Publications

Online Published, In preparation, Submitted

• Kim, H., & Ha, S*. (2025). Analysis of Force Representation Categories and Representation Patterns by Force Type in High School Students’ Free-Body Diagrams, Journal of Science Education, accepted for publication (KCI)  * corresponding author

• Kim, H., & Ha, S*. (2025). Analysis of Force Representation Categories and Representation Patterns by Force Type in High School Students’ Free-Body Diagrams, New Phys.: Sae Mulli, submitted (SCOPUS)  * corresponding author

2025

• Pereira, B. B., & Ha, S*. (2025). Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues. Science & Education, 34(4). 2283-2311 (SSCI)  * corresponding author

• Kim, H., & Ha, S*. (2025). An ontological perspective on mechanical energy conservation problem-solving in high school students. Research in Science Education, 55(3), 463-488 (SSCI)  * corresponding author

• Ha, S. (2025). Exploring the factors that foster interest and challenges in physics and physics education among pre-service physics teachers. New Phys.: Sae Mulli, 75(3), 271-280 (SCOPUS)

• Jung, J., & Ha, S*. (2025). A self-study of a physics teacher at a science-gifted school to align teaching philosophy with practice. New Phys.: Sae Mulli, 75(3), 257-270 (SCOPUS)  * corresponding author

• Ha, S. (2025). Learning about different models of theory change using an adapted mystery tube activity in science teacher education, Science & Education, 34(1), 153-174 (SSCI) https://doi.org/10.1007/s11191-023-00455-2

2024

• Ha, S. (2024). Analyzing International Research Trends on Misinformation in Education Using R Programming. Journal of Learner-Centered Curriculum and Instruction, 24(24), 123-142 (KCI)  * corresponding author

• Kim, H., & Ha, S*. (2024). The Characteristics of Energy Concepts in Preservice Physics Teachers: Focusing on Ontological Categories. New Phys.: Sae Mulli, 74(10), 1037-1046 (SCOPUS)  * corresponding author

• Kim, H., Song, J., & Ha, S*. (2024). TPACK Expression Patterns in Preservice Teachers’ Design of Innovative Physics Teaching and Learning Materials. Journal of Computer Assisted Learning, 40(4), 1552-1566  (SSCI)  * corresponding author / a journal ranked in the top 2% by Impact Factor (IF) 

• Kim, M., & Ha, S*. (2024). Challenging Modeling for Ohm's Law through Open-Ended In-depth Inquiry. Science & Education, 33(4), 1005-1032 (SSCI)                     * corresponding author  https://doi.org/10.1007/s11191-023-00417-8

• Yoon, G., Kwon, M., Ha, S., & Choi, H. (2024). Gender Differences in Interest, Selection Patterns, and Perceived Difficulty of Physics I Subject among Students in the 2015 Revised Integrated Science Curriculum. New Phys.: Sae Mulli, 74(6), 551-560 (SCOPUS)

• Guk, J., & Ha, S*. (2024). Content analysis of magnetic materials presented in the 2015 revised curriculum Physics I textbooks. New Phys.: Sae Mulli, 74(5), 494-503 (SCOPUS)  * corresponding author

• Byun, T., & Ha, S*. (2024). Exploring the Online Teaching Experience of Physics Teachers: Difficulties Faced During the Pandemic, Overcoming the Difficulties, and Utilizing Online Teaching Expertise Afterwards. New Phys.: Sae Mulli, 74(2), 197-214 (SCOPUS)  * corresponding author

• Pereira, B. B., & Ha, S*. (2024). Environmental Issues on Tiktok: Topics and Claims of Misleading Information. Journal of Baltic Science Education, 23(1), 131-150 (SSCI)                            * corresponding author

2023

• Ha, S. (2023). Exploring the Practical Applications of Chat GPT for Simulation Teaching by Pre-service Physics Teachers, New Phys.: Sae Mulli, 73(9), 734-749 (SCOPUS)

• Park, D., Kwon, M., Ha, S., & Choi, H. (2023). A Study on the Vertical Articulation of Physics in the 2015 Revised National Curriculum: Focused on the Middle School Science and the High School Integrated Science. New Phys.: Sae Mulli, 73(6), 515-529 (SCOPUS)

• Kim, H., & Ha, S*. (2023). Exploring the Impact of Open Inquiry and Simulation Laboratory Teaching Experiences on the Perception of Preservice Physics Teachers. New Phys.: Sae Mulli, 73(4), 350-361 (SCOPUS)  * corresponding author

• Ji, Y., Ha, S., Jho, H., & Lee, B. (2023). Content Analysis of the Photoelectric Effect Presented in Introductory Physics Textbooks. New Phys.: Sae Mulli, 73(3), 229-241 (SCOPUS)

• Jho, H. Lee, B., Ji, Y., & Ha, S*. (2023). Discussion for the enhanced understanding of the photoelectric effect. European Journal of Physics, 44, 025301 (SCIE)           * corresponding author

2022

• Kim, H., & Ha, S*. (2022). Exploring International Research Trends on Technological Pedagogical and Content Knowledge (TPACK). Journal of Learner-Centered Curriculum and Instruction, 22(24), 147-170 (KCI)  * corresponding author

• Ha, S., & Jho, H. (2022). Understanding of the Photoelectric Effect by Pre-service Physics Teachers. New Phys.: Sae Mulli, 72(11), 841-856 (SCOPUS)

• Lee, K., Ha, S., & Seok, H. (2022). Analysis of the Contents of Transistors in Physics II Textbooks of the 2015 Revised Curriculum. New Phys.: Sae Mulli, 72(5), 409-418 (SCOPUS)

• Ha, S., & Jho, H. (2022). Physics Education in the Era of the Fourth Industrial Revolution through the Concepts of Hyper-Convergence, Hyper-Connection, and Super-Intelligence. New Phys.: Sae Mulli, 72(4), 319-318 (SCOPUS)

2021

• Lee, B., Jho, H., Lee, S., Ji, Y., Ha, S., & Kim, H. (2021). Analysis on Current Status and Implication of the Science Education Center for Gifted Affiliated with University. Journal of Science Education for the Gifted, 13(3), 160-171 (KCI)

• Ha, S., & Seok, H. (2021). Analysis of the Principle of Semiconductor and Diode Presented in University Physics Textbooks. New Phys.: Sae Mulli, 71(12), 1044-1057 (SCOPUS)

• Ha, S., Ji, Y., Jho, H., & Lee, B. (2021). Content analysis of photoelectric effect presented in high school physics textbooks. New Phys.: Sae Mulli, 71(10), 842-854 (SCOPUS)

• Kwon, S., & Ha, S*. (2021). Exploring International Research Trends for Preservice Teacher Education through Bigdata Bibliographic Analysis. Journal of Learner-Centered Curriculum and Instruction, 21(18), 755-774 (KCI)  * corresponding author

• Kwon, S., & Ha, S*. (2021). Analysis of international research trends in science gifted education using R program. Journal of Learner-Centered Curriculum and Instruction, 21(16), 819-838 (KCI)  * corresponding author

• Ha, S., & Kim, M. (2021). Analysis of the Possibility of Achieving the Purpose of Newton’s Second law Experiment Presented in the 2015 Revised Curriculum Physics I Textbooks. New Phys.: Sae Mulli, 71(6), 527-538 (SCOPUS)

• Byun, T., & Ha, S*. (2021). Analysis of Secondary School Pre-service Teachers' Perceptions on the Science Subject Competencies using Semantic Network Analysis. Journal of Learner-Centered Curriculum and Instruction, 21(7), 239-257 (KCI)  * corresponding author

2020

• Ha, S., & Kim, M. (2020). Challenges of designing and carrying out laboratory experiments about Newton's second law. Science & Education, 29(5), 1389-1416 (SSCI)

• Kim, M., & Ha, S*. (2020). Development of Process-oriented Inquiry-Based Science Performance Assessment Method and Application to Science Gifted High School Students. New Phys.: Sae Mulli, 70(5), 454-465. (SCOPUS)  * corresponding author

• Ha, S., & Jho, H. (2020). Detailed Bibliographic Big data Analysis Using R package to identify Trends in Scientific Inquiry Education Research. Journal of Learner-Centered Curriculum and Instruction, 20(6), 859-883. (KCI)

2019

• Ha, S., & Kim, M. (2019). Characteristics of Learning by Science Gifted Students in Experiments with Different Experimental Method. New Phys.: Sae Mulli, 69(11), 1166-1176. (SCOPUS)

• Ha, S., & Jho, H. (2019). A study on the perception of the gifted students about the aesthetic features of physics experiments. New Phys.: Sae Mulli, 69(12), 1240-1251. (SCOPUS)

• Cheong, Y. W., Ha, S*., Byun, T., & Lee, G. (2019). Two patterns of student reasoning in problem solving concerning frictional force. Physics Education, 54(2), 025009. (SCOPUS)       * corresponding author

2018

• Ha, S. (2018). Analysis about special relativity theory of high school physics textbooks under 2009 and 2015 revised curriculum. New Phys.: Sae Mulli, 68(10), 1069-1080. (SCOPUS)

• Ha, S. (2018). Characteristics of Science High School Students‘ Understanding about friction acting on a rolling object. Journal of Science Education, 42(2), 120-131. (KCI)

2017

• Ha, S. (2017). Destructive Interference and Conservation of Energy: Characteristics of Gifted Students’ Understanding. New Physics: Sae Mulli, 67(11), 1348-1361. (SCOPUS)

• Ha, S*., Cheong, Y. W., & Lee, G. (2017). Characteristics of Small Group Discussions About Friction in Terms of the Formation of Common Context. Journal of the Korean Association for Science Education, 37(2), 301-311. (KCI)  * 1st author and corresponding author

2015

• Ha, S., & Lee, G. (2015). Features of Description about Friction in Introductory Physics Textbook : Focused on  Interlocking and Adhesion Theory. New Phys.: Sae Mulli, 65(4), 358-368. (SCOPUS)

• Ha, S., & Lee, G. (2015). Hermeneutics and Science Education : Focus on Implications for Conceptual Change Theory. Journal of the Korean Association for Research in Science Education, 35(1), 85-94. (KCI)

2013

• Ha, S., Lee, G., & Kalman, C. S. (2013). Workshop on Friction: Understanding and Addressing Students' Difficulties in Learning Science through a Hermeneutical Perspective. Science & Education, 22(6), 1423-1441. (SSCI)

2011

• Ha, S., & Lee, G. (2011). Enhancing Students' Group Discussion by Engaging Two Different Approaches to Friction: Theme Based Group Discussion as a Hermeneutical Circle. Paper presented at the 11th IHPST, Thessaloniki, Greece.

• Ha, S., & Lee, G. (2011). Understanding Students' Difficulties and Their Structure in Learning Friction in Upper-Level Mechanics Course via Weekly Report. New Phys.: Sae Mulli, 61(9), 840-849. (KCI)

2010

•  Byun, T., Ha, S., & Lee, G. (2010). Toward Understanding Student Difficulty in Upper-Level Mechanics Problem-Solving Processes. The SNU Journal of Education Research, 19, 145-165. (KCI)

2009

• Ha, S., Cheong, Y. W., Byun, T., & Lee, G. (2009). Emerging Role of Primary Leader in Group Interaction with Mechanics Problems During Upper-level Mechanics Course. Journal of the Korean Association for Research in Science Education, 29(3), 291-303. (KCI)

• Ha, S., & Lee, G. (2009). Group Discussion with Weekly Reports and Students' Responses to It in an Upper-Level Mechanics Course. New Physics: Sae Mulli, 59(5), 379-391. (KCI)

2008

•  Byun, T., Ha, S., & Lee, G. (2008). Identifying student difficulty in problem solving process via the framework of the House Model (HM). Paper presented at the Physics Education Research Conference, Edmonton, Canada.