Hosun Kang

picture of Hosun  Kang

Associate 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
2019 NSF CAREER Award ($1,510,375)
2019 Early Career Research Award, National Association of Research in Science Teaching (NARST)
2019 William T. Grant Scholars Program, a finalist
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
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. (2020). How do mentor teacher-mediated experiences contribute to preservice teachers’ progress toward the vision of teaching advocated by the program? Journal of Teacher Education.
Kang, H. & Zinger, D (2019). What do core practices offer in preparing novice teachers for equity? Science Education, 1-31
Kang, H., Calabrese Barton, A., Tan, E., D Simpkins, S., Rhee, H. Y., & Turner, C. (2019). How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers. Science Education, 103(2), 418-439.
Kang, H. & van Es, E. (2019) Articulating design principles for productive use of videos to facilitate professional learning toward ambitious teaching. Journal of Teacher Education, 70(3), 237–250. https://doi.org/10.1177/0022487118778549
Kang, H. & Windschitl, M. (2018). How does practice-based teacher preparation influence novices’ first-year instruction? Teachers College Record, 120, 080307
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
2019-2024 Principal Investigator. CAREER: Expanding Latinxs’ opportunities to learn in secondary science classrooms through a research-practice partnership (RPP). National Science Foundation, $1,510,375.
2017-2018 Principal Investigator. Promoting complex thinking for under-represented youths in science classrooms by improving a local STEM instruction system. The Hellman Foundation, $50,000.
2018-2021 Co-Researcher (PI: K. Lohwasser, co-PI: M. Windschitl). Effective Novice Teachers: How Systems of Support Can Transform the Clinical Experience During Teacher Preparation NSF Noyce Research Track 4 Program, $800,000
2017-2018 Co-Principal Investigator (PI: Santagata Santagata, co-PI: Jennifer Long, UCI Center for Environmental Biology) “Where Does the Water Go?” Scaling up and Building Sustainability to Bring Authentic Science Learning Experiences to Underserved Learners. Nicholas Endowment; $75,000.
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