Sophia Jeong

Assistant Professor, Department of Teaching and Learning

Program Area: Science, STEM


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 examine ontological complexities of subjectivities and 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.


  • PhD in Science Education, University of Georgia

Research Interests

Research Summary

Jeong is a former high school biology and chemistry teacher, and her research goal is to re-imagine science education as a vehicle to make this world a more just world. As a teacher-scholar, her research is grounded in investigating day-to-day practices of the science classrooms from a posthuman orientation. To that end, she 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.) and consider ways in which science teaching and learning can be re-imagined in the following contexts:

  • In the context of working with doctoral students, she is passionate about creating synergy among emerging scholars to ask questions in science education that have yet been thought. Through a posthuman lens she encourages graduate students to consider agents – both humans and more-than-humans that co-constitute our worlds – in order to re-imagine science education research.
  • In the context of science teacher preparation and discipline-based education research (DBER), she applies non-linear, rhizomatic thinking to examine multiple and different ways in which equitable science teaching can be enacted and open up possibilities of science teachers’ or college science instructors' becomings or “people-yet-to-be.”
  • In the context of working with K-12 students and their classroom teachers, her research aims to distill thought provoking theories and concepts to practice as a way to make space for a diverse arrayof students' subjectivities, and multiple ways of knowing and learning in science.

To that end, she welcomes collaborations with graduate students, preservice science teachers, science/STEM teacher-scholars, and K-12 students to think more deeply about equitable and inclusive science teaching and learning, and what science education could become.

Selected Grants

  • Co-Principal Investigator, National Science Foundation, Improving Undergraduate STEM Education, “Collaborative Research: Equitable Science Sensemaking:Helping Teacher Candidates Support Multiple Pathways for Learning” -- Award Abstract # 2213127; $155,994.00
  • 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.
  • 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.

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.