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Department of Education

Wonyong Park

Doctoral Student/Research Assistant

College Affiliation: St Antony's College

Wonyong is a DPhil student in science education and focuses on using history and philosophy of science to improve science (physics) teaching in secondary schools.

A native of South Korea, he received BSc, MSc degrees in physics education and a teaching certificate from Seoul National University. He has taught in secondary schools in Seoul and SNU Extension College as a part-time instructor. As a research assistant for the multidisciplinary 3-year OARS (Oxford Argumentation in Religion and Science Education) project funded by Templeton World Charity Foundation, Wonyong is examining how science teachers in Oxfordshire collaborate with religious education teachers to promote argumentation in classroom.

His recent areas of interests include nature of science in pre- and in-service teacher education, integrated STEM education, philosophy of scientific experimentation, teacher collaboration across subjects, and using disasters in science education. His DPhil project aims to investigate how science teachers engage in the enactment and assessment of NOS in science lessons, under the supervision of Sibel Erduran and Judith Hillier.

Publications:

  • Featured Publications

    • Park, W, Song, J (2018) “Goethe’s conception of “experiment as mediator” and implications for practical work in school science”, Science & Education. Springer Nature.
      DOI: http://doi.org/10.1007/s11191-018-9965-z

    • PARK, W “Beyond the ‘two cultures’ in the teaching of disaster: Or how disaster education and science education could benefit each other”, Educational Philosophy and Theory. Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/00131857.2020.1751126

  • Book chapters

    • PARK, W, Wu, J-Y, ERDURAN, S (2020) “Investigating the epistemic nature of STEM: analysis of science curriculum documents from the USA using the family resemblance approach”, In: J Anderson, Y Li (eds.) Integrated approaches to STEM education. Dordrecht: Springer. 137-155
      DOI: http://doi.org/10.1007/978-3-030-52229-2_8

    • Yang, S, PARK, W, Song, J (2020) “Representations of nature of science in new Korean science textbooks: The case of ‘scientific inquiry and experimentation’”, In: TW Teo, AL Tan, YS Ong (eds.) Science education in the 21st century: Re-searching issues that matters from different lenses. Singapore: Springer. 19-35
      DOI: http://doi.org/10.1007/978-981-15-5155-0

    • PARK, W, Song, J (2019) “Between realism and constructivism: A sketch of pluralism for science education”, In: E Herring, K Jones, KS Kiprijanov, LM Sellers (eds.) The past, present, and future of integrated history and philosophy of science. History and Philosophy of Technoscience. 228-247
      DOI: http://doi.org/10.4324/9781351214827

  • Journal articles

    • PARK, W, Song, J (2021) “Looking back at “our science” and “our history”: An exploration of Korean preservice science teachers’ encounters with East Asian history of science”, Cultural Studies of Science Education.
      DOI: http://doi.org/10.1007/s11422-021-10060-w

    • PARK, W, Song, J, Yang, S (2020) “Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks”, International Journal of Science Education. 42(3) 426-450.
      DOI: http://doi.org/10.1080/09500693.2020.1714094

    • JEONG, S, SONG, J, PARK, W (2019) “Analysis of student questions in MOOC physics lectures: The case of the Khan Academy”, New Physics: Sae Mulli. 69(5) 484-496.
      DOI: http://doi.org/10.3938/npsm.69.484

    • PARK, W, Yang, S, Song, J (2019) “When modern physics meets nature of science: The representation of nature of science in general relativity in new Korean physics textbooks”, Science & Education. 28(9-10) 1055-1083.
      DOI: http://doi.org/10.1007/s11191-019-00075-9

    • Park, W, Song, J (2018) “Goethe’s conception of “experiment as mediator” and implications for practical work in school science”, Science & Education. 27(1-2) 39-61.
      DOI: http://doi.org/10.1007/s11191-018-9965-z

    • PARK, W “Beyond the ‘two cultures’ in the teaching of disaster: Or how disaster education and science education could benefit each other”, Educational Philosophy and Theory. 52(13) 1434-1448.
      DOI: http://doi.org/10.1080/00131857.2020.1751126

    • GUILFOYLE, L, ERDURAN, S, PARK, W “An investigation into secondary teachers’ views of argumentation in science and religious education”, Journal of Beliefs and Values: studies in religion and education.
      DOI: http://doi.org/10.1080/13617672.2020.1805925

    • PARK, W, Wu, J-Y, ERDURAN, S “The nature of STEM disciplines in the science education standards documents from the USA, Korea and Taiwan: Focusing on disciplinary aims, values and practices”, Science and Education. 29(4) 899-927.
      DOI: http://doi.org/10.1007/s11191-020-00139-1

    • ERDURAN, S, GUILFOYLE, L, PARK, W “Science and religious education teachers’ views of argumentation and its teaching”, Research in Science Education.
      DOI: http://doi.org/10.1007/s11165-020-09966-2

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