Mihwa Park, Ph.D.
Office: Education 269
Mihwa Park is an Assistant Professor of STEM education in the Department of Curriculum and Instruction at Texas Tech University. Dr. Park taught middle school science in South Korea. While she was a middle school science teacher, she completed two masters' degree in physics and science education. She earned her doctorate in Science Education from University at Buffalo. Her research interests involve how assessments can be effectively integrated into science instruction, especially when educational technologies are used as learning materials and assessment tools. Her most current research project focuses on developing online formative assessments with interactive computer simulations in science. In the project, she explores multiple approaches, such as computerized text analysis techniques and the Rasch model, for assessments of students' understanding of scientific concept
Park, M. (2020).Seeing the Forest through the Trees Using Network Analysis: Exploring Student Responses to Conceptual Physics Questions. Journal of Science Education and Technology, 29, 605-621
Park, M. (2020). Students' problem-solving strategies in qualitative physics questions in a simulation-based formative assessment. Disciplinary and Interdisciplinary Science Education Research, 2(1), 1-13.
Park, M., Yi, M., Flores, R., & Nguyen, B.* (2020). Informal formative assessment conversations in mathematics: Focusing on preservice teachers' initiation, response and follow-up sequences in the classroom. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), em 1884. https://doi.org/10.29333/ejmste/8436
Park, M. (2019). Effects of simulation-based formative assessments on students' conceptions in physics. Eurasia Journal of Mathematics, Science and Technology Education, 15(7), 1-18. DOI: https://doi.org/10.29333/ejmste/103586
Park, M. & Liu, X. (2019). An investigation of item difficulties in energy aspects across biology, chemistry, environmental science, and physics. Research in Science Education (online first)
Park, M. (2019). What's important: An analysis of student comments on physics professors on RateMyProfessors.com. Journal of College Science Teaching, 48(4), 36-44.
Park, M. (2019). An investigation of how students use information to answer energy questions. International Journal of Research in Education and Science, 5(2), 388-399.
Park, M., Liu, X., Smith, E., & Waight, N. (2017). The effect of computer models as formative assessment on student understanding of the nature of models. Chemistry Education Research and Practice,18, 572-581.
Park, M., Liu, X., & Waight, N. (2017). Development of the connected chemistry as formative assessment pedagogy for high school chemistry teaching. Journal of Chemical Education, 94(3), 273-281.
Park, M. & Liu, X. (2016). Assessing understanding of the energy concept in different science disciplines. Science Education, 100(3), 483-516.
Park, M. & Johnson, J. (2016). Evaluation of students' energy conception in environmental science. International Journal of Environmental and Science Education, 11(12), 5572-5590.
Waight, N., Liu, X., Gregorius, R. M., Smith, E., & Park, M. (2014). Teacher conceptions and approaches associated with an immersive instructional implementation of computer based models and assessment in a secondary chemistry classroom. International Journal of Science Education, 36(3), 467-505.
Liu, X., Waight, N., Gregorius, R., Smith, E. & Park, M. (2012). Developing computer model-based assessment of chemical reasoning: A feasibility study. Journal of Computers in Mathematics and Science Teaching, 31(3), 259-281.
Park, M. H., Song, J. W., & Lee, G. H. (2011). An analysis of reflective thinking of pre-service teachers during a Science Methodology Course. The SNU Journal of Education Research,20, 91-120.
Park, M., Lee, J., Lee, G., & Song, J. (2007). Conceptual definition and types of reflective thinking on science teaching: Focus on the pre-service teachers. Journal of the Korean Association for Research in Science Education, 27(1), 70-83.
Liu, X.. & Park, M. (2014). Contextual dimensions of the energy concept and implications for energy teaching and learning. In R.F. Chen et al. (Eds.), Teaching and learning of energy in K-12 education (pp175-186). New York, NY: Springer.