Publications

Park, W., & Guilfoyle, L. (in progress). (Eds.). Research-informed policy and practice in science education. Special issue of Research in Science Education.

Millar, V., Park, W., & Dillon, J. (2025). (Eds). The science curriculum: Issues, tensions and future prospects. Special issue of International Journal of Science Education. (Volume 47, Issue 15–16) https://www.tandfonline.com/toc/tsed20/47/15-16

Park, W., Grace, M., Hutton, C., & Knowles, S. G. (2025). (Eds.). Science education in an age of unnatural disasters. Special issue of Science & Education. (Volume 34, Issue 3) https://link.springer.com/journal/11191/volumes-and-issues/34-3

Park, W., & Erduran, S. (2025) (Eds.). Argumentation and the problem of misinformation in science education. Topical collection of Research in Science Education. https://link.springer.com/collections/jfjieedgbd

Park, W., Erduran, S., & Hillier, J. (2026). Building connections to teach the nature of science: An experienced science teacher’s formative assessment practices in a high school science classroom. Journal of Research in Science Teaching, 63(2), 161–185. https://doi.org/10.1002/tea.70029

Millar, V., Park, W., & Dillon, J. (2025). The science curriculum: Issues, tensions and future prospects. International Journal of Science Education, 47(15–16), 1965–1971. https://doi.org/10.1080/09500693.2025.2504644

Townend, I., Baden, D., Baker, J., Buermann, J., Dawson, I., Dbouk, W., Dearing, J. A., Doncaster, C. P., Eigenbrod, F., Hellman, T., Hoyle, R. B., & Ianni, A., Kassem, H., Katsikopoulou, K., Kunc, M., Manfren, M., Marshall, A., Park, W., Sengupta, D., & Wanick, V. (2025). Anticipating futures: Understanding the fundamental importance of narratives through an integrative interdisciplinary approach. Futures, 173, 103649. https://doi.org/10.1016/j.futures.2025.103649

Park, W. (2025). STEM education for transformative hazard literacy: from technological fixes to slow learning. Journal of Hazard Literacy, 1(1), e3. https://doi.org/10.63737/jhl.25.0014

Park, W., Grace, M., Hutton, C. W., & Knowles, S. G. (2025). Science education in an age of unnatural disasters: An introduction to the special issue. Science & Education, 34(3), 957–967. https://doi.org/10.1007/s11191-025-00652-1

Park, W., Shaby, N., & Newman, R. (2025). “We often forget it was a disaster”: Cross-curricular teacher collaboration to develop a curriculum unit on the Titanic disaster. Science & Education, 34(3), 1087–1114. https://doi.org/10.1007/s11191-024-00540-0

Park, W., Lim, I., & Song, J. (2024). Exploring the intersection of disasters and science education with preservice science teachers through a disaster case study. Cultural Studies of Science Education, 19(4), 593–622. https://doi.org/10.1007/s11422-024-10225-3

Brock, R., & Park, W. (2024). Distinguishing nature of science beliefs, knowledge and understandings: Towards clarity and coherence in educational goals related to nature of science. Science & Education, 33(3), 495–516. https://doi.org/10.1007/s11191-022-00368-6

Park, W., Cullinane, A., Gandolfi, H., Alameh, S., & Mesci, G. (2024). Innovations and future directions in nature of science research: Reflections from early career academics. Research in Science Education, 54(1), 27–48. https://doi.org/10.1007/s11165-023-10102-z

Ha, H., Park, W., & Song, J. (2023). Preservice elementary teachers’ socioscientific reasoning during a decision-making activity in the context of COVID-19. Science & Education, 32(6), 1869–1886. https://doi.org/10.1007/s11191-022-00359-7

Park, W., Lee, H., Ko, Y., & Lee, H. (2023). “Safety” and “integration”: Examining the introduction of disaster into the science curriculum in South Korea. Journal of Curriculum Studies, 55(5), 580–597. https://doi.org/10.1080/00220272.2023.2239887

Park, W., Erduran, S., Song, J., & Kim, M. (2023). “It’s a lesson with no correct answer”: Design issues in preservice teachers’ collaborative lesson planning using history of science. International Journal of Science Education, 45(3), 181-203. https://doi.org/10.1080/09500693.2022.2154132

Park, W. & Brock, R. (2023). Is there a limit to resemblances? Revisiting the science-pseudoscience problem from a family resemblance perspective. Science & Education, 32(5), 1265-1286. https://doi.org/10.1007/s11191-022-00394-4

Cho, H-J., Jo, J.-H., Choi, N., Choi, J., & Park, W. (2022). Environmental themes and ecosystem services in picture books about forests for sustainability education. Journal of Forest Research, 27(6), 419–428. https://doi.org/10.1080/09500693.2022.2154132

Park, W., & Cho, H. (2022). The interaction of history and STEM learning goals in teacher-developed curriculum materials: Opportunities and challenges for STEAM education. Asia Pacific Education Review, 23(3), 457–474. https://doi.org/10.1007/s12564-022-09741-0

Park, W., Erduran, S., & Guilfoyle, L. (2022). Secondary teachers’ instructional practices on argumentation in the context of science and religious education. International Journal of Science Education, 44(8), 1251–1276. https://doi.org/10.1080/09500693.2022.2074565

Erduran, S., Guilfoyle, L., & Park, W. (2022). Science and religious education teachers’ perceptions of argumentation and its teaching. Research in Science Education, 52(2), 655–673. https://doi.org/10.1007/s11165-020-09966-2

Park, W., & Song, J. (2022). Looking back at “our science” and “our history”: Exploring Korean preservice teachers’ encounters with East Asian history of science. Cultural Studies of Science Education, 17(2), 355–381. https://doi.org/10.1007/s11422-021-10060-w

Park, W., Kim, D., & Kang, D. Y. (2021). Research trends in science and mathematics education in South Korea 2014–2018: A cross-disciplinary analysis of publications in selected local journals. Asia-Pacific Science Education, 7, 280–308. https://doi.org/10.1163/23641177-bja10029

Guilfoyle, L., Erduran, S., & Park, W. (2021). Science and religious education teachers’ views of the comparison of argumentation in science and religion. Journal of Beliefs and Values, 42(2), 190–204. https://doi.org/10.1080/13617672.2020.1805925

Park, W., Wu, J.-Y., & Erduran, S. (2020). The nature of STEM disciplines in the science education standards documents from the USA, Korea and Taiwan: Focusing on disciplinary aims, values and practices. Science & Education, 29(4), 899–927. https://doi.org/10.1007/s11191-020-00139-1

Park, W. (2020). Beyond the “two cultures” in the teaching of disaster: or how disaster education and science education could benefit each other. Educational Philosophy and Theory, 52(13), 1434–1448. https://doi.org/10.1080/00131857.2020.1751126

Park, W., Yang, S., & Song, J. (2020). Eliciting students’ understanding of nature of science with text-based tasks: Insights from new Korean high school textbooks. International Journal of Science Education, 42(3), 426–450. https://doi.org/10.1080/09500693.2020.1714094

Park, W., Yang, S., & Song, J. (2019). When modern physics meets nature of science: The representation of nature of science in general relativity in new Korean physics textbooks. Science & Education, 28(9–10), 1055–1083. https://doi.org/10.1007/s11191-019-00075-9

Erduran, S., Guilfoyle, L., Park, W., Chan, J., & Fancourt, N. (2019). Argumentation and interdisciplinarity: Reflections from the Oxford Argumentation in Religion and Science Project. Disciplinary and Interdisciplinary Science Education Research, 1, 8. https://doi.org/10.1186/s43031-019-0006-9

Park, W., & Song, J. (2018). Goethe’s conception of “experiment as mediator” and implications for practical work in school science. Science & Education, 27(1–2), 39–61. https://doi.org/10.1007/s11191-018-9965-z