Bae, Dr. Yejun

Assistant Professor of Education
Moore School of Education
Postdoctoral Fellow in Learning, Teaching, and Curriculum, University of Missouri-Columbia 2020-2021
PhD in Science Education, University of Iowa at Iowa City 2020
MS in Biology Education, Korea National University of Education 2011
BA in Science Education, Ewha Womans University 2003

About

Dr. Yejun Bae’s research focuses on designing generative and inclusive learning environments. By utilizing quantitative and qualitative research methods, she has investigated the impact of generative learning environments on science teacher education, students’ perceptual development, and academic achievement gaps. She also has engaged in scholarly activities that presenting research projects at international conferences and serving as an editorial review board member at peer-reviewed journals. Before pursuing the doctoral degree, she has taught science in public schools in South Korea and the United States for twelve years. Based on her multicultural teaching experiences, she grows aware of the value of equity and inclusive practices in science education and implements these practices in teacher education programs. Additionally, she has actively been involved in public engagement. She wrote several children’s books that introduce scientific concepts with friendly tones and drawings and volunteered for teaching science in rural areas in the Philippines and an orphanage school in Kenya.

Publications

Bae, Y. & Sahin, E. (2021). A meta-analytic review of the effectiveness of the Science Writing Heuristic approach on academic achievement in Turkey. [Manuscript submitted for publication]

Bae, Y., Hand, B, & Fulmer, G. (2020). Teacher profile analysis: The impact of generative PD workshops on teacher epistemic shifts and changes in teaching practices. [Manuscript submitted for publication]

Bae, Y., Fulmer, G. W., & Hand, B. M. (2021). Developing latent constructs of dialogic interaction to examine the epistemic climate: Rasch modeling. School Science and Mathematics, 121(3), 164–174. https://doi.org/10.1111/ssm.12460

Hong, D., Bae, Y., & Wu, YF. (2019). Alignment between national college entrance examinations and mathematics curriculum standards: A comparative analysis. Korean Society of Mathematics Education, 22(3), 153-174. https://doi.org/10.7468/JKSMED.2019.22.3.153

Hwang, J., Choi, K. M., Bae, Y., & Shin, D. H. (2018). Do teachers’ instructional practices moderate equity in mathematical and scientific literacy?: An investigation of the PISA 2012 and 2015. International Journal of Science and Mathematics Education, 1-21. https://doi.org/10.1007/s10763-018-9909-8

Long, S. C. J., & Bae, Y. (2018). Action research: First-year primary school science teachers’ conceptions on and enactment of science inquiry in Singapore. Asia-Pacific Science Education4(1), 2. https://doi.org/10.1186/s41029-017-0017-9

Bae, Y. J., Lee, I. S., Byeon, J. H., & Kwon, Y. J. (2012). Analysis of the relation between biological classification ability and cortisol-hormonal change of middle school students. Journal of The Korean Association for Science Education, 32(6), 1063-1071. https://doi.org/10.14697/jkase.2012.32.6.1063

International Conference Presentations

Bae, Y., & Ding, CC. (2021, April). A Case Study of a Science Teacher’s Adaptation Strategies to a Pandemic Disruption. Comparative & International Education Society (CIES), Virtual.

Sahin, E. & Bae, Y. (2020, April). A Meta-analysis of the Relationship Between the Science Writing Heuristic and Academic Achievement. Annual International Conference of American Educational Research Association (AERA), San Francisco, CA. (Conference canceled)

Bae, Y., Park, S., & Hand, B. (2020, March). The Impact of a Rich Classroom Epistemic Climate: Middle School Students’ Development of Perceptions about Learning Experiences and Scientific Reasoning Skills. Annual International Conference of National Association for Research in Science Teaching (NARST), Portland, OR. (Online deposit only)

Bae, Y., Park, S., & Hand, B. (2019, April). The Impact of Immersive Argument-Based Learning Environments on Students’ Reasoning Skill Development and Perceptional Changes. International Conference on Education in Mathematics, Science, and Technology (ICEMST), Izmir, Turkey.

Bae, Y. (2019, January). Supporting High School Students’ Science Learning: Immersion to Argument-Based Inquiry and Increasing Knowledge, Skills, and Positive Disposition. Annual International Conference of Association for Science Teacher Education (ASTE), Savannah, GA.

Bae, Y., Hand, B., & Fulmer, G. (2019, April). Establishing Immersive Learning Environments through 21st Century Teacher Expertise: Exploratory Research about Teacher Paradigmatic Shifts and Teaching Practices. Annual International Conference of National Association for Research in Science Teaching (NARST), Baltimore, MD.

Bae, Y., Weiss, K., Sahin, E., & Fulmer, G. (2017, Aug). Investigating Effective High School Students’ Force and Motion Learning Environments and its Relationship with Epistemological Beliefs. Bi-Annual International Conference of EuropeanScience Education Research Association (ESERA), Dublin, Ireland.

Bae, Yejun