2025
Im, S., & Kim, J. (2025). Trends in the practice of quantum physics education for elementary and secondary school students. New Physics: Sae Mulli, 75(4), 363-380.
(DOI: 10.3938/NPSM.75.363)
Nam, I. & Im, S. (2025). Conceptual Understanding of Light in Students with Visual Impairment, New Physics: Sae Mulli, 75, 145-155. (DOI: 10.3938/NPSM.75.145)
2024
Im, S. & Cha, J. (2004). Changes in Pre-Service Teachers’ Self-Efficacy in Teaching Science to Students with Disabilities After Participating in a Science Event for Special Education Students, Journal of the Korean Chemical Society, 68, 352-363. (DOI:10.5012/jkcs.2024.68.6.352)
Kim, J., Im, S. & Lee, S. (2024). Pre-service Science Teachers’ Efficacy for Inclusive Practices, Journal of the Korean Association for Science Education, 44(3), 263-271. (DOI: 10.14697/jkase.2024.44.3.263)
Kwon, M. & Im, S. (2024). Perceptions of Physics Teachers on Quantum Physics Education, New Physics: Sae Mulli, 74, 925-937. (DOI: 10.3938/NPSM.74.925)
Kim, J. & Im, S. (2024). Investigation of Preservice Teachers’ Physics Identity, New Physics: Sae Mulli, 74, 477-486. (DOI: 10.3938/NPSM.74.477)
Im, S. (2024). Preservice Physics Teachers' Conceptual Understanding and Its Degree of Certainty on Special Relativity Theory, New Physics: Sae Mulli, 74, 299-310. (DOI: 10.3938/NPSM.74.299)
2023
J. Yoon & Im, S. (2023). Analysis of the Change of Preservice Teachers’ Self-Efficacy on Science Teaching and Learning in Online Overseas Education Volunteer Activities and Phenomenological Description on Their Experience, New Physics: Sae Mulli, 73, 362-377. (DOI: 10.3938/NPSM.73.362)
Im, S. (2023). Analysis of the Content of Quantum Physics in Children’s Trade Books and the Instructional Strategy of Teaching Quantum Physics to Schoolchildren, New Physics: Sae Mulli, 73, 279-290. (DOI: 10.3938/NPSM.73.279)
2022
Im, S. & Kwon, M. (2022). High School Students’ Preference for Physics and Interest in Learning Quantum Physics, New Physics: Sae Mulli, 72, 769-781. (DOI: 10.3938/NPSM.72.769)
Im, S. (2022). Significance and Possibility of Introducing the Action Concept in College Physics Education, New Physics: Sae Mulli, 72, 198-207. (DOI: 10.3938/NPSM.72.198)
Nam, I. & Im, S. (2022). Analysis on Elementary Students' Activity System in the Non-contact Physics Experiment Lesson mediated by Experiment Box and Video Letter, Sae Mulli, 72, 180-197. (DOI: 10.3938/NPSM.72.180)
2021
Kim, H. J. & Im, S. (2021). Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics, Asia-Pacific Science Education, 7, 500-521. (doi:10.1163/23641177-bja10038)
Han, J., Seo, H.-A., Shin, S., Im, S., Cha, J. & Hong, J. (2021). Life and Learning of Professors Leading the Overseas Educational Voluntary Activity, The Journal of Education, 41(3), 39-63. (DOI : 10.25020/je.2021.41.3.39)
Im, S. (2021). Analysis of Distribution and Characteristics of Pre-service Physics Teachers’ Conception on Quantum Phenomena, New Physics: Sae Mulli, 71, 289-300. (DOI: 10.3938/NPSM.71.289)
2020
Han, J., Hong, J., Seo, H.-A., Shin, S., Im, S. & Cha, J. (2020). Pre-service Teachers’ Professional Development through Overseas Educational Voluntary Activity, The Journal of Educational Development, 40(2), 587-616. (DOI : 10.34245/jed.40.2.587)
Im, S. (2020). Distribution of high School Students’ Conceptional Understanding About Quantum Phenomena, New Physics: Sae Mulli, 70, 443-453. (DOI: 10.3938/NPSM.70.443)
Park, H. S. & Im, S. (2020). Effect of a Science Toy-Making Lesson on the Science Learning of the Elementary School Students from Multicultural Families, New Physics: Sae Mulli, 70, 353-363. (DOI: 10.3938/NPSM.70.353)
Nam, I. & Im, S. (2020). Analysis of the Questions Produced by Pre-service Elementary Teachers Regarding Instruction of Physics in Elementary Science, New Physics: Sae Mulli, 70, 245-253. (DOI: 10.3938/NPSM.70.245)
Kim, Y. S, Im, S. & Lee, H. J. (2020). Reflection on Pre-service Teachers’ Teaching Experience for Students with Disability in Informal Science Education Environment, The Journal of Special Education: Theory and Practice, 21(1), 139-168. (DOI : 10.19049/JSPED.2020.21.1.07)
2019
Im, S., Park, K.-O. & Gankhuyag, E. (2019). Analysis of social distance toward persons with disabilities of pre-service teachers who experienced a science fair for the students with disabilities. The Journal of Inclusive Education, 14(2), 102-125. (DOI : 10.26592/ksie.2019.14.2.101)
Im, S. & Kim, Y. S. (2019). The Effects of Science Career Experience Activities for Educational Underprivileged Youth on Students’Preference for Science and Career Maturity. Journal of the Korean Association for Science Education, 39(3), 349-362. (DOI: 10.14697/jkase.2019.39.3.349)
Nam, I. & Im, S. (2019). Pre-service Elementary School Teachers’ Self-efficacy on Science Teaching for the Underrepresented Students according to Background Factors, Journal of Elementary Science Education,, 38(2), 173-190. (DOI : 10.15267/keses.2019.38.2.173)
Nam, I. & Im, S. (2019). Transforming the Activity System of an Elementary Science Class through Physics Lessons Focusing on Collaborative Relation. New Physics: Sae Mulli, 69(3). 325-337. (DOI: 10.3938/NPSM.69.325)
Seong, Y. & Im, S (2019). Effect of Science Drama Participation Experience on Students’ Science-Related Affective Domain. New Physics: Sae Mulli, 69(2). 176-186. (DOI: 10.3938/NPSM.69.176)
Im, S (2019). Change of Pre-Service Physics Teachers' Beliefs on Learning and Teaching Physics through Reflective Practice Activities. New Physics: Sae Mulli, 69(1). 58-68. (DOI: 10.3938/NPSM.69.58)
2018
Nam, I. & Im, S. (2018). Development of Survey Tool for the Scientific Character of Elementary Student, Journal of the Korean Association for Science Education, 38(6), 825-38. (DOI:10.14697/jkase.2018.38.6.825)
Rhee, S. W., Nam, I. & Im, S. (2018). A Relationship between Scientific Key Competencies and Achievement Standards in Physics under the 2015 Revised National Curriculum of Korea, New Physics: Sae Mulli, 68. 1081-1095. (DOI: 10.3938/NPSM.68.611)
Jung, W., Nam, I. & Im, S. (2018). Science Teachers’ Perception on Scientific Character Instruction. New Physics: Sae Mulli,68(6). 611-622. (DOI: 10.3938/NPSM.68.611)
Kim, J.-H. & Im, S. (2018). Use of the Evaluation Framework to Analyze the Exhibition Panels on Physics in a Science Museum. New Physics: Sae Mulli, 68(4). 448-458. (DOI: 10.3938/NPSM.68.448)
Im, S., Cha, J. & Kim, H. B. (2018). A Case Study on Science Education for Students with Special Educational Needs and the Change of Pre-Service Science Teachers’ Attitude Towards Disability and Inclusive Education, Journal of the Korean Association for Science Education, 38(1), 87-96. (DOI:10.14697/jkase.2018.38.1.87)
Rhee, S. W. & Im, S. (2018). Analysis on Pre-Service Physics Teachers’ Acceptance of a Microcomputer-Based Laboratory (MBL) Based on the Technology Acceptance Model. New Physics: Sae Mulli, 68(2). 217-224. (DOI: 10.3938/NPSM.68.217)
Han, J-Y. & Im, S. (2018). Analysis of the Developmental Process of the Overseas Science Experiment Volunteer Activity of Science Teachers. New Physics: Sae Mulli, 68(1). 103-116. (DOI: 10.3938/NPSM.68.103)
2017
Nam, I., Rhee, S. W. & Im, S. (2017). Analysis of Trends of Researches in Science Education on Underrepresented Students. Journal of the Korean Association for Science Education, 37(6), 921-935. (DOI:10.14697/jkase.2017.37.6.921)
Nam, I. & Im, S. (2017). Analysis of Trends of Character-Related Research in Science Education, Journal of the Korean Association for Science Education, 37(3), 493-505. (DOI:10.14697/jkase.2017.37.3.493)
Han, J-Y. & Im, S. (2017). Analysis of Science Teachers’ Volunteer Activity by Cultural Historical Activity Theory, Journal of Learner-Centered Curriculum and Instruction, 17(3), 631-650. (DOI:
10.22251/jlcci.2017.17.3.631)
Im, S. (2017). Relationship Between Pre-Service Physics Teachers’ Learning Orientation and Reflective Thinking in the Context of Reflective Practice Activities, New Physics: Sae Mulli, 67(3). 381-387. (DOI: 10.3938/NPSM.67.381)
2016
Son, O. & Im, S. (2016). Effect of safety and science integrated educational program on safety consciousness of middle school students with special educational needs, The Journal of Special Education: Theory and Practice, 17(1), 143-166. (DOI: 10.19049.JSPED.2016.17.1.06)
Kim, H-J. & Im, S. (2016). Relationship between College-students’ Awareness of Pseudoscience and Their Understanding of Physics Concepts, New Physics: Sae Mulli, 66(2). 169-175. (DOI: 10.3938/NPSM.66.169)
Im, S. Yoon, H-G. & Cha, J. (2016). Pre-service Science Teacher Education System in South Korea: Prospects and Challenges, Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1863-1880 (DOI: 10.12973/eurasia.2016.1533a)
Martin, S. N., Im, S. & Song, J. (2016). Editorial: Past, Present, and Future of Science, Mathematics, Engineering, and Technology Education Research and Practice in South Korea, Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1707-1710 (DOI: 10.12973/eurasia.2016.1529a)
Bu, S-D. Kim, G, Lee, C-H. & Im, S. (2016). Postscript on the indexing of the journal New Physics: Sae Mulli in Scopus, Science Editing, 3(1), 53-56. (DOI: 10.6087/kcse.64)
Im, S. & Kim, I-W. (2016). Effect of Motivational Belief about Learning Science and Self-Directed Learning Ability on Middle School Students’ Conceptual Understanding of Matter Change, Journal of the Korean Association for Science Education, 36(1), 125-134. (DOI:10.14697/jkase.2016.36.1.0125)
2015
Im, S. & Martin, S. N. (2015). Using cogenerative dialogues to improve coteaching for language learner (LL) students in an inclusion science classroom, Asia-Pacific Journal of Teacher Education, 43(4), 355-369. (DOI: 10.1080/1359866X.2015.1060295)
Choi, Y., Kim, I-W. & Im, S. (2015). The Relationships between Moral Sensitivity and Preference for Science, Belief about Learning Science of Middle School Students, Journal of the Korean Association for Science Education, 35(1), 65-72.
Im, S. (2015). An Investigation of Pre-service Physics Teachers’ Moral Sensitivity on Socioscientific Issues Related to Physics, New Physics: Sae Mulli, 65(1). 57-65. (DOI: 10.3938/NPSM.65.57)
2014
Im, S. & Kim, O-J. (2014). An Approach To Teach Science To Students With Limited Language Proficiency: In The Case Of Students With Hearing Impairment, International Journal of Science and Mathematics Education, 12(6), 1393-1406.
Im, S. & Martin, S. N. (2014). The Meaning and Significance of Cogenerative Dialogue in Research and Practice in the context of Science Education in Korea, Journal of Learner-Centered Curriculum and Instruction, 14(3), 17-43.
Do, K-A. & Im, S. (2014). Investigation of Middle-school Students’ Moral Sensitivity to Socioscientific Issues, New Physics: Sae Mulli, 64(2). 170-179. (DOI: 10.3938/NPSM.64.170)
Im, S. & Kim, J-G. (2014). Comparison of Pre-service Physics Teachers’ Conceptual Understanding of Classical and Quantum Mechanics, New Physics: Sae Mulli, 64(1). 56-65. (DOI: 10.3938/NPSM.64.56)
2013
Martin, S. N. & Im, S. (2013). Promoting Inclusive Science Education Practices using Cogenerative Dialogues, The Journal of Special Education: Theory and Practice, 14(4), 233-268.
Lee, Y. & Im, S. (2013). University Students’ Self-efficacy about Physics Learning, New Physics: Sae Mulli, 63(4). 423-431. (DOI: 10.3938/NPSM.63.423)
Kim, H-J., Hong, O., Cho, H-S. & Im, S. (2013). An Analysis of Change on Science Interest and Self-directed Learning through STEAM Educational period, Journal of Learner-Centered Curriculum and Instruction, 13(3), 269-289.
2012
Kim, H-J. & Im, S. (2012). An analysis of Elementary School Students’ Interest about Learning Science in Informal Science Education Environment, Journal of Elementary Science Education, 31(1). 125-134.
Im, S. & Pak, S-J. (2012). Locality-Based Science Educa on in Sociocultural Approach: ‘Scien fic Explora on in Culture’ in the Context of Korea, The Asia-Pacific Educational Researcher, 21(1), 63-70.
Lee, Y. & Im, S. (2012). Analysis of the Connection Between a Scientific Inquiry Program
in an Informal Educational Setting and the National Science Curriculum: Case of the Korean Science Festival, New Physics: Sae Mulli, 62(3). 233-239. (DOI: 10.3938/NPSM.62.233)
Im, S. & Kim, J-G. (2012). An Investigation on University Students’ Conceptual Understanding of Introductory Quantum Physics, New Physics: Sae Mulli, 62(2). 135-141. (DOI: 10.3938/NPSM.62.135)
2011
Kim, H-J. & Im, S. (2011). An Exploration of the Relationship between Pre-service Physics Teachers Belief about Learning Physics and the Views on Nature of Science, New Physics: Sae Mulli, 62(2). 97-103. (DOI: 10.3938/NPSM.62.97)
Park, S. Y., Kim, H., Pak, S-J. & Im, S. (2012). A comparative investigation on the status and needs about science inquiry activities of science teacher and students in physically challenged school and ordinary middle school. The Journal of Special Education: Theory and Practice, 13(1), 71-92.
Im, S. & Lee, Y. (2011). Pre-service Science Teachers' Self-Efficacy on Science Teaching for the Disabled Students, Journal of Science Education, 35(1), 13-22.
Lee, Y. & Im, S. (2011). An Analysis of Pre-service Science Teachers' Reflective Thinking about Scientific Experiment in Experimental Journal Writings, Journal of the Korean Association for Science Education, 31(2), 198-209.
Kim, H-J. & Im, S. (2011). A Comparative Study on Physically disabled and Non-disabled Students’ Understanding of Force and Motion Concepts in Middle School, New Physics: Sae Mulli, 61(7). 651-658. (DOI: 10.3938/NPSM.61.651)
Lee, Y., Kim, H-J., Do, K., Jeong, J-S., Im, S. & Kim, I-W. (2011). Investigation on the Understanding of the Concept of Sound by Students with Intellectual Disability, New Physics: Sae Mulli, 61(3). 227-233. (DOI: 10.3938/NPSM.61.227)
Do, K-A. & Im, S. (2011). An Investigation of the Types of Errors Made by Secondary-school students on an Assignment Involving Electrostatic Induction, New Physics: Sae Mulli, 61(2). 125-132. (DOI: 10.3938/NPSM.61.125)
Kim, H-J. & Im, S. (2011). Quantitative and Qualitative Analysis of Pre-service Physics Teachers’ Understanding of the Concept of Force before and after an Inquiry-based Physics Experiment Course, New Physics: Sae Mulli, 61(1). 26-35. (DOI: 10.3938/NPSM.61.026)
2010
Bae, G. & Im, S (2010). An analysis on the Effect of a Micro-computer-based Laboratory (MBL) Lesson on the Understanding of Sound Phenomena for Students with Hearing Impairment, New Physics: Sae Mulli, 60(2). 133-141. (DOI: 10.3938/NPSM.60.133)
Im, S. & Lee, Y. J. (2010). An investigation of pre-service special teachers’ self-efficacy on teaching and learning science for the disabled students, The Journal of Special Education: Theory and Practice, 11(1), 203-216.
2000~2009
Im, S. & Choi, Y. H. (2009). An Investigation of Mentally Retarded Students’ Conception of Light, New Physics: Sae Mulli(The Korean Physical Society), 58(2). 156-164.
Im, S. & Lee, Y. J. (2009). Analysis of the Observation Ability of Visually-impaired Students in Physical Experiments Using the Auditory Sense, New Physics: Sae Mulli(The Korean Physical Society), 58(2). 138-147.
Im, S. & Kim, S. A. (2009). An Exploration of Principles for practice and Application of Science Education in Inclusive Education Settings, Journal of the Korean Association of Science Education, 29(1). 79-89.
Im, S. (2008). An Use of Epistemological Resources as an Instructional Strategy for Learning Physics, New Physics: Sae Mulli(The Korean Physical Society), 57(6). 381-390.
Kim, J-K., Im, S. & Kim, T-Y. (2008). Pre-service Physics Teachers’ Views on the Nature of Science Before and After an inquiry-based Introductory Physics Experiment Course, New Physics: Sae Mulli(The Korean Physical Society), 57(2). 105-113.
Im, S. (2008). A Case Study for Practice of Science Education in Inclusive Education Settings: Science Fair with Disabled Students, The Proceedings of 2008 Korean Society of Special Education. 283-296.
Kim, J-K. & Im, S. (2007). Enhancement of an Inquiry-based Introducory Physics Experiment Course: Application and Significance, New Physics: Sae Mulli(The Korean Physical Society), 54(4). 296-306.
Cha, J. & Im, S. (2005).A Study for the Improvement of Secondary School Science Curriculum in Korea, Journal of Educational Research(Daegu University), 1(1), 375-397.
Im, S. (2005). Trends and Significance of Research about Beliefs in Physics Education and Cultural Approaches, Journal of the Korean Association of Science Education, 25(3). 371-381.
Im, S. & Pak, S-J. (2004). Analysis of Cognitive Belief and Interest in Learning Physics, Basic Science Research(Daegu University), 21(1), 87-95.
Kim, H. B., Kim, M. Y. & Im, S. (2004). An Analysis of High School Students` Preference for Science and Its Causal Factors in terms of Gender Difference, Journal of the Korean Association of Science Education, 24(2). 387-398.
Im, S. & Pak, S-J. (2004). Secondary and University Students' Expectations on Learning Physics , Journal of the Korean Physical Society, 44(2). 217-222.
Im, S. (2003). Alternative approaches to physics education for secondary students: Review and introduction , The Proceeding of 3rd International Conference on new Trends of Natural Sciences, 9-16.
Jeon, W. S., Yoon, J. & Im, S. (2003). Preference for Science of Primary School Students, Journal of Elementary Science Education, 22(1). 81-96.
Im, S. (2002). An Analysis of Vocational High School Students Preference for Science and Its Causal Factors , Journal of the Korean Association of Science Education, 22(4). 892-905.
Im, S. Lee, J-W. & Cho, Y. (2002). An investigation of conceptual understanding about acoustics for junior-high school students, New Physics: Sae Mulli(The Korean Physical Society), 45(6), 338-344.
Im, S., Yoo, J. & Pak, S-J. (2001). A Comparative Study on Science Teacher Education System, Journal of the Korean Association of Science Education, 21(5), 855-866.
Im, S. & Pak, S-J. (2000). An Analysis of Multi-dimension of Students` Interest in Learning Physics, Journal of the Korean Association of Science Education, 20(4), 491-504.
Oh, K. J., Im, S. & Pak, S-J. (2000). The Effect of Sports Activity based Science Instruction upon Middle School Students’ Learning about Force and Motion, Journal of the Korean Association of Science Education, 20(3), 371-383.