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Soonhye Park

Associate Professor

Poe Hall 326K

919-515-3591

Bio

Soonhye Park is Associate Professor in the STEM Education Department at NC State University. Prior to joining the faculty at NC State University in 2016, she was a faculty member in the Department of Teaching & Learning at the University of Iowa for nine years. Park’s research interests focus on teacher Pedagogical Content Knowledge (PCK), teacher professional identity, teacher change, and 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 scientific practices, critical thinking skills, and science achievement. Currently, she (Co-PI) is working on a NSF EHR-Core grant project ($1.4 M, 2017-2020) teaming with Dr. Roger Azevedo (PI) in Psychology and Dr. Min Chi (Co-PI) in Computer Science that aims to improve science teachers' decision-making based on their analyses of students' real-time, multi-channel, self-regulated learning data with MetaDash. She has a number of 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), and David P. Butts Award for Contributions to Science Education (2014).

Education

Ph.D. in Science Education from University of Georgia, Athens, Georgia in 2005
M.Ed. in Science Education from Seoul National University, Seoul, Republic of Korea in 1999
B.S. in Biology Education from Seoul National University, Seoul, Republic of Korea in 1994

Selected Scholarly Publications

  • Google Scholar
  • [* Denotes graduate student collaborators during the time the manuscript was written]
  • Kite, V.*, & Park, S. (in press). 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.
  • Hand, B., Park, S., & Suh, J.* (2017). 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. New York, Springer International Publishing.
  • 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.
  • Park, S., Suh, J.*, & Seo, K. * (2017). Development and validation of measures of secondary science teachers’ PCK for teaching photosynthesis. Research in Science Education.
  • 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

  • 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.

Research Areas