최애란 교수는 이화여대 과학교육과(화학교육전공)를 졸업하고 서울특별시 공립고등학교에서 11년간 학생들을 가르쳤다. 이화여대에서 화학교육 전공으로 석사학위를 미국 University of Iowa에서 과학교육학 전공으로 박사학위를 취득한 후, 미국 오하이오주에 있는 Kent State University에서 Assistant Professor로서 연구와 강의를 하였고, 2012년부터 이화여대 과학교육과에 재직하고 있다. 논의 중심 과학 탐구, 과학 글쓰기, 다중 표상, 온라인 토론 등의 맥락에서 과학 학습에 관한 연구와 교사학습공동체를 통한 과학 교사의 탐구 수업 전문성 발달에 관한 연구를 진행하여 다수의 논문을 SSCI 와 SCOPUS 국제학술지 및 국내 KCI 학술지에 발표해 오고 있다.
Characteristics of Teaching Orientation and PCK of Science Teachers in Online-offline Mixed Learning Environment ; [온-오프라인 혼합 학습환경에서 과학교사의 교수 지향과 PCK 특징]Journal of the Korean Chemical Society, 2023, v.67 no.6, 441-461
Elementary Preservice Teachers’ Understandings and Task Values of the Science Practices Advocated in the NGSS in the USEducation Sciences, 2023, v.13 no.4, 371
Interactions among Components of Pedagogical Content Knowledge of Science Teachers in a Teacher Learning CommunityJournal of the Korean Chemical Society, 2022, v.66 no.1, 15-30
Secondary Science Teachers’ PCK Components and Subcomponents Specific to the Learning Environment in an Online-offline Mixed Learning Environment; [온-오프라인 혼합 학습환경에서 중등과학교사의 학습환경 특이적인 PCK 요소 및 하위요소]Journal of the Korean Chemical Society, 2022, v.66 no.6, 472-492
Science Teachers' Views of Argument in Scientific Inquiry and Argument-Based Science InstructionRESEARCH IN SCIENCE EDUCATION, 2021, v.51 no.SUPPL 1, 251-268
Cross-national investigation of teachers' pedagogical content knowledge (PCK) in the US and South Korea: what proxy measures of teacher quality are related to PCK?INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2020 , 2630-2651
Students’ Construct and Critique of Claims and Evidence Through Online Asynchronous Discussion Combined with In-Class DiscussionInternational Journal of Science and Mathematics Education, 2020, v.18 no.6, 1023-1040
Analysis of achievement standards, activities, and assessment items in Integrated Science, Chemistry I, Chemistry II textbooks on science core competency: Focusing on acid·base·neutralization and oxidation·reductionJournal of the Korean Chemical Society, 2019, v.63 no.6, 486-504
Inquiry-based science instruction perceived by beginning science teachers in a professional learning communityJournal of the Korean Chemical Society, 2019, v.63 no.5, 360-375
An analysis of written claim and evidence produced by secondary science teachers in a context of chemistry inquiryJournal of the Korean Chemical Society, 2017, v.61 no.6, 359-368
Science teachers' perceptions of and approaches towards students' misconceptions on photosynthesis: A comparison study between US and KoreaEurasia Journal of Mathematics, Science and Technology Education, 2017, v.13 no.1, 269-296
Analysis of activities in chemistry chapters of middle school science textbooks for the 2009 revised science curriculum: Focus on 8 science practicesJournal of the Korean Chemical Society, 2016, v.60 no.6, 436-451
Analysis of inquiry activities in high school chemistry II textbooks based on the 2009 revised science curriculum: Focus on 8 science practicesJournal of the Korean Chemical Society, 2016, v.60 no.1
Pre-service chemistry teacher's designing and implementing inquiry-based science instruction that emphasizes argumentation and writing: Focus on ways to overcome difficultiesJournal of the Korean Chemical Society, 2016, v.60 no.5, 342-352
University students' understanding of chemistry processes and the quality of evidence in their written argumentsEurasia Journal of Mathematics, Science and Technology Education, 2016, v.12 no.4, 991-1008
SUCCESS, DIFFICULTY, AND INSTRUCTIONAL STRATEGY TO ENACT AN ARGUMENT-BASED INQUIRY APPROACH: EXPERIENCES OF ELEMENTARY TEACHERSINTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 2015, v.13 no.5, 991-1011
The effects of the argument-based claim and evidence writing approach : Focus on high school chemistryJournal of the Korean Chemical Society, 2015, v.59 no.1, 69-77
Pre-service science teachers' understanding and views of argument-based inquiry approachJournal of the Korean Chemical Society, 2014, v.58 no.6, 658-666
[학술지논문] Examining Pedagogical Reasoning of Beginning Science Teachers in a Professional Learning Community
Journal of the Korean Chemical Society, 2024, v.68
no.4
, 205-220
Scopus
[학술지논문] Implementation of the science writing heuristic (SWH) approach in 8th grade science classrooms
International Journal of Science and Mathematics Education, 2011, v.9
no.5
, 1111-1133
Scopus
[학술지논문] 논의가 강조된 일반화학실험이 예비교사의 글쓰기 능력 및 화학개념 이해에 미치는 효과
한국과학교육학회지, 2011, v.31
no.8
, 1077-1091
[학술지논문] Argument Structure in the Science Writing Heuristic (SWH) Approach
한국과학교육학회지, 2010, v.30
no.3
, 323-336
[학술지논문] Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms
RESEARCH IN SCIENCE EDUCATION, 2010, v.40
no.2
, 149-169
SCI
[학술지논문] Examining the Impact of Student Use of Multiple Modal Representations in Constructing Arguments in Organic Chemistry Laboratory Classes
RESEARCH IN SCIENCE EDUCATION, 2010, v.40
no.1
, 29-44
SCI
[학술지논문] A Comparison of Student Learning in STS vs Those in Directed Inquiry Classes
Electronic Journal of Science Education , 2009, v.13
no.2
, 186-208
[학술지논문] Comparing Science Learning among 4th 5th and 6th Grade Students' STS perspective versus Textbook Based Instruction
Journal of Elementary Science Education , 2009, v.21
no.2
, 15-24
[학술지논문] Studnt Success in Recognizing Definitions of Eight Terms Found in Fourth Grade Science Textbooks
Electronic Journal of Science Education , 2009, v.13
no.2
, 83-99
[저역서] 화학 교재 연구 및 지도
자유아카데미 , 2021, 422
[저역서] Science Education Research and Practice in Asia
Springer, 2016, 574
[저역서] 화학 교재 연구 및 지도
자유아카데미, 2016, 525
[저역서] Writing in Classroom Science
SensePublishers, 2009, 676