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Sophia Jeong

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Assistant Professor, Department of Teaching and Learning

Program Area: Science, STEM

jeong.387@osu.edu

Biography

Sophia Jeong is an Assistant Professor of Science Education in the Department of Teaching and Learning at The Ohio State University. Her scholarly work draws on theories of new materialisms to explore ontological complexities of subjectivities by examining socio-material relations in the science classrooms. Broadly speaking, her research interests focus on equity issues in science education through the lens of rhizomatic, nonlinear analysis of K-16 science classrooms. As a science teacher educator, Jeong is passionate about fostering creativity, encouraging inquisitive minds, and developing socio-political consciousness through science education.

Education

  • PhD in Science Education, University of Georgia

Research Interests

Research Summary

Jeong is interested in pushing the boundaries of research methodologies in science education in order to create productive tensions and space for multiplicities of the socials (such as gender, race, power, equity, etc.) to emerge. In the context of working with doctoral students, she is passionate about creating synergy among emerging scholars to ask questions in science/STEM education that have yet been thought. In the context of science teacher preparation, Jeong leverages the lens of non-linear, rhizomatic thinking to examine ways in which equitable science teaching and learning can be enacted and open up possibilities of science teachers’ becomings or “people-yet-to-be.”

She also applies non-linear, rhizomatic thinking to the context of her scholarship in discipline-based education research (DBER) to push forward this emerging field. To that end, she collaborates and works with preservice science teachers and STEM teacher-scholars to think more deeply about equitable and inclusive science teaching practices and what science education could become. Ultimately, her research goal is to help science/STEM teachers improve their ability to analyze their practices through dialogic reflexivity and learn to teach more equitably. 

Selected Grants

  • Principal Investigator, The Dean' Emerging Seed Grant #1, “Cultivating innovative methodologies and Transdisciplinarity through dialogic reflexivity” – The Ohio State University; $15,000
  • Principal Investigator, The Dean' Emerging Seed Grant #2, “Secondary preservice teachers’ learning as becomings through the lens of rhizomatic thinking” – The Ohio State University; $15,000
  • Co-Investigator, The Dean' Emerging Seed Grant #3, “Project modeling for inclusive science teaching (MIST): Developing effective science instruction for students classified as English learners and students with disabilities” – The Ohio State University; $15,000
  • Co-Investigator, Battelle Engineering, Technology and Human Affairs (BETHA) Endowment, “From classrooms to communities: Fostering youth activism and civic engagement through case-based high school biology curriculum” – The Ohio State University; $50,000

Selected Publications

Peer-Reviewed Journal Articles

  • Jeong, S., Sherman, B., & Tippins, D. (2021). The Anthropocene as we know it: Posthumanism, science education and scientific literacy as a path to sustainability. In K. Tobin (Ed.), Contemplative Inquiry, Wellbeing and Science Education. Cultural Studies in Science Education. https://doi.org/10.1007/s11422-021-10029-9
  • Sherman, B., Bateman, K., Jeong, S., & Hudock, L. (2021). Dialogic meta-ethnography: Troubling methodology in ethnographically informed qualitative. Cultural Studies in Science Education. 16, 279-302. https://doi.org/10.1007/s11422-019-09961-8

Book Chapters and Invited Publications

  • Jeong, S., Tippins, D., Bryan, L., & Sexton, C. (Eds.). (forthcoming). Navigating the challenges of elementary science teaching and learning: Using case-based pedagogy to understand dilemmas of practice. Cham, Switzerland: Springer Nature.