Co-Editor: Sonya Martin

Institution and location

Department of Earth Science Education, College of Education,
Seoul National University
, Seoul, Korea 


Academic Background
2005    PhD      (Science Education), Curtin University, Australia
2002    MS.Ed  (Chemistry Education), University of Pennsylvania, USA
1998    M.Ed    (Elementary Education), University of Pennsylvania, USA
1995    BA        (Biology), Bryn Mawr College, USA

2011 - Present:      Associate Professor, Seoul National University, Korea
2007-2011:            Assistant Professor, Drexel University, PA, USA
2004-2007:            Assistant Professor, Queens College, CUNY, NY, USA
2002-2004:            Lecturer, University of Pennsylvania, PA, USA

Activities in Scholarly and Professional Societies
Co-Editor, APSE (Asia-Pacific Science Education)

Editorial board member of:

  • Cultural Studies of Science Education
  • Research in Science Education
  • Journal of Research in Science Teaching
  • Journal of Science Teacher Education
  • Journal of Korean Association of Science Education
  • EURASIA Journal of Mathematics
  • Science and Technology Education
  • Korean Journal of Biology Education

Selected Publications
Martin, S., & Chu, H.E. (December, 2015). Asia-Pacific Science Education (APSE): Expanding opportunities for publishing science education research. Asia-Pacific Science Education, 1:3, 1-18.
Park, J., Martin, S., & Chu, H.E. (August, 2015). Examining How Structures Shape Teacher and Student Agency in Science Classrooms in an Innovative Middle School: Implications for Policy and Practice. Journal of the Korean Association for Science Education, 35(4), 773-790.
Im, S., & Martin, S. (July, 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.
Siry, C., & Martin, S. (September, 2014). Facilitating reflexivity in preservice science teacher education using video analysis and cogenerative dialogue in field-based methods courses. EURASIA Journal of Mathematics, Science and Technology Education, 10(5), 481-508.
Martin, S., & Im, S. (December, 2013). Promoting inclusive science education practices using cogenerative dialogues. (특수교육저널: 이론과 실천). The Journal of Special Education: Theory and Practice, 14(4), 233-268.
Wassell, B., Martin, S., & Scantlebury, K. (December, 2013). Using cogenerative dialogues to foster community and support English Language Learner students’ learning. TESOL Journal, 4(4), 759-771.

Martin, S., Choe, S.-U., Kim, C.-J., & Kwak, Y. (January, 2014). Employing a socio-historical perspective for understanding the impact of ideology and policy on educational achievement in the Republic of Korea. In J.V. Clark (Ed), Closing the achievement gap from an international perspective: Transforming STEM for effective education (p. 229-250). The Netherlands: Springer.
Martin, S., Wassell, B., & Scantlebury, K. (March, 2013). Frameworks for examining the intersections of race, ethnicity, class and gender: An analysis of research on English language learners in K-12 science education. In J.A. Bianchini, V.A. Akerson, A. Calabrese Barton, O. Lee. & A.J. Rodriguez, (Eds) Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education (pp. 81-98). The Netherlands: Springer.
Martin, S. & Siry, C. (December, 2012). Using video in science teacher education: An analysis of the utilization of video-based media by teacher educators and researchers. In B. Fraser, K. Tobin, & C. Campbell [eds.] Second International handbook of science teaching and learning (p. 417-433). The Netherlands: Springer.

Society affiliation

Asia-Pacific Science Education is sponsored by The Korean Association For Science Education (KASE). KASE was founded in 1976 and currently has more than 3,500 members. KASE aims to contribute to the advancement of science education through research and development. To support these goals, KASE sponsors two science education conferences a year and two different journals to help disseminate research findings to researchers, teacher educators, and teachers – both domestically and internationally.