Co-Editor: Nam-Hwa Kang

Institution and location
Department of Physics Education, College of Natural Sciences, Korea National University of Education, Cheongju, Chungbuk, Korea 


Academic background
2002    Ph.D.   (Science Education), University of Georgia, USA
1996    M.A.     (Science Education), Seoul National University, Korea
1992    B.Sc.    (Physics Education), Seoul National University, Korea

2012 - Present:   Associate professor, Professor, Department of Physics Education, Korea National University of Education, Korea
2005 - 2012:       Assistant, Associate professor, Department of Science and Mathematics Education, Oregon State University, USA
2002 - 2005:       Assistant professor, Department of Curriculum and Instruction, University of Nevada-Las Vegas, USA
1992 - 1998:       Full-time science teacher, Seoul, Korea

Activities in Scholarly and Professional Societies
Co-Editor of APSE (Asia-Pacific Science Education)

Associate Editor of School Science and Mathematics

Editorial board member of:

  • Journal of Research in Science Teaching
  • Journal of Science Teacher Education
  • Journal of Teacher Education

Board member of:

  • National Association for Research in Science Teaching
  • Korean Association for Science Education

Selected publications

Kim, Y., Paik, S., Choi, S. Y., Kang, N.-H., Maeng, S., & Joung, Y. J. (2015). Analysis on the trends of science education studies related to students’ science learning in Korea. Journal of the Korean Association for Science Education, 35(4), 751-772.
Yoon, H.-G, Kang, N.-H. & Kim, B.-S. (2015). Pre-service science teachers’ epistemological beliefs about scientific knowledge, science learning, and science teaching: Context dependency of epistemological beliefs. . Journal of the Korean Association for Research in Science Education, 35(1), 15-25.
Lee, E. & Kang, N. (2014). Middle school students’ evaluation of scientific information: From the perspective of hypothetico-deductive reasoning. Journal of the Korean Association for Research in Science Education, 34(4), 375-383.
Gray, R. & Kang, N. (2014). The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46-65.
Lee, C. & Kang, N. (2014). Pedagogical content knowledge addressed in initial physics teacher preparation programs and the nature of physics teaching practices. Teacher Education Research, 53(1), 112-126.
Kang, N. & Lee, E. (2013). Argument and argumentation: A review of literature for clarification of translated words. Journal of the Korean Association for Research in Science Education, 33(6), 1119-1138.
Kang, N. & Lee, E. M. (2013). An analysis of inquiry activities in high school physics textbooks for the 2009 revised science curriculum. Journal of the Korean Association for Research in Science Education, 33(1), 132-143.
Kang, N., Dechenne, S. E. & Smith, G. (2012). Inquiry Learning of High School Students through a Problem-based Environmental Health Science Curriculum. School Science and Mathematics, 112(3), 147-158.

Book chapters:
Kang, N.-H. (2016). Science Teaching in South Korea. In B. Vlaardingerbroek & N. Taylor (Eds.), Teacher Quality in Upper Secondary Science Education. Hampshire, UK: Palgrave Macmillan.
Kang, N.-H. (2013). Teacher evaluation policy development in South Korea. In M. Akiba (Ed.), Teacher Reforms around the World: Implementations and Outcomes (pp. 147-178). Bingley, UK: Emerald Group Publishing.

Society affiliation

Asia-Pacific Science Education is sponsored by The Korean Association For Science Education (KASE). KASE was founded in 1976 and currently has more than 3,500 members. KASE aims to contribute to the advancement of science education through research and development. To support these goals, KASE sponsors two science education conferences a year and two different journals to help disseminate research findings to researchers, teacher educators, and teachers – both domestically and internationally.