Hosun Kang

picture of Hosun  Kang

Assistant Professor, Science Education, Education
School of Education

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

M.A., Seoul National University, 2003, Science Education

B.A., Seoul National University, 1998, Biology Education

Phone: (949) 824-6914
Fax: (949) 824-9103
Email: hosunk@uci.edu

University of California, Irvine
3000B Education
Mail Code: 5500
Irvine, CA 92697
Research Interests
Science Education, Teaching and Teacher Education, STEM, Gender, Identities, Social Justice, Diversity and Equity
Academic Distinctions
2018 A finalist, 2019-20 the William T. Grant Scholars Program (pending the final decision in spring 2019)
2017 Honorary Award, Distinguished Assistant Professor Award for Teaching, UC Irvine
2017 UC Hellman Fellow ($50,000)
2017 Honorary Award, NARST-NSTA Research Worth Reading Award, National Association of Research in Science Teaching, National Association of Research in Science Teaching
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
2011-13 Postdoctoral researcher, University of Washington, Seattle
Research Abstract
Dr. Kang’s research involves investigating the design and impact of innovations that support early career teachers' learning of equitable science teaching. She also investigates youth's engagement and identities in science with a particular focus on girls from non-dominant linguistic, cultural, and socioeconomic backgrounds.
Kang, H., Calabrese-Barton, A., Tan, E., Simpkins, S., & Rhee, H. (In press). How do middle school students become STEM-minded persons? Middle school students’ participation in science activities and identification with STEM careers. Submitted to Science Education.
Kang, H. & Zinger, D (Accepted). Preparing secondary science teachers for equity in the era of NGSS: What are the affordances and limitations of using core practices as the curriculum of teacher education? Science Education.
Kang, H. & van Es, E. (In press) Articulating design principles for productive use of videos to facilitate professional learning toward ambitious teaching. Journal of Teacher Education.
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
2017-2018 Promoting complex thinking for under-represented youths in science classrooms by improving a local STEM instruction system (Kang, PI). The Hellman Foundation, $50,000.
Graduate Programs

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