Dr. EunJin (E.J.) Bahng earned her Ph.D. in Science education at Arizona State University, Tempe, Arizona, U.S.A., and is currently an associate professor in the School of Education at Iowa State University, Ames, Iowa, U.S.A.
She has worked as a classroom teacher and has backgrounds in both Life Sciences and Educational Technologies. She was a state coordinator for the nation-wide online mentoring program for newly hired science teachers entitled, e-Mentoring for Student Success, and also led two mentoring programs for elementary science teachers in Iowa.
Since 2004, she has been teaching science methods classes for graduating teacher candidates planning to work in both Early Childhood and Elementary Education (ElEd) programs and is currently a leader of the ElEd science team.
Dr. Bahng’s scholarship involves facilitating the professional development of new and in-service science teachers through a number of different mentoring programs (e.g., online and/or hybrid mentoring programs using virtual worlds). Her work has also involved supporting the science learning of underrepresented high school students in Iowa through virtual reality design classes.
Since 2014, Bahng has been following high school students and university undergraduate students in STEM areas, as well as CERN scientists from South Korea, Japan, Italy, and the U.S.A.
With her colleagues, she was the recipient of the Journal of Research in Science Teaching "Paper of the Year, 2012" award through the National Association for Research in Science Teaching. She also co-authored a textbook, Children Doing Physics, now used in the physics course Physical Sciences for Elementary Education 102L.
Recently, Dr. Bahng completed her faculty professional development assignment in Japan and South Korea that has led to on-going research collaborations.
Finally, she is a mentor for ISU’s Preparing Future Faculty program, as well as for the international graduate student learning community.
Her four areas of scholarship are, in summary, the following:
- Science teacher education: Induction and mentoring programs for newly hired teachers of science; Development of hybrid mentoring programs to support inquiry-based learning and teaching.
- Science teaching: Science teaching practices and identity constructions; Communities of Practice: Practices and identity constructions, mentor-mentee relationships, critical friends, reflective practices, etc.
- Science and technology: Integrating technology with science; Science teachers and digital citizenship.
- Culture, gender, and society: Stereotypic images of scientists—International perspective; Equity in science; Women of science.
Ph.D., Science Education, Arizona State University, 2008
M.A., Science Education, Arizona State University, 2004