Mijung Kim

Professor, Faculty of Education - Elementary Education


Professor, Faculty of Education - Elementary Education
(780) 492-0922
332 Education Centre - South
11210 - 87 Ave NW
Edmonton AB
T6G 2G5



Mijung Kim, PhD is a professor at the Department of Elementary Education, Faculty of Education at the University of Alberta. After her PhD at the University of Alberta, she developed her research programme further on embodied cognition and science inquiry through postdoctoral research at the University of Victoria, Canada and Seoul National University, Korea. She worked as an assistant professor at the National Institute of Education, Nanyang Technological University in Singapore before she returned Canada. Through various teaching and research experiences in the different parts of the world, Mijung has developed knowledge and understandings of context-based curriculum and teaching and learning as sociocultural relations. 


Her research interests include possibilities and challenges of teaching science as inquiry, children’s collective reasoning and problem solving, and dialogical argumentation as a genre of scientific communication. Her current research involves questions on science teaching for peace and sustainability and teacher professional vision for pedagogical reflection and practice. 


• EDEL 330 Curriculum and Pedagogy in Elementary School Science

• EDEL 567 Introduction to educational research 

• EDES 509 Teaching Science in Elementary and Secondary Schools

• EDEL 595: Science as Problem solving 

Scholarly Activities

Research - Publications

Books and Book Editions

Kim, M., & Roth, W-M. (2018). Dialogical Argumentation and Reasoning in Elementary Science Classrooms. The Netherlands: Brill Sense. 

Lee, Y.-J., Kim, M., Jin, Q., Yoon, H.-G., & Matsubara, K. (2017). East-Asian primary science curricula: An overview using revised Bloom’s Taxonomy. Dordrecht, The Netherlands: Springer.

Kim, M., & Yoon, H-G. (2016). Scientific Reasoning & Argumentation. Seoul, Korea: Kyoyook Book publisher. 

Kim, M., & Diong, H.C., (Eds.), (2012). Biology Education for Social and Sustainable Development. The Netherlands: Sense Publisher.

Tan, D., & Kim, M., (Eds.), (2012). Issues and challenges in science education research: Moving forward. The Netherlands: Springer. 

Refereed journal articles 

Kim, M., & Roth, W.- M. (In press). Dialogical argumentation in elementary science classrooms. Cultural Studies of Science Education, DOI: 10.1007/s11422-017-9846-9. Online first

Skamp, K., Boyes, E., Stanisstreet, M., Rodriguez, M., Malandrakis, G., Fortner, R., Kilinc, A., Taylor, N., Choker, K., Dua, S., Ambusaidi, A., Cheong, I., Kim, M., & Yoon, H-G. (in press). Renewable and nuclear energy: An international study of students’ beliefs about, and willingness to act, in relation to two energy production scenarios. Research in Science Education. DOI 10.1007/s11165-017-9622-6. 

Pisesky, A., McFeetors, J., & Kim, M. (2018). Intersections in Reasoning within Science and Mathematics. Delta-K: Journal of the Mathematics Council of the Alberta Teachers’ Association, 55(1), 9-18.

Kim, M. (2018). Understanding Children’s Science Identity through Classroom Interactions. International Journal of Science Education, 40(1), 24-45

Jin, Q., & Kim, M. (2018). Metacognitive regulation during collaborative work in elementary science classrooms. Interchange, 49(2), 263-281.

Kim, M. (2017). Indigenous knowledge in Canadian science curricula: Cases from Western Canada. Cultural Studies of Science Education, 12(3), 605–613.

Kim, M., & Roth, W.- M. (2016). Beyond agency: sources of knowing and learning in children’s science- and technology-related problem solving. Cultural Studies of Science Education, 11(4), 1081-1101. 

Kim, M. (2016). Children’s reasoning as collective social action in Grade 2/3 science classrooms. International Journal of Science Education, 38(1), 51-72.  

Kim, M., & Roth, W.- M. (2016). Re/thinking the nature of technology in science classrooms. Interchange: A Quarterly Review of Education, 47(2), 169-187. 

Kim, M. & Dopico, E. (2016). Science Education through Informal Education. Cultural Studies of Science Education, 11(2), 439-445. 

Kim, M. (2015). Ethics of knowing. Cultural Studies of Science Education, 10(4), 1175–1181. 

Lee, Y.-J., Kim, M., & Yoon, H.-G. (2015). The intellectual demands of the intended primary science curriculum in Korea and Singapore: An analysis based on revised Bloom’s taxonomy. International Journal of Science Education, 37(13), 2193–2213.

Anthony, R., & Kim, M. (2015). Challenges and Remedies for Identifying and Classifying Argumentation Schemes. Argumentation: An International Journal on Reasoning. Published Online first.

Kim, M., & Roth, W.- M. (2014). Argumentation as/for/in dialogical relation: A case study from elementary school science. Pedagogies: the international journal, 9(4), 300-321.

Kim, M., Anthony, R., & Blades, D. (2014) Pre-service teachers’ knowledge integration and decision making through argumentation on socioscientific issues, Research in Science Education, 44, 903–926.

Jho, H-G., Yoon, H-G., & Kim, M. (2014). The relationship of science knowledge, attitude and decision making on socio-scientific issues: The case study of students’ debates on a nuclear power plant in Korea. Science & Education, 23(5),1131–1151.

Boyes, E., Stanisstreet, M., Skamp, K., Rodriguez, M., Malandrakis, G., Fortner, R., Kilinc, A., Taylor, N., Chhokar, K., Dua, S., Ambusaidi, A., Cheong, I., Kim, M., & Yoon, H-G. (2014). An international study of the propensity of students to limit their use of private transport in light of their understanding of the causes of global warming. International Research in Geographical and Environmental Education, 23(2), 142-165.

Yoon, H-G., Kim, M., Kim, B. S., Joung, Y. J. & Park, Y-S. (2013). Pre-service Teachers’ Understandings of Teacher Educators’ Feedback on Inquiry Teaching Practice. Eurasia Journal of Mathematics, Science & Technology Education, 9(4), 347-359.

Tan, A-L., Kim, M., & Talaue, F. (2013). Grappling with issues of learning science from everyday experience:  an illustrative case. The journal of mathematics and science: Collaborative explorations, 13, 165-188.  

Kim, M., & Tan, H-T. (2013). A collaborative problem solving through environmental field studies. International Journal of Science Education. 35(3), 357–387.

Kim, M., Tan, A-L., & Talaue, F. (2013). New vision and challenges in inquiry-based curriculum change in Singapore. International Journal of Science Education. 35(2), 289-311.

Kim, M., Yoon, H-S., Ji, Y-R., & Song, J. (2012). The dynamics of learning science in everyday contexts: a case study of Everyday Science Class in Korea. International Journal of Science and Mathematics Education, 10(1), 71-97.

Yoon, H-G., Joung, Y-J., & Kim, M. (2012). The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: Difficulties on and under the scene. Research in Science Education, 42(3), 589-608. 

Kim, M. (2011). Science, technology and the environment: the views of urban children and implications for science and environmental education in Korea. Environmental Education Research, 17(2), 261–280.

Kim, M., & Tan, A-L. (2011). Rethinking difficulties of teaching inquiry-based practical work: stories from elementary pre-service teachers. International Journal of Science Education, 33(4), 465-486.

Kim, M., Roth, W-M., & Thom, J. (2011). Children's Gestures and the Embodied Knowledge of Geometry. International Journal of Science and Mathematics Education, 9(1), 207-238.

Kim, M., & Chin, C. (2011). Pre-service Teachers’ Views on Practical Work with Inquiry Orientation in Textbook-oriented Science Classrooms. International Journal of Environmental and Science Education, 6(1), 23-37.

Research - Research Activities

Awards & Grants


The Springer Best Paper Award

The International Science Education Conference, June 2018, Singapore

Best Paper Award

The 3rd International STEM education conference, July, 2014, Vancouver, Canada

The Springer Best Paper Award

The Conference of Asian Science Education, February 2008, Taiwan 

Project Grants

2016-Present: Science and Mathematics textbook authors hopes for peace and sustainability. SSHRC Insight Development Grant, 2016 (Principle Investigator)

2015-2018: Argumentation in-the-making in/for Socioscientific Problem Solving. Alberta Advisory Committee for Educational Studies (AACES)(Principle Investigator)

2015-2017: Possibilities and challenges of argumentation for collective problem solving in elementary science classrooms. University of Alberta Support for the Advancement of Scholarship (SAS) Grant (Principle Investigator)

2013-2014: Children’s reasoning and problem solving through dialogical argumentation. Constructivist Educational Research Network, University of Victoria (Principle Investigator)

2012-2014: Enhancing participatory scientific literacy: Argumentation as a cognitive and social tool. IRG-SSHRC General Research Grant, University of Victoria (Principle Investigator)

2011-2013: Constructing/Contextualizing Scientific Knowledge Through Reasoning and Decision Making. Constructivist Educational Research Network, University of Victoria (Principle Investigator)

2009-2010: Enhancing Inquiry-Based Teaching Through Collaboration Between Pre-Service and In-Service Teachers. National Institute of Education, Singapore (Principle Investigator)

2009-2010: Literacy in Learning Science: A Vygotskian Approach. National Institute of Education, Singapore (collaborator)