Research

Publications

• Sezen-Barrie, A., Stapleton, M., & Kang, H. (2026). Data stories of climate change impacts: Towards justice-oriented education and action. Harvard Education Press.
• Kang, Hosun, and Jasmine McBeath Nation. “Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design.” Journal of science teacher education ahead-of-print (2023): 1–21. Web.

• Kang, H, & Fay, L.** (2023). Teacher responsiveness as a core feature of justice- and equity-centered instruction. The Science Teacher. 

• Kang, H. & Nation, J.* (2022). Transforming science learning framework: translating an equity commitment into action through co-design. Journal of Science Teacher Education, 34(6), 667-687.  

• Kang, Hosun, Hamideh Talafian, and Paul Tschida. “Expanding Opportunities to Learn in Secondary Science Classrooms Using Unconventional Forms of Classroom Assessments.” Journal of research in science teaching 60.5 (2023): 1053–1091. Web.

• Kang, H. & González-Howard, M. (2022). Beginning school-university partnerships for transformative social change in science education: narratives from the field. Science Education, 106, pp. 1178-1197

• Tsai, N.**, Kang, H, Chang, J.** & Cassese, K.** (2022). Adapting existing curriculum for equitable learning experiences. Science Scoop, 45(5), 44-51.

• Kang, H. (2022). Teacher responsiveness that promotes equity in secondary science classrooms. Cognition and Instruction, 40(2), 206-232.

• Kang, H. & Furtak, E. (2021). Learning theory, classroom assessment and equity. Educational Measurement: Issues and Practice, 40(3), 73-

Presentations

• Kang, H. Tsai, N. (2024, April). Culturally sustaining approaches to classroom assessment in the context of high school physics and chemistry. Presented at the 2024 AERA conference, Philadelphia, PA . 

• Kang, H., Rosenberg, P., Cobian, E., & Skoropad, S. (2024, March). Using historical storytelling to amplify the voice of multilingual learners in high school science classrooms. Presented at the 2024 NARST conference, Denver, CO. 

• Kang, H. & Clark, H. F. (2023, April). Can learning stoichiometry matter? Presented at the 2023 NARST conference, Chicago, IL. 

• Kang, H. & Nguyen, V. (2023, April). Co-constructing critical sense-making discourses about equitable assessment, Presented at the 2023 AERA conference, Chicago, IL. 

• Nation, J. & Kang, H. (2022, June). “We need to step it up—we are basically the future”: Latinx young women doing chemistry. Presented at the 2022 ISLS virtual conference.

• Kang, H., Talafian, H. & Tschida, P. (2022, April). Expanding Opportunities to learn in secondary science classrooms using multiple forms of classroom assessments. Presented at the AERA conference, San Diego, CA. 

• Orduña Picon, R., Talafian, H., & Kang, H. (2022, April). Changes in science teachers’ discourses and positioning about equity and justice through a professional development. Presented at the AERA conference,  San Diego, CA.

• Talafian, H., & Kang, H. (2022, April). Modeling students’ performances in physics assessment tasks using epistemic network analysis. Presented at the AERA conference,  San Diego, CA.

• Orduña Picon, R. Snow, L. & Kang, H. (2022, April). Expanding students’ experiences of chemistry through a co-designed curriculum and assessment. Presented at the AERA conference, San Diego, CA.

• Kang, H. & Orduña Picón, R. (2021, April). Transforming Science Teaching for Equity and Justice by Teachers and Researchers Working Together. Presented at the AERA virtual conference.

• Ta-yang Hsieh, Kang, H. & Simpkins, S.D. (2021, April). Exploring leverage points to increase Latinx high school students’ identification with STEM: differences across race/ethnicity. Presented at the AERA virtual conference.

• Fortier, A., Fay, L., Zinsser, A. & Kang, H. (2020, November). Designing 3D classroom assessment that promotes equity through co-designing. Presented at the NSTA Engage: Fall 20 virtual conference.

• Kang, H. (2020, June). Co-designing 3D classroom assessments to improve opportunities to learn. Presented at the ICLS conference, Nashville, TN.

• Kang, H. & Furtak, E. M. (2020, Apr 17 – 21) Theoretical and Practical Tensions in Designing and Using 3-D Classroom Assessments That Promote Equity [Symposium]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/rzj5gdk (Conference Canceled)

• Nation, J. & Kang, H. (2020, March). Learning from minoritized youths’ experiences and promoting equitable science teaching through research-practice partnership. Presented at the NARST conference, Portland, OR. (Conference Canceled)