Hosun Kang

Professional Title
Associate Professor
Organization/Institution
University of California, Irvine (UC Irvine)
About Me (Bio)
Hosun Kang is an Associate Professor in the School of Education at the University of California, Irvine. Her work is centrally concerned with reducing opportunity gap at public schools located in historically underserved communities. Her research interests include transforming science teaching and learning at public schools toward more equitable, just, and thriving future, and supporting powerful learning of early career science teachers and teacher educators.
Keywords
Science
Professional Development
Equity
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • 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).*  
  • Kang, H. & Furtak, E. (2021). Learning theory, classroom assessment and equity. Educational Measurement: Issues and Practice, 40(3), 73-82.  
  • Kang, H.  (2021). The role of mentor teacher-mediated experiences for preservice teachers. Journal of Teacher Education, 72(2), 251-263.
  • Kang, H. & Zinger, D. (2019). What do core practices offer in preparing novice teachers for equity? Science Education, 103(4), 823-853. 
  • Kang, H., Calabrese-Barton, A., Tan, E., Simpkins, S., Rhee, H. & Chandler, T. (2019). How do middle school students become STEM-minded persons? Middle school students’ participation in science activities and identification with STEM careers. Science Education, 103(2), 418-439.

CAREER: Expanding Latinxs' Opportunities to Develop Complex Thinking in Secondary Science Classrooms through a Research-Practice Partnership

University of California, Irvine (UC Irvine)
07/01/2019

This project will address the need to educate teachers and students to engage in asking questions, collecting and interpreting data, making claims, and constructing explanations about real-world problems that matter to them. The study will explore ways to enhance youths' learning experiences in secondary school classrooms (grades 6-12) by building a sustainable partnership between researchers and practitioners.

Fostering Systems Thinking in High School Environmental Engineering Through Engagement of Coastal Communities

University of California, Irvine (UC Irvine)
09/15/2023

This project is an innovative exploratory research study focused on developing a high school environmental engineering curriculum that addresses the challenges posed by climate change. The curriculum follows a model-validate-iterate design paradigm, where students model dynamic real-world systems, validate their models using data, and create multiple iterations to explore changes in the system over time. The project aims to cultivate a new generation of environmental engineers who possess the necessary skills to analyze complex systems, collaborate with diverse communities, and develop creative solutions.