Associate Professor, Science Education/Teacher Education, Education
School of Education

Science Education, Teaching and Teacher Education, STEM, Climate Change, Gender, Identities, Culture, Diversity and Equity

Curriculum Vitae (pdf)

Google Scholar Profile

2011-13 Postdoctoral researcher, University of Washington, Seattle

Dr. Kang’s research involves investigating the design and impact of innovations that support preservice and inservice science teachers' learning to teach towards a more just, sustainable, and thriving future. She also investigates youth's engagement and identities in science with a particular focus on youth from non-dominant linguistic, cultural, and socioeconomic backgrounds. With the support of the NSF, she is currently partnering with a local school district to transform science teaching through co-design and enactment of an equity/justice-centered science curriculum and assessment.

2024 Paper Nominated as NARST- NSTA’s 2024 Research Worth Reading, NARST Publication Advisory Committee
2023 UCI Newkirk Faculty Fellowship
2022 Outstanding Reviewer Award for American Educational Research Journal
2020 Paper Selected as Top Downloaded Paper 2018-2019, Science Education
2019 NSF CAREER Award
2019 Early Career Research Award, National Association of Research in Science Teaching (NARST)
2017 Distinguished Assistant Professor Award for Teaching, University of California Irvine Academic Senate
2017 University of California Hellman Fellow
2017 Paper Selected as NSTA’s 2017 Research Worth Reading, NARST Publication Advisory Committee
2012 AERA Division K Outstanding Dissertation Award
2012 NARST Outstanding Dissertation Award: 1st Runner up
2010 Dissertation Completion Fellowship, Michigan State University
2010 The Anderson-Schwille Fellowship in International Education, Michigan State University
2010 Teacher Education Endowed Fellowship, Michigan State University
2009 Research Enhancement Fellowship, Michigan State University

Dr. Kang received her PhD in the areas of science education and teacher education from Michgan State University. She has been working with preservice and inservice teachers to re-imagine the new possibilities of science teaching and learning throughout her career. She is currently associate professor of UCI School of Education, associate editor of American Educational Research Journal.

She was born and grew up in South Korea, and taught middle and high school science for about seven years in S. Korea.

Kang, H. & Nation, J. (2024). Transforming science learning framework: translating an equity commitment into action through co-design. Journal of Science Teacher Education.

Kang, H., Talafian, H. & Tschida, P. (2023). Expanding opportunities to learn in secondary science classroom using multiple forms of classroom assessments. Submitted to Journal of Research in Science Teaching.

Kang, H. & González-Howard, M. (2022). Beginning school-university partnerships for transformative social change in science education: narratives from the field. Science Education.

Kang, H. (2022). Teacher responsiveness that promotes equity in secondary science classrooms. Cognition and Instruction, 40(2).

Tsai, N.**, Kang, H, Chang, J.** & Cassese, K.** (2022). Adapting existing curriculum for equitable learning experiences. Science Scoop, 45(5), 44-51.

Kang, H. & Furtak, E. (2021). Learning theory, classroom assessment and equity. Educational Measurement: Issues and Practice, 40(3), 73-82.

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)

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., 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.

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.

2019-2024 Principal Investigator. CAREER: Expanding Latinxs’ opportunities to learn in secondary science classrooms through a research-practice partnership (RPP). National Science Foundation

2017-2018 Principal Investigator. Promoting complex thinking for under-represented youths in science classrooms by improving a local STEM instruction system. The Hellman Foundation.

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.

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.

2021-2022. Principal Investigator. Educating Next Generation of Teacher Educators (SNU ETE), Seoul National University, South Korea

2020-2021. Co-Principal Investigator. Recruiting and Supporting Teachers of Color. UCI Parent executive board

2020-2021. Principal Investigator. Recruiting and Supporting Future Latinx Teachers (FLT). UCI Education Research Initiative mini grant.

2020-2021. Principal Investigator. “Can we protect our beautiful beaches in Southern California from sea level rise?” Facilitating engaging and empowering science learning at schools through research-practice partnership. CORCL.

2023-2027 Co-Principal Investigator. Project CoAST: Community, Agency, & Systems Thinking in High School Environmental Engineering. National Science Foundation, DRL #2300556

2024-2025 Co-Principal Investigator. Culturally Sustaining Approaches to STEM classroom Assessment: A working conference. National Science Foundation, DRL #2341159

American Educational Research Association (AERA)

National Association of Research in Science Teaching (NARST)

The International Society of the Learning Sciences

Education

Link to this profile
https://faculty.uci.edu/profile/?facultyId=6009

Last updated
04/22/2024