Publications

You can also find my publications on my Google Scholar profile.
Most of my publications are open access but a few are not. Send me an email if you’d like a copy.

Books

• Park, W. (2025). Disaster education for social justice: A STEM-centred approach. Routledge. (under contract)

Edited volumes

• Park, W., Grace, M. Hutton, C. W., & Knowles, S. G. (2025). (Eds.). Science education in an age of unnatural disasters. Special Issue of Science & Education (Volume 34, Issue 3).

• Millar, V., Park, W., & Dillon, J. (2025, in press). (Eds.). The science curriculum: Issues, tensions and future prospects. Special Issue of International Journal of Science Education.

• Park, W., & Erduran, S. (2025). Argumentation and the problem of misinformation in science education. Thematic Collection of Research in Science Education.

Journal articles

• 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., Townend, I., & Wanick, V. (in press). Anticipating futures: Understanding the fundamental importance of narratives through an integrative interdisciplinary approach. Futures.

• Millar, V., Park, W., & Dillon, J. (in press). The science curriculum: Issues, tensions and future prospects. International Journal of Science Education.

• 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.

• 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.

• Park, W. (2025). STEM education for transformative hazard literacy: from technological fixes to slow learning. Journal of Hazard Literacy, 1(1), e3.

• 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.

• Brock, R., & Park, W. (2024). Distinguishing nature of science beliefs, knowledge and understandings: Towards clarity and coherence in educational goals related to the nature of science. Science & Education, 33(3), 495-516.

• Park, W., Cullinane, A., Gandolfi, H., Alameh, S., & Mesci, G. (2024). Innovations, challenges and future directions in nature of science research: Reflections from early career academics. Research in Science Education, 54(1), 27-48.

• 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.

• Park, W., Lee, H., Ko, Y., & Lee, H. (2023). “Safety” and “integration”: Examining the introduction of disaster in the science curriculum in South Korea. Journal of Curriculum Studies, 55(5), 580-597.

• 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.

• Park, W., & Brock, R. (2023). Is there a limit to resemblances? Teaching about science and pseudoscience from a family resemblance perspective. Science & Education, 32(5), 1265-1286.

• 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.

• 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.

• 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.

• 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,

• 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.

• 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.

• Guilfoyle, L., Erduran, S., & Park, W. (2021). An investigation into secondary teachers’ views of argumentation in science and religious education. Journal of Beliefs and Values, 42(2), 190–204.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

Book chapters

• Park, W., Chun, J., & Ji, H. (in press). Why did the Fukushima nuclear accident happen, and how did it affect people?. In D. Steele & A. K. Mercier (Eds.), Justice-oriented science teaching and learning: Anchoring phenomena in secondary classrooms. Springer.

• Skilling, K., & Park, W. (2024). STEM in a changing world: “Insider” and “outsider” perspectives. In L. English & T. Lehmann (Eds.), Ways of thinking in STEM-based problem solving. Routledge.

• Erduran, S., Guilfoyle, L., & Park, W. (2024). Broadening STEM education through cross-curricular collaboration: The case of argumentation in science and religious education. In Y. Li, Z. Zeng & N. Song (Eds.), Disciplinary and interdisciplinary education in STEM: Changes and innovations (pp. 241-264). Springer.

• Erduran, S, & Park, W. (2023). A systemic approach to the integration of Big Science in science education. In P. Charitos, T. Arabatzis, H. Cliff, G. Dissertori, J. Forneris & J. Li-Ying (Eds.), Big Science in the 21st century: Economic and social impacts. IOP Publishing.

• Erduran, S., & Park, W. (2023). Argumentation in physics education: Recent trends and key themes. In M. F. Taşar & P. Heron (Eds.), International handbook of physics education research. AIP Publishing.

• Park, W., Wu, J.-Y., & Erduran, S. (2020). Investigating the epistemic nature of STEM: Analysis of curriculum documents from the USA using the Family Resemblance Approach. In Anderson, J., & Li, Y. (Eds.) Integrated approaches to STEM education: An international perspective (pp. 137–155). Springer.

• Yang, S., Park, W., & Song, J. (2020). Representations of nature of science in new Korean science textbooks: The case of “scientific inquiry and experimentation”. In A.-L. Tan., T. W. Teo, & Y. S. Ong (Eds.), Science education in the 21st century: Re-searching issues that matters from different lenses (pp. 19–35). Springer.

• Park, W., & Song, J. (2019). Between realism and constructivism: A sketch of pluralism for science education. In E. Herring, K. Jones, K. Kiprijanov, & L. Sellers (Eds.), The past, present and future of integrated history and philosophy of science (pp. 228–247). Routledge.

Opinions, reviews and practitioner pieces

• Newman, R., & Park, W. (2025). Creating opportunities for learning across subjects through the Titanic disaster. BERA Blog.

• Park, W., Miani, L., & Levrini, O. (2024). Disasters in the classroom: Lessons on talking to students about extreme climate events. UNDRR PreventionWeb.

• Park, W. (2024). Remembering Titanic: Lessons from a cross-curricular professional development project with science and history teachers. Education in Science, 294, 22-23.

• Park, W. (2023). Computing education in the United Kingdom. Science Times. (written in Korean)

• Park, W., Lee, S., Lee, E., & Lee, J. (2023). How South Koreans remember tragedy through education. BERA Blog.

• Park, W. (2022). How science education helps learning from disasters: Grenfell and Sewol. HPS&ST Newsletter.

• Park, W. (2022). K-Science Education: Korean science education from an international perspective. Journal of Seoul Science Education (August 2022 Issue) (written in Korean).

• Park, W. (2020). Preparing school science for the next disaster. Teach311+COVID19 Collective Blog.

Technical reports

• Park, W., Fancourt, N., Habibi, A., & Wahabi, H. (2025). Teaching about Grenfell: Recommendations from the community. University of Southampton & University of Oxford.

• Park, W., Byrne, I., Scraton, P., Lee, J., Lee, E., Wahabi, H., & Calamelli, E., (2024). Education and memorialisation for disaster justice: Lessons from Grenfell, Hillsborough and Sewol. University of Southampton.

Media

• “NSF funding supports community education for blizzard preparedness”. UBNow: News and views for the UB community.

• “Redressing social injustices in the aftermath of disasters through education”. University of Southampton Research Highlight.