Science EducationCurriculum and Instruction
- Ph.D. — Science Education, University of Maryland, College Park (2012)
- M.S. — Chemistry, Seoul National University, Seoul, South Korea (2005)
- B.S. — Chemistry, Seoul National University, Seoul, South Korea (2003)
- 2013 – 2014
Postdoctoral Research Associate
Johns Hopkins University
- 2012 – 2013
Postdoctoral Research Associate
University of Maryland, College Park
Middle School Science Teacher
Seoul, South Korea
- 2005 – 2006
LG Chem Ltd. Research Park, South Korea
My research focuses on issues around diversity, equity, language, and participation in various science learning settings. In particular, I am interested in how racial, ethnic, and linguistic minority students engage in science classroom discourses, how they discursively construct their identities, and how such social interactions impact their science learning by providing or not-providing access to resources for participation and learning. I am also interested in designing informal STEM learning environment in which learners can have more flexibility in pursuing their interests and positioning themselves in ways that help their pursuit of interests. By collecting and analyzing data from informal STEM learning settings, I explore how youth participate in STEM sense-making, engage in identity work, and leverage those experiences in informal settings into STEM learning in school settings. Currently, I am running an after school project that engages resettled Burmese refugee youth in learning and talking about STEM (Supported by Launch the Future seed grant, College of Education, Purdue University). In the project, the learners learn about weather phenomena, climate, and climate change by conducting hands-on experiments, reading and writing, conducting online research, and verbally sharing their knowledge and experiences. In my research, I primarily draw on anthropological and sociolinguistic perspectives on identity, positioning, and learning, and utilize ethnography and discourse analysis to study these issues.
Ryu, M. (2015). An examination of Melody’s identities, contexts, and learning in a US science classroom: implications for science education of Asian transnational students. Asia-Pacific Science Education, 1:4. DOI: 10.1186/s41029-015-0004-y.
- Ryu, M. (2015). Understanding Korean transnational girls in high school science classes: Beyond the model minority stereotype. Science Education, 99(2), 350-377.
- Ryu, M. (2015). Positionings of racial, ethnic, and linguistic minority students in high school biology class: Implications for science education in diverse classrooms. Journal of Research in Science Teaching, 52(3), 347-370.
- Ryu, M. & Ketelhut, D. J. (2014). Engage, elaborate, and evaluate! Virtual environment-based assessments of science content and practices. Science Scope, 37(5), 44-49.
- Stieff, M., Dixon, B., Ryu, M., Kumi, B. C., & Hegarty, M. (2014). Strategy training eliminates sex differences in STEM spatial problem solving. Journal of Educational Psychology, 106(2), 390-402.
- Ryu, M. (2013). Dancing between Kyung Soo and Mike: Identity formation through dialogic interactions. In R. Endo & X. L. Rong (Eds.), Educating Asian Americans: Achievement, schooling, and identities (pp. 181-204). Charlotte, NC: Information Age Publishing.
- Ryu, M. (2013). “But at school … I became a bit shy”: Korean immigrant adolescents’ discursive participation in science classrooms. Cultural Studies of Science Education 8(3), 649-671.
- Stieff, M., Ryu, M., and Yip, J. (2013). Speaking across levels: Generating and addressing levels confusion in discourse. Chemistry Education Research and Practice, 14(4), 376 – 389.
- Ryu, M. (2013). Teaching bilingual students: Stories and insights from Korean immigrant students. Perspectives: A Publication of the National Association for Bilingual Education, 35(3), 24-25.
- Stieff, M., Ryu, M., Dixon, B., & Hegarty, M. (2012). The role of spatial ability and strategy preference for spatial problem solving in organic chemistry. Journal of Chemical Education, 89(7), 854-859.
- Stieff, M., Ryu, M., & Dixon, B. L. (2010). Students’ use of multiple strategies for scientific problem solving. Proceedings of the ninth International Conference of the Learning Sciences. Mahwah, NJ: Erlbaum.
- EDCI 42400 — The Teaching of Earth and Physical Science in the Secondary Schools
- EDCI 42800 — Teaching Science in the Middle and Junior High School
- EDCI 59000 — Methods of Integrated STEM Education
- CHEM 20000 — Fundamentals of Chemistry