Seung, Eulsun - Indiana State University - DEPARTMENT OF CHEMISTRY AND PHYSICS

个人简介

B.S. in Chemistry Education, 1988, Seoul National University M.S. in Science Education, 2000, Korea National University of Education Ph.D. in Science Education, 2007, Purdue University

近期论文

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Seung, E., Choi, A., & Pestel, B. (2016). University students’ understanding of chemistry processes and the quality of evidence in their written arguments. Eurasia Journal of Mathematics, Science, and Technology Education, 12, 991-1008. Seung, E., Park, S., & Jung, J. (2015). Methodological approaches and strategies for elicited metaphor-based research. In W. Wan & L. Graham (Eds.), Elicited Metaphor Analysis in Educational Discourse, The Netherlands: John Benjamins Publishing Co. 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, 507-529. Seung, E. (2013). The Process of Physics Teaching Assistants’ Pedagogical Content Knowledge Development. International Journal of Science and Mathematics Education, 11, 1303-1326. Seung, E., Bryan, L., & Haugan, P. (2012). Examining physics graduate teaching assistants’ pedagogical content knowledge for teaching a new physics curriculum. Journal of Science Teacher Education, 23, 451-479. Nam, J., Seung, E., & Go, M. (2013). The effect of a collaborative mentoring program on beginning science teachers’ inquiry-based teaching practice. International Journal of Science Education, 35, 815-836. Seung, E., Park, S., & Narayan, R. (2011). Exploring elementary preservice teachers’ beliefs about science teaching and learning as revealed in their metaphor writing. Journal of Science Education and Technology, 20, 703-714. Seung, E., & Bryan, L. (2010). Graduate teaching assistants' knowledge development for teaching a novel physics curriculum. Research in Science Education, 40, 675-698. Seung, E., Bryan, L., & Nam, J. (2009). Korean pre-service teachers’ understanding about the nature of science (NOS). Journal of the Korean Association for Research in Science Education, 29, 314-328. Seung, E., Bryan, L., & Butler, M. (2009). Improving preservice middle grades science teachers’ understanding of the nature of science using three instructional approaches. Journal of Science Teacher Education, 20, 155-177. Park, S., & Seung, E. (2008). Creativity in the Science Classroom, The Science Teacher, 75, 45-48. Bryan, L., Recesso, A., & Seung, E. (2008). An evidential reasoning approach to analysis of science teaching practices using a web-based video analysis tool. In L. Yew-Jin & T. Aik-Ling (Eds.), Science Education at the Nexus of Theory and Practice, Rotterdam: the Netherlands: Sense Publishers. Seung, E., Bryan, L., & Nam, J. (2005). Korean university students' philosophical stances of understanding atomic structure in terms of the Lakatosian view. Journal of the Korea Association for Research in Science Education, 25, 678-688. Noh, T., Seung, E., Kang, H., Jeong, Y., & Kang, S. (2004). The effects of grouping method in thinking-aloud paired problem solving. Journal of the Korea Association for Research in Science Education, 24(6), 1063-1069. Oh, H., Noh, T., Seung, E., Hong, J., & Kim, H. (2004). The effect of ICT-Based instruction on students' views about STS. The Korean Society of Biological Educator, 32(1), 79-89. Noh, T., Kim, H., Kim, Y., Seung, E., & Hong, J. (2003). The change of students' views on the relationship between science, technology and society during the high school 'science' course'. Journal of the Korea Association for Research in Science Education, 23(6), 650-659. Noh, T., Kang, S., Han, S., Jeon, G., & Seung, E. (2002). The effects of assigning cognitive roles in small-group discussion. Journal of the Korean Chemistry Society, 46(1), 76-82. Seung, E., Nam, J., & Choi, B. (2000). The characteristics of formative assessments practiced in middle school science teaching from a constructivist perspective. Journal of the Korea Association for Research in Science Education, 20(3), 455-467. Nam, J., Seung, E., Um, J., Kim, K., & Choi, B. (1999). Science teachers' perceptions and the status of formative assessment in science teaching. Journal of the Korean Chemistry Society, 43(6). Hidden Science (with Jonghoo Hyeon, Jiyee Mun, Hongju Gweon), Woongjin.com Press, Seoul, volume 1, 2, 3 (1995).