Co-Editor: Hye-Eun Chu
Institution and location
Department of Educational Studies, Faculty of Human Sciences,
Macquarie University, Sydney, Australia
2002. Ph.D. (Science Education) Dankook University, Korea
1993 M.A. (Science Education) Dankook University, Korea
1985 B.Sc. (Science Education) Dankook University, Korea
2015 - Present: Full-time Lecturer, Macquarie University, Sydney, Australia
2008 - 2015: Assistant Professor, Nanyang Technological University, Singapore
2005 - 2008: Post-Doctoral Research Fellow, Curtin University, Science and Mathematics Educational Centre, Perth, Australia
Activities in Scholarly and Professional Societies
Co-Editor of APSE (Asia-Pacific Science Education)
Editorial board member of:
- International Journal of Science and Mathematics Education
- International Journal of Environmental and Science Education
Park, J., Chu, H.E. & Martin, S. (accepted, 2016). Korean teacher’s attitudes and self-efficacy for using inquiry teaching practices with culturally and linguistically diverse students: Implications for science teacher education, EURASIA Journal of Mathematics, Science, & Technology Education
Martin, S., & Chu, H.E. (2015). Asia-Pacific Science Education (APSE): expanding opportunities for publishing science education research. Asia-Pacific Science Education, 1 (1). 1-18.
Fulmer, G., Chu, H-E., Treagust, D., & Neumann, K. (2015). Is it harder to choose or to explain? Analysing two-tier science assessment items using the Rasch measurement model. Asia-Pacific Science Education, 1 (1). 1-20.
Park, J., Martin, S., & Chu, H.E. (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. DOI : 10.14697/jkase.2015.35.4.0773 ** KCI ( IF: 1.57)
Wong, C. L., Chu, H-E., & Yap, K. C. (2014). Are alternative conceptions dependent on researchers’ methodology and definition? : A review of empirical studies related to concept of heat. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-014-9577-2.
Wong, C. L., Chu, H-E., & Yap, K. C. (2014). Developing a framework for analysing definitions: A study of the Feynman Lectures. International Journal of Science, Education, 36 (15), 2481 -2531.
Chu, H-E., & Treagust, F. D. (2014). Students’ understanding of light propagation and visibility of objects in different contexts: stable or unstable conceptualisation? Journal of Science Education and Technology, 23(2), 238-251.
Chu, H-E., Treagust, F. D., Yeo, S., & Zadnik, M. (2012). Evaluation of students’ understanding of thermal concepts in everyday contexts. International Journal of Science Education, 34(10), 1509-1534.
Chu, H-E., Treagust, F. D., & Chandrasegaran, A. L. (2009). A stratified study of students' understanding of basic optics concepts in different contexts using two-tiered multiple-choice items. Research in Science and Technological Education, 27(3), 253-265.
Chu, H-E., Treagust, F. D., & Chandrasegaran, A.L. (2008). Naïve students’ conceptual development and beliefs: the need for multiple analyses to determine what contributes to student success in a university introductory physics course. Research in Science Education, 38(1), 111-125.
Chu, H-E., Lee, E-A., Ko, H-R., Lee, M-N., Shin, D-H., Kang, K-H., & Min, B-M. (2007). Korean year 3 children’s environmental literacy: A prerequisite for a Korean environmental curriculum. International Journal of Science Education, 29(6), 731-746.
Kim, Y., Chu, H-E. & Lim, G. (2015). Science Curriculum Changes and STEM Education in East Asia. In Myint Swe Khine (Ed.) Science Education in East Asia: Pedagogical Innovations and Best Practices (pp149-226).Dordrecht: Springer.
Chu, H-E., & Son, Y-A. (2014). Environmental education for sustainable development in
Korean Schools. In Lee., C-K, Stimpson, P. & Efird, R (Eds.), Schooling for sustainable development across the Pacific(141-157). Dordrecht: Springer.
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.
2017 Journal Metrics
83 days from submission to first decision
29 days from acceptance to publication
Social Media Impact
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- ISSN: 2364-1177