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. Currently, I am running an after school project that engages resettled Burmese refugee youth in learning and talking about STEM (NSF DRL #1612688). 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. Through the research in this setting, 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 and seek to find ways to enhance their STEM learning. In addition, I design and implement a practice-based professional development program for high school science teachers (NSF DRL #1813937). The goal of this research is to advance science teachers’ teaching practices to better support English learners in linguistically diverse classrooms. In these projects, I primarily utilize ethnography, video analysis, and multimodal multilingual discourse analysis to study aforementioned issues.
- Ryu, M., Tuvilla, M. R. S. (G), & Wright, C. E. (G) (accepted). Resettled Burmese refugee youth’s identity work in an afterschool STEM learning setting. To be published in Journal of Research in Childhood Education.
- Ryu, M. (accepted). Book Review: Duran, C. S. (2017). Language and Literacy in Refugee Families. To be published in Journal of Southeast Asian American Education and Advancement.
- Ryu, M. & Sikorski, T.-R. (accepted). Tracking a learner’s verbal participation in science over time: Analysis of talk features within a social context. Submitted to Science Education.
- Ryu, M., Mentzer, N., & Knobloch, N. (2018, online first). Preservice teachers’ experiences of STEM integration: Challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-018-9440-9.
- Ryu, M. & Tuvilla, M. R. S. (G) (2018). Resettled refugee youths’ stories of migration, schooling, and future: Challenging dominant narratives about refugees. The Urban Review, 50(4), 539-558.
- Ryu, M., Nardo, J. E. (G), & Wu M. Y. M. (G) (2018). An examination of preservice elementary teachers’ representations about chemistry in an intertextuality- and modeling-based course. Chemistry Education Research and Practice, 19, 681-693.
- Tuvilla, M. R. S. (G), Wright, C. E. (G), Ryu, M., & Daniel, S. M. (2018). How do multilingual learners support one another’s science learning and participation? Proceedings of the Thirteenth International Conference of the Learning Sciences (pp. 1761-1762). London, UK.
- 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). “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.
- 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
- 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 55800 — Methods of Integrated STEM Education
- EDCI 62200 — Seminar in Science Education: Identity Research in STEM Education
- CHEM 20000 — Fundamentals of Chemistry