Hosun Kang

Assistant Professor, Education
School of Education

Ph.D., Michigan State University, 2011, Curriculum, Instruction, and Educational Policy

Phone: (949) 824-6914
Fax: (949) 824-2965
Email: hosunk@uci.edu

University of California, Irvine
2064 Education
Mail Code: 5500
Irvine, CA 92697

picture of Hosun  Kang

Research
Interests
Science Education, Teaching and Teacher Education, STEM, Gender, Identities, Inequity
   
Academic
Distinctions
2012 Recipient, AERA Division K Outstanding Dissertation Award
2012 NARST Outstanding Dissertation Award: 1st Runner up
2011 Recipient, Dissertation Completion Fellowship, Michigan State University
2010 Recipient, The Anderson-Schwille Fellowship in International Education, Michigan State University
2010 Recipient, Teacher Education Endowed Fellowship, Michigan State University
2010 Recipient, Research Enhancement Fellowship, Michigan State University
2002 Recipient, Fellowship for Summer Study Abroad Program. Seoul National University
   
Appointments 2011-13 Postdoctoral researcher, University of Washington, Seattle (PI: Mark Windschitl)
   
Research
Abstract
Dr. Kang’s research involves investigating the design and impact of innovations that support early career science teachers' learning. She also investigates students’ identity work as learners of science with a particular focus on girls from non-dominant linguistic, cultural, and socioeconomic backgrounds.
   
Publications Kang, H. & Windschitl, M. (In press). How does practice-based teacher preparation influence novices’ first-year instruction? Teachers College Record.
   
  Kang, H. (2017). Preservice teachers’ learning to plan intellectually challenging tasks. Journal of Teacher Education, 68(1), 55-68.
   
  Kang, H., Windschitl, M., Stroupe, D. & Thompson, J. (2016). Designing learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 53(9), 1316-1340.
   
  Thompson, J., Hagenah, S., Kang, H., Colley, C., Windschitl, M., Stroupe, D., & Braaten, M. (2016). Rigor and responsiveness in classroom activity. Teachers College Record, 118 (7).
   
  Kang, H. and Anderson, C. (2015). Supporting preservice science teachers’ ability to attend and respond to student thinking by design, Science Education, 99 (5), 863-895.
   
  Conley, M., & Kang, H. (2015). What beginning teachers' narratives about video-based instruction tell us about learning to teach science and literacy. In Video research in disciplinary literacies, Evan Ortlieb, Lynn Shanahan, Mary McVee, Eds.London: Emerald Group Publishing.
   
  Kang, H., Thompson, J., and Windschitl, M. (2014). Creating opportunities for students to show what they know: The roles of scaffolding in assessment tasks. Science Education, 98(4), p. 674-704.
   
  Calabrese Barton, A., Kang, H., Tan, E., O’Neil, T., Guerra, J.B., & Brecklin, C. (2013). Crafting a future in science. American Educational Research Journal, 50(1), 37-75.
   
  Tan, E., Calabrese-Barton, A., Kang, H., and O’Neil, T. (2013). Desiring a career in STEM-related fields: How middle school girls articulate and negotiate between their narrated and embodied identities in considering a STEM trajectory. (Journal of Research in Science Teaching)
   
  Kang, H., Lundeberg, M. A., Wolter, B., DelMas, R., Armstrong, N., Borsari, B., et al. (2011). Gender differences in student performance in large lecture classrooms using personal response systems (“clickers”) with case studies. Learning, Media, and Technology, 37(1).
   
  Lundeberg, M. A., Kang, H., Wolter, B., DelMas, R., Armstrong, N., Borsari, B., et al. (2011). Context matters: Increasing understanding with interactive clicker case studies. Education, Technology, Research and Development, 59(5), 645-671.
   
  Wolter, B., Lundeberg, M. A., Kang, H., Zhang, T., DelMas, R., Maier, K., et al. (2011). Students' perceptions of using personal response systems ("clickers") with cases in science. Journal of College Science Teaching, March-April (14).
   
  Kang, H., & Lundeberg, M. A. (2010). Participation in science practices while working in a multimedia case-based environment. Journal of Research in Science Teaching, 47(9), 1116-1136.
   
  Guerra, J.B., Calabrese Barton, A., Tan, E., Kang, H., & Brecklin, C. (2012). Identity construction and science education research: Learning, teaching, and being in multiple contexts. Maria Varelas (Ed.). Sense Publishers; Rotterdam, The Netherlands.
   
  Kang, H. (2003). A study on improvement of student teachers’ teaching skills
through self-reflection. Journal of the Korean Biological Education Society, 31(1), 72-86.
   
  Kang, H. (2003). A study on improvement of student teachers’ teaching skills
through self-reflection. Master's thesis. Seoul National University.
   
  Kwak, Y., Kang, H., Nam, K., Paik, J. & Bang, S. (2007). The consultation on teaching practice. Seoul: Wonmisa
   
Graduate Programs Education

   
   
Link to this profile http://www.faculty.uci.edu/profile.cfm?faculty_id=6009
   
Last updated 02/14/2017