Faculty of the Month: Hong Joo Hyeon Teacher

The temperature dropped, and students are starting to bring thicker clothes to keep themselves warm from the cold. Autumn has been officially declared in Cheongshim and now there are only three months left from the end of 2025 and the start of a new year. I, for one, can't believe how fast the time flew by, as it only feels like yesterday when I was nervous about starting a new grade. The bittersweet feeling is followed by the transition from summer to fall, when the world begins to sound quieter yet many changes are made. Trees change to a more cozy outfit, birds begin their migrations, and crops reach their harvest. It is also the start of a new academic year for many schools and universities around the world which signifies the flicker of passion in learning and discovery. So for September’s faculty of the month, we sat down with our biology teacher, Ms Hong Joohyeon in the spirit of change and curiosity in the autumn breeze. Thank you, Ms Hong Joohyeon ! 

Q. How did you first become interested in science, and what led you to become a teacher after working as a researcher?

Ms. Hong:

When I was a student, I had a crush on my biology teacher (laughs). That teacher first sparked my interest in biology, and I spent my teenage years holding onto the dream of becoming a teacher like him in the future. I was actually a teacher before I started my Master’s in biological sciences in a natural sciences department, which is far from the study of biology. The motivation was this: if I were to nurture future scientists, it would only be right for me to walk that path myself. The program caught me by surprise because it was completely different from what I studied before. Since the lab experience was the traditional path to becoming a scientist, I believe it significantly enriched my teaching and became a valuable experience to share with my students. 

Q. As a science teacher, when do you feel the most fulfilled? 

Ms. Hong:

I feel most fulfilled when students develop their interest in science through me. Just like I was greatly influenced by my biology teacher, I believe that one person can make a huge influence. So I feel the deepest sense of fulfillment when I spark even a little bit of curiosity and interest in science through my lessons. 

Q. You are known for being very energetic in your classes. Where does that energy come from?

Ms. Hong: 

You guys! And I mean it! It’s not something that is done intentionally, but it just comes out in the moment. I think it’s a synergy that comes from the connection with my students, through their sparkling eyes and our communication during class. A lesson is truly meaningful when communication flows betweenthe  teacher and students, and that connection naturally brings out passion and energy.

Q. Many students find science difficult. Why do you think that is?

Ms. Hong: 

Many students think vaguely that science is difficult. But as a teacher, I want you guys to realize that science is a part of our everyday life and that we are actually surrounded by science. For example, in 9th grade, students study reproduction and genetics. Many consider this chapter to be tough, and it is if you only try to learn to solve problems. But actually, these topics are actually essential knowledge for life itself since we are all children of parents, and many of us will become parents someday. If students look at science from that perspective, they can see how close and meaningful it is to us all but most of them only study science to solve exam questions. I wish that students will view science as a joyful journey to the unknown and the process of discovering the mysteries of the universe little by little. 

Q. You used to be a researcher. Research often requires a change in perspective. Do you have any advice for students who want to do research or projects?

Ms. Hong: 

I would say two things. Firstly, self-reflection and secondly, discussions with others, whether it's your teacher or your friends. I believe critical thinking and communication skills are the greatest virtues a scientist should have. So if you start improving these two areas, you will see a change. But it’s true that there are some limits to self-reflection. What I did was keep two notebooks where I wrote everything there is to know about my experiments. In my experiment log-book, I recorded conditions and results of my experiments, and in my reflection notebook, I scribbled down my thoughts on why I failed and how to improve. After contemplating my experiment results, I discussed them with my colleagues and professors. If this didn’t do the job, then I turned to prior studies. Learning about related experiments done in the past opens the door to finding new methods for your experiments.