Sophia Jeong is an Assistant Professor of Science Education in the Department of Teaching and Learning at The Ohio State University. She earned her Ph.D. in Science Education in 2018 from the University of Georgia (UGA), following in the footsteps of her father, Dr. Jinwoo Jeong (UGA ‘1987, science education) – a pioneer of Earth Sciences Education at the Korea National University of Education (KNUE).

Dr. Jeong’s 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 youth’s socio-political consciousness and activism through science education. 

 

Honors 

• Fulbright Turkiye (Bogazici University), Using AI to foster culturally responsive pedagogy in science teaching
• Mary Frances Early College of Education Alumni Award as Early Career Researcher, The University of Georgia Alumni Relations
• “Hidden Figures: Women in Science,” Featured science educator in commemoration of the International Day of Women and Girls in Science, The Ohio State University, https://edge.ehe.osu.edu/hidden-figures-women-in-science/ 

 

Selected Publications 

Books Edited

Jeong, S., Bryan, L., Tippins, D., & Sexton, C. (Eds.). (2023). Navigating the challenges of elementary science teaching and learning: Using case-based pedagogy to understand dilemmas of practice. Cham, Switzerland: Springer Nature.

Selected Peer-Reviewed Journal Articles

• Jeong, S., Jeong, S.Y., Reeves, E., Canan, C. (accepted 2024). Fostering Equity and Advocacy in a High School Biology Classroom: A Case Study Approach to Genetics and Social Justice. The Science Teacher.
• Jeong, S.Y., Gray, K., & Jeong, S. (accepted 2024). Engaging High School Students in Science through Case-Based Teaching and Learning: Bridging Health Disparities with Environmental Context. The American Biology Teacher.
• Jeong, S. (accepted 2024). Redescription of a dwelling place: Re-imagining sustainability education through a posthuman lens. In G. Gano (Ed.), Community engaged critical research. The Journal of Sustainability Education.
• Jeong, S. & Silverman, E. H. (2023). Bringing the politics of climate change down to Earth: Student descriptions of dwelling place and ‘geo-graphies’ as alternative belongings. East China Normal University Review of Education
• Jeong, S. & Buxton, C. (2023). Things Matter: A Posthuman Empirical Inquiry into the Actualization of Gender in an Advanced Placement Biology Classroom. In K. Sidebottom, N. Fairchild, & C. Lee (Eds.), Posthumanism: A desire for a new humanity. Cultural and Pedagogical Inquiry
• Jeong S., & Steele, D. (2023). Re-imagining preservice science teachers’ becoming as ethical mattering: Diffracting noticing in an elementary science methods course. In D. Steele, S. Jeong, & B. Upadhyay. Transforming Communities: Equitable Science Teaching. Journal of Science Teacher Education
• Steele, D., & Jeong S. (2023). Conceptualizations-in-motion: Exploring pre-service science teachers shifts in views about justice-centered science pedagogy. In D. Steele, S. Jeong, & B. Upadhyay. Transforming Communities: Equitable Science Teaching. Journal of Science Teacher Education
• Bateman, K., Sherman, B., & Jeong, S. (2022). Ethics are not on the test: Diffraction and affect in education policy. In K. Sidebottom, N. Fairchild, & C. Lee (Eds.), Posthumanism: A desire for a new humanity. Cultural and Pedagogical Inquiry.
• Jeong, S., Clyburn, J., Bhatia, N., McCourt, J., & Lemons, P. (2022). Professional development for college instructors focusing on student thinking in biology. College Biology Education-A Journal of Life Science Education.
• Luft, J., *Jeong, S., Idsardi, B., & Gardner, G. (2022). Theoretical frameworks, conceptual frameworks, and literature review for discipline-based education researchers. College Biology Education-A Journal of Life Science Education.
• 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