Mihwa Park, Ph.D.

Selected Publications

Scholarly Articles

Park, M. (2022). Exploration of relationships between students' science identities and achievement emotions in physics. Education Sciences, 12(5), 290, 1-14. 

Johnson, J., & Park, M. (2022). Creating school scientific communities among urban refugee ELL populations. European Journal of Science and Mathematics Education, 10(1), 87-103.

Park, M., & Flores, R. (2021). Developing a questionnaire to measure preservice elementary teachers' emotions for teaching science and mathematics. International Journal of Science Education, 43(18), 2911-2935. 

Park, M.,& Liu, X. (2021). An investigation of item difficulties in energy aspects across biology, chemistry, environmental science, and physics. Research in Science Education, 51(1), 43-60.

Cho, J., & Park, M. (2021). Culturally responsive formative assessment: Metaphors, SMARTER feedback, and culturally responsive STEM education. International Journal of Latest Research in Humanities and Social Science, 4(8), 65-73.

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, 1-13.

Kim, J-H., Cruz, J., Hite, R., Dwyer, J., Gottlieb, J., Greenhalgh-Spencer, H., Park, M., Smit, J., Smith, P., & Zimmerman, A. (2020). Affective writing as a promise of “Yet-To-Become”: Unearthing the meaning of writing through the voice of tenure-track assistant professors. Taboo: The Journal of Culture and Education, 19(5), 103-119.

Park, M. (2019). Effects of simulation-based formative assessments on students' conceptions in physics. Eurasia Journal of Mathematics, Science and Technology Education, 15(7), em 1722, 1-18.

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.

Peer-Reviewed Book Chapters

Park, M. (2022). Exploring effects of simulation-based physics assessment on students' conceptual understanding. In Macalalag et al. (Eds.), Internalization of STEM Education (pp. 239-257). International Society for Technology, Education and Science Organization.

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.

Book

Song,  J.,  Jo,  G.,  Kwak,  S.,  Kim,  S.,  Nam,  J.,  &  Park,  M. (2008). Physics in fashion. Seoul, Korea: Ichi Science (Written in Korean).  All authors contributed equally.

Grants

Lead PI. STEA(rchitecture)M: Promoting Students' Design Thinking and Career Interest through a STEAM Project. Helen Jones Foundation, $27,000 (08/01/2023-12/31/2024)

Co-PI. Integrating Emergency, Disaster, and Crisis Management Standards into Safety Engineering Courses. National Institute of Standards and Technology (NIST), $149,021 (01/01/2024-12/31/2026)