﹒생물교수학습 연구실 (13동 311호)
- ﹒2021.09 – 2022.08 서울대학교 인문사회학술연구교수
- ﹒2020.08 – 2021.07 일리노이 대학교(University of Illinois at Urbana-Champaign, IL, USA) 박사 후 연구원
- ﹒2019.07 – 2020.07 워싱턴 대학교(University of Washington, WA, USA) 박사 후 연구원
- ﹒과학 교수학습(Science Teaching and Learning)
- ﹒과학 교사교육(Science Teacher Education)
- ﹒협력과 상호작용(Collaborative Learning)
- ﹒과학교육(Science Education)
﹒Shim, S.-Y., & Thompson, J. (2022). Four years of collaboration in a professional learning community: Shifting toward supporting students’ epistemic practices. Science Education, 106(3), 674-705. https://doi.org/10.1002/sce.21704
﹒Shim, S.-Y., & Kim, H. B. (2018). Framing negotiation: Dynamics of epistemological and positional framing in small groups during scientific modeling. Science Education, 102(1), 128-152. https://doi.org/10.1002/sce.21306
﹒Shim, S.-Y., & Krist, C. (2022). Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning. Cultural Studies of Science Education, 17(3), 937-944. https://doi.org/10.1007/s11422-022-10122-7
﹒Shim, S. Y., Thompson, J., Richards, J., & Vaa, K. (2018). Agree/disagree T-charts: Supporting young student in scientific argumentation and modeling. Science and Children, 56(1), 39-47. https://doi.org/10.1002/sce.21667
﹒Windschitl, M., Lohwasser, K., Tasker, T., Shim, S.-Y., & Long, C. (2021). Learning to teach science during the clinical experience: Agency, opportunity, and struggle. Science Education, 105(5), 961-988. https://doi.org/10.1177/2332858419875718
﹒Thompson, J., Richards, J., Shim, S.-Y., Lohwasser, K., Von Esch, K. S., Chew, C., … & Morris, A. (2019). Launching networked PLCs: Footholds into creating and improving knowledge of ambitious and equitable teaching practices in an RPP. AERA Open, 5(3), 1-22. https://doi.org/10.1177/2332858419875718
﹒Long, C., Shim, S.-Y., Windschitl, M., & Lohwasser, K. (2022). Opportunity openers for preservice science teachers experiencing the “two-worlds pitfall.” In L. Manier, T. T. York, & B. Calinger (Eds.), Research in Practice: Preparing and Retaining K-12 STEM Teachers in High-Need School Districts (pp. 151-199). Washington, DC: American Association for the Advancement of Science. https://doi.org/10.1126/aaas.add8015
