodological approaches and strategies for elicited metaphor-based research: A critical review. In W. Wan & G. Low (Eds.), Elicited metaphor analysis in educational discourse (pp. 39-64), Amsterdam, The Netherlands: John Bejamins Publishing Company.
  • Yoon, S. *, Suh, J., * & Park, S. (2014). Korean students’ perceptions of scientific practices and understanding of nature of science. International Journal of Science Education, 36(16), 2666-2693.
  • Seung, E., Park, S., & Jung, J. (2014). Exploring preservice elementary teachers’ understanding of the essential features of inquiry-based science teaching using evidence-based reflection. Research in Science Education, 44(4), 507-529.
  • Narayan, R., Park, S., Peker, D., & Suh, J. * (2013). Students’ images of scientists and doing science: An international comparison study. Eurasia Journal of Mathematics, Science, and Technology Education, 9(2), 115-129.
  • Jüttner, M., Boone, W., Park, S., & Neuhaus, B. J. (2013). Development and use of a test instrument to measure biology teachers’ content Knowledge (CK) and pedagogical content knowledge (PCK), Educational Assessment, Evaluation and Accountability, 25(1), 45-67.
  • Chen, Y-C., Park, S., & Hand, B. (January 2013). Constructing and critiquing arguments: The use of talk and writing to negotiate ideas. Science and Children, 40-45.
  • Yarker, M. B., * & Park, S. (2012). Analysis of teaching resources for implementing an interdisciplinary approach in the K-12 classroom. Eurasia Journal of Mathematics, Science, and Technology Education, 8(4), 223-232.
  • Chen, Y.-C. *, Park, S., & Hand, B. (2012). Unpacking the use of talk and writing in argument-based inquiry: Instruction and cognition. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (ICLS 2012) – Volume 1, Full Papers (pp. 159-166). Sydney, Australia: ISLS.
  • Park, S., & Chen, Y-C. * (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK) for teaching photosynthesis and heredity. Journal of Research in Science Teaching, 49(7), 922–941.
  • Seung, E., Park, S., & Narayan, R. (2011). Exploring elementary pre-service teachers’ beliefs and knowledge about science teaching and learning emerging from metaphor writing. Journal of Science Education and Technology, 20(6), 703-714.
  • Allen, H. M. *, & Park, S. (November 2011). Science education and ESL students. Science Scope, 29-35.
  • Bennett, W. D. *, & Park, S. (2011). Epistemological syncretism in a biology classroom: A case study. Journal of Science Education & Technology, 20, 74-86.
  • Park, S., Jang, J. *, Chen, Y-C. *, & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching? : Evidence from an empirical study. Research in Science Education, 41, 245-260. DOI: 10.1007/s11165-009-9163-8.
  • Notebaert, A. J. *, Park, S., & Hand, B. (2009). Anatomy students’ initial perceptions about learning anatomy. FASEB J. (The Journal of the Federations for American Societies for Experimental Biology), 23:477.1.
  • Park, S., & Oliver, J. S. (2009). The translation of teachers’ understanding of gifted students into instructional strategies for teaching science. Journal of Science Teacher Education, 20, 333-351.
  • Park, S., & Seung, E. (September 2008). Strategies to promote student creativity in science classroom. The Science Teacher, 45-48.
  • Park, S., & Oliver, J. S. (2008). National Board Certification (NBC) as a catalyst for teachers’ learning about teaching: The effects of the NBC process on candidate Teachers’ PCK development, Journal of Research in Science Teaching, 45(7), 812-834.
  • Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.
  • Park, S. (2007). Teacher efficacy as an affective affiliate of pedagogical content knowledge. Journal of the Korean Association for Science Education, 27(8), 773-784.
  • Park, S., Oliver, J. S., Johnson, T. S., Graham, P., & Oppong, N. (2007). Colleagues’ roles in the professional development of teachers: The result of National Board for Professional Teaching Standards Research Project. Teaching and Teacher Education, 23, 368-389.
  • Park, S., Lee, S., Oliver, J. S., & Cramond, B. (2006). Changes in Korean science teachers’ perceptions of creativity and science teaching after participation in a professional development program. Journal of Science Teacher Education, 17(1), 37-64.
  • Johnson, T. S., Bruce, M., Graham, P., Oliver, J. S., Oppong, N., Park, S., & Mansberger, D. (2005). Giving Tree Teachers: Women and the National Board Certification Process. Feminist Teacher, 15(3), 234-249.

Honors and Awards

  • 2017-2018 University Faculty Scholar Award, NC State University, U.S.
  • 2014 David P. Butts Award for Contributions to Science Education, University of Georgia, U.S.
  • 2014 Outstanding Paper Award, The National Association for Research in Science Teaching (NARST), U.S.

Editorial Boards

Education

Ph.D. Science Education University of Georgia, Athens, Georgia

M.Ed. Science Education Seoul National University, Seoul, Republic of Korea

B.S. Biology Education Seoul National University, Seoul, Republic of Korea

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