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Editor-in-Chief: Sonya Martin

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Institution and location

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

Email: sonya.n.martin@gmail.com

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

Experience
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
Dr. Martin is currently serving as the International Coordinator for the National Association for Research in Science Teaching (NARST). She is a member of the Executive Board for NARST, the Korean Association for Science Education (KASE), and the Korean Association of Qualitative Inquiry (KAQI). Since 2015, she has served as a Co-Editor of Asia-Pacific Science Education (APSE) and as an editorial board member for several journals, including Cultural Studies of Science Education (CSSE), Research in Science Education (RISE), Journal of Science Teacher Education (JSTE), and the Journal of Korean Association of Science Education (JKASE).

Selected Publications (articles and books)

  • Kang, D. Y., & Martin, S. (2018). Improving Learning Opportunities for Special Education Needs (SEN) Students by Engaging Pre-Service Science Teachers in an Informal Experiential Learning Course. Asia Pacific Journal of Education, 38(3), 319-347. 
  • Martin, S., & Kang, D.Y. (2018). Exploring the transformative potential of experiential learning: Fostering positive attitudes towards inclusive education for special education needs (SEN) learners in Korea. In L. Bryan and K. Tobin (Eds), Critical Issues and Bold Visions for Science Education: The Road Ahead, (p. 101-125). Rotterdam, The Netherlands: Brill.
  • Martin, S. (2018). Confronting prevailing narratives of student engagement and participation in science classrooms. In L. Bryan and K. Tobin (Eds), 13 Questions: Reframing Education's Conversation: Science, (p. 125-148). New York: Peter Lang.
  • Lee, Y.J., Chu, H.E., & Martin, S. (2018). Examining factors that influence on elementary teachers' perceptions in a graduate level Interdisciplinary Environmental Education program: Using ePCK as a framework. EURASIA Journal of Mathematics, Science and Technology Education, 14(10), 1-23. 
  • Park, C.M., & Martin, S. (2018). Improving Science Teaching and Learning for New Teachers and Diverse Learners Using Participatory Action Research and Cogenerative Dialogue. Journal of Korean Association of Science Education, 32(2), 97-112.
  • Kang, D.Y., & Martin, S. (2018). Understanding structures preventing teachers from supporting culturally and linguistically diverse students in science learning. The Journal of Learner-centered Curriculum and Instruction, 18(8), 563-592. 
  • Kang, D. Y., & Martin, S. (2017). Challenging Pre-Service Science Teachers’ Beliefs about Inclusion Science Classrooms through Experiential Learning. The Journal of Special Education: Theory and Practice, 18(4), 327-356.
  • Park, J., Chu, H.E., & Martin, S. (2016).  Exploring how Korean teacher’s attitudes and self-efficacy for using inquiry and language based teaching practices impacts learning for culturally and linguistically diverse students: Implications for science teacher education. EURASIA Journal of Mathematics, Science and Technology Education,12(7), 1799-1841.
  • Martin, S., & Chu, H.E. (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. (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. (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. (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. 

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.

Annual Journal Metrics

  • Speed
    50 days to first decision for reviewed manuscripts only
    45 days to first decision for all manuscripts
    122 days from submission to acceptance
    34 days from acceptance to publication

    Usage 
    27,180 downloads
    46 Altmetric mentions

This journal is indexed by

    • Google Scholar
    • CNKI
    • DOAJ
    • EBSCO Applied Science & Technology Source
    • EBSCO Discovery Service
    • EBSCO STM Source
    • EBSCO TOC Premier
    • ERIC System Database
    • ERIH PLUS
    • OCLC
    • Summon by ProQuest

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