Dr. Nam-Hwa Kang
Year Hired
2005
I was a science teacher in secondary schools in Korea between 1992 and 1998. I studied condensed matter physics for my master's degree. I started my doctoral program in science education in 1998 and received Ph. D. in 2002. I was an assistant professor at the University of Nevada, Las Vegas before I came to OSU for three years. My research interest has been science teacher education for both pre-service and inservice teachers. I am interested in understanding how teachers teach the way they do, how they develop their professional knowledge, and how to assist their development.
Specialty:
Science Education
Research interests:
Science teacher education, teacher knowledge and beliefs, epistemologies in teacher education
Recent Publications:
Kang, N.-H. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478-498.
Kang, N.-H. & Hong, M. (2008). Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea. Educational Researcher, 37(3), 200-207.
Kang, N.-H., Crippen, K., & Orgill, M. (2008). Understanding teachers' conceptions of classroom inquiry with a teaching scenario survey instrument. Journal of Science Teacher Education, 19(4), 1573-1847.
Kwon, S. & Kang, N.-H. (2008). Exploratory development of instrument for assessing awareness of science teaching through analogy among pre- and in-service elementary teachers. Korean Elementary Science Education, 27 (1), 42-48.
Kang, N.-H. (2007). Elementary teachers’ teaching for conceptual understanding: Learning from action research. Journal of Science Teacher Education, 18, 469-495.
Kang, N. & Wallace, C. S. (2005). Secondary Science Teachers' Use of Laboratory Activities: Linking Epistemological Beliefs, Goals, and Practices. Science Education, 89, 140-165.
Wallace, C. S., & Kang, N. (2004) An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41,939-960.
Kang, N., & Howren, C. (2004). Teaching for Conceptual Understanding: Teaching Celestial Motion to 2nd-grade. Science and Children, September 28-32.
Kang, N. (2001). Weir-Sen speaks: Caught between two worlds. In D. Tippins, T. Koballa, & B. Payne (Eds.), Learning from cases: Unraveling the complexities of elementary science teaching (pp. 89-90). Needham Heights, MA: Allyn & Bacon.
Gonzalez-Espada, W., Bryan, L. A., & Kang, N. (2001). The intriguing physics inside an igloo. Physics Education, 36, 290-292.
Recent Grant/Funded Work
Project: Project title: Tablet PC-based Field Study Tools for Engineering Courses and Their Impacts on Teaching and Learning: $79,000.00 funded by Hewlett-Packard. PI: Dr. Shiwoo Lee, OSU
Project Title: GEAR UP Teacher Professional Development: $65,635.20, Project funded by U. S. Department of Education's GEAR UP (Gaining earlyAwareness and Readiness for Undergraduate Programs) through Center for Academic Enrichment and Outreach, UNLV.
Project Title: A Case Study of Urban Middle School Students' Inquiry Science Learning: $ 10,000.00. Project funded by UNLV New Investigator Award.
Recent Graduate Student Dissertations
Courses Taught
Courses Taught at Oregon State University
SED 573 Science pedagogy
SED 511 Classroom analysis/Action research
SED 612 Qualitative methods in education
SED 623 Learning theories SED 580 Educational research methods (OSU)
Courses Taught at University of Nevada Las Vegas
Elementary science teaching methods
Secondary science teaching methods
Physical science for elementary teachers
Science curriculum K-12
Urban science education
Degrees:
Ph.D. Science Education, University of Georgia
Office:
Weniger 255
Phone:
(541) 737-9891
Email: