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Publications

Books (peer-reviewed)

  1. Song, J., Park, H.Y., Jeong, Y.J., Martin, S., Im, H.J., Na, J., Jang, J., Cho, H.M. & Kang, D.Y. (June, 2019). 미래 학교교육: 무엇을 어떻게 준비할 것인가? [The Future of School Education: What and how to prepare?]. Seoul, Republic of Korea: Bookshill. [Korean Language/한국어]

  2. Song, J., Jeong, Y., Martin, S., Na, J., Jang, J., & Kang, D.Y. (June, 2018). 교실과 문화: 동아시아 과학 교실문화의 이해 [Classroom and Culture: Understanding the Science Classroom Culture of East Asia]. Seoul, Republic of Korea: Bookshill. [Korean Language/한국어]

  3. Scantlebury, K., Kahle, J.B., & Martin, S. [Eds.]. (2010). Re-visioning science education from feminist perspectives: Challenges, choices and careers. Netherlands: Sense Publishers.

Journal  (In preparation)

  1. Martin, S., & Ruggirello, R. (in preparation). The need for Death Education in Science. To be submitted to Cultural Studies of Science Education.

  2. Kim, Y.B., Kang, D.Y., Chu, H.E., & Martin, S. (in preparation). A Study on Science Teachers’ Perceptions, Self-Efficacy and Teaching Practices of Students with Special Education Needs in Inclusive Science Classes. To be submitted to Asia-Pacific Science Education.

  3. Lee, G.G., Kang, D.Y., Kim, M.J., Hong, H.G., & Martin, S. (in preparation). University students’ perceptions of remote laboratory sessions necessitated by COVID-19: Differences by emergent teaching strategies in a Korean University. To be submitted to Asia-Pacific Education Review.

  4. Lee, J.Y., Villegas-Contreras, A., & Martin, S. (in preparation). A comparative study of Korea and Mexico Education system response to COVID-19 with a focus on primary teachers’ perspectives. To be submitted to… undeclared.

  5. Ahn, S.R., Gi, G.M., & Martin, S. (in preparation). Examining Contradictions in Community Gardening using Structure/Agency: Implications for Garden-Based (Environmental) Learning.

Journal  (In review)

  1. Faisal & Martin, S. (in review). Promoting Pre-Service and In-Service Biology Teachers’ Perceptions About Socioscientific Issue-Based Instruction. Submitted to Asia-Pacific Science Education.

  2. Lee, G.G., Kang. D.Y., Kim, M.J., Hong, H.G., & Martin, S. (in review). The Emergence of Remote Laboratory Sessions in an Emergency Situation: University Instructors’ Agency During the COVID-19 Pandemic. Submitted to Cultural Studies of Science Education.

  3. Lee, H., Kang, D.Y., Kim, M.J., & Martin, S. (in review). Navigating into the Future of Science Museum Education focused on Educators’ Adaptions during Covid-19. Submitted to Cultural Studies of Science Education.

  4. Lee, Y.J., & Martin, S. (in review). A Phenomenological Research of Elementary School Teachers' COVID-19 Experiences: Changes in Life as a Teacher and the Meaning of the Classroom. To be submitted to the journal of the Korean Academy of Qualitative Exploration.

  5. Faisal, & Martin, S. (in review). Exploring Indonesian Pre-Service and In-Service Biology Teachers’ Teaching Practices on Socioscientific Issues (SSI).Submitted to the Journal of Science Teacher Education.

Journal  (In revision)

  1. Choi, Y.S., & Martin, S. (accepted, major revisions). Exploring students’ use of gestures to create scientific models during geological field trips and modeling activities. To be submitted to Asia-Pacific Science Education.

  2. Kang, D.Y., Lee, J.Y., Kim, M.J., Martin, S., & Lee, H. (accepted, major revision). 국내 과학관의 코로나-19 대응과 미래전략: 국립과학관 경영인력의 경험을 중심으로 [National Science Museum Administrators' responses to COVID-19 and their future strategies for Korean science museums]. Submitted to the journal 한국과학예술융합학회 [ The Korean Society of Science and Art].

Journal  (Reffered/Peer-reviewed)

  1. Kim, M.J., Kang, D. Y.,  & Martin, S. (in press).  Exploring informal science education responses to COVID-19 global pandemic: Learning from the case of the Gwacheon National Science Museum in Korea. Cultural Studies of Science Education, xx(x), xx-xx. DOI :10.1007/s11422-021-10073-5 ** SSCI/ SCOPUS

  2. Martin, S. (December, 2021). Asia-Pacific Science Education (APSE): Building a Community of Scholars. Asia-Pacific Science Education, 7(2), 227-233. ** SCOPUS

  3. Mang, H.A., Chu, H.E., Martin, S., & Kim, C.H. (December, 2021). An SSI-Based STEAM Approach to Developing Science Programs. Asia-Pacific Science Education, 6(2), 549-585. ** SCOPUS

  4. Martin, S. (December, 2020). Asia-Pacific Science Education (APSE): Expanding Research on Equity and Inclusion Science Education in the Asia-Pacific Region. Asia-Pacific Science Education, 6(2), 1-7

  5. Sprong, L., & Martin, S. (July, 2020). Exploring Indian Middle School Students’ Conceptions of the Environment Using the Draw-an-Environment Test.  Asia-Pacific Science Education, 6(1), 1-27.

  6. Martin, S. (July, 2020). Asia-Pacific Science Education (APSE): Challenged to lead in uncertain times.  Asia-Pacific Science Education, 6(1), 1-11.

  7. Faisal, Gi, G.M., & Martin, S. (June, 2020). Analysis of Government Funded Research in Indonesia from 2014-2018: Implications for Research Trends in Science Education. Jurnal Pendidikan IPA Indonesia, 9(2), 146-158. ** SCOPUS

  8. Martin, S., & Kang, D.Y. (June, 2020). Rethinking approaches to research: The importance of considering contextually mitigating factors to promote equitable practices in science education research. Cultural Studies of Science Education. 15(2), 569-582. ** SSCI/ SCOPUS

  9. Gi, G., Park, E.J., Ha, G.G., & Martin, S. (December, 2019). Research Trends of Equity in Informal Science Learning and Education from 2000 to 2017 Using Network Analysis. Submitted to the journal of the Korea Institute of Exhibition Industry Convergence.  [Korean Language/한국어] KCI

  10. Faisal & Martin, S. (April, 2019). Science Education in Indonesia: Past, Present and Future. Asia-Pacific Science Education, 1:4, 2019.

  11. Chu, H.E., Martin, S., & Park, J. (August, 2018). A theoretical framework for developing an intercultural STEAM program for Australian and Korean students to enhance science teaching and learning. International Journal of Science and Mathematics Education, 17(7), 1251-1266. https://doi.org/10.1007/s10763-018-9922-y ** SSCI  

  12. Kang, D. Y., & Martin, S. (August, 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. doi.org/10.1080/02188791.2018.1505599 ** SSCI

  13. Kang, D.Y., Chang, J., & Martin, S. (June, 2018). 다문화 학생들을 위한 과학 학습의 관점에서 초등학교 3-4학년 과학 디지털교과서 구성의 특징 분석: SIOP 모델을 중심 으로 [A study of the characteristics of grades 3 and 4 science digital textbooks for multicultural students from the perspective of SIOP]. The Journal of Learner-centered Curriculum and Instruction, 18(12), 315-344. http://dx.doi.org/10.22251/jlcci.2018.18.12.315  **KCI [Korean Language/한국어]

  14. Song, G.-Y., Chu, H.E., Martin, S., & Kim, H.J. (June, 2018). 지속가능발전교육을 위한 초등학교 영어 그림책 선정 기준 개발 및 활용 방안 연구 [Development and Utilization of an Evaluation tool for Selecting English language Picture books for Teaching ESD in the Elementary classroom]. 환경교육, 31(2), 132-152. http://doi.org/10.17965/kjee.2018.31.2.132  ** KCI [Korean Language/한국어]

  15. Lee, Y.J., Chu, H.E., & Martin, S. (May, 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. DOI: https://doi.org/10.29333/ejmste/92184 ** SCOPUS

  16. Fulmer, G., Chu, H.E., & Martin, S. (May, 2018). The potential of teacher-led research: Teachers’ action research collaborations in science education in Singapore. Asia-Pacific Science Education, 4:7, 1-6.

  17. Park, C.M., & Martin, S. (April, 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. ** KCI

  18. Kang, D.Y., & Martin, S. (April, 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. **KCI

  19. Kang, D. Y., & Martin, S. (October, 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. **KCI

  20. Ahn, W., Chu, H.-E., Kim, H.J., Park, H.K., & Martin, S. (June, 2016). 다문화 배경 언어학습자의 과학수업 내 소집단에서의 역할 및 상호작용 양상 탐색  [Analysis of culturally and linguistically diverse students’ learning experiences when co-constructing scientific models in an Earth Science middle school classroom] (학습자중심교과교육학회 저널). The Journal of Learner-centered Curriculum and Instruction, 16(6), 921-950. **KCI [Korean Language/한국어]

  21. Martin, S., Im, S., & Song, J. (March, 2016). Editorial: Past, Present, and Future of Science, Mathematics, Engineering, and Technology Education Research and Practice in South Korea. EURASIA Journal of Mathematics, Science and Technology Education,12(7), 1707-1710. ** SSCI

  22. Park, J., Chu, H.E., & Martin, S. (February, 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. ** SSCI

  23. 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.

  24. 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.  DOI : 10.14697/jkase.2015.35.4.0773  ** KCI

  25. Murphy, C., & Martin, S. (July, 2015). Coteaching in teacher education: research and practice. Asia-Pacific Journal of Teacher Education. 43(4), 277-280 ** SSCI

  26. 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. ** SSCI 

  27. Park, M.Y., Ahn, W., Kwon, O.N., & Martin, S. (June, 2015). A study on the method of increasing reliability issues in the context of math and science classroom-based research. (학습자중심교과교육학회 저널). The Journal of Learner-centered Curriculum and Instruction, 15(6), 643-667. **KCI [Korean] [Korean Language/한국어]

  28. 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. ** SSCI

  29. Im, S., & Martin, S. (March, 2014). The meaning and significance of cogenerative dialogue in research and practice in the context of science education in Korea (학습자중심교과교육학회의 저널). The Journal of Learner-centered Curriculum and Instruction, 14(3), 17-43. **KCI [Korean Language/한국어]

  30. 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.

  31. 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. **Scopus

  32. Bencze, J.L., Carter, L., Chiu, M.-H., Duit, R., Martin, S., Siry, C., Krajcik, J., Shin, N., Choi, K., Lee, H.-J., & Kim, S.-W. (June, 2013). Globalization and Science Instruction. COSMOS, 8(2), 139-152.

  33. Martin, S., & Siry, C. (August, 2011). Networks of practice in science education research: A global context. Journal of Research in Science Teaching, 48(6), 592-623. ** SSCI

  34. Martin, S. (2010). “Act locally, publish globally”: International/multi-disciplinary research efforts needed to understand the impact of globalization on science education. Cultural Studies of Science Education, 5(2), 263-273. **Scopus

  35. Martin, S., & Siry, C. (2009). Raising critical issues in the analysis of gender and science in children’s literature. Cultural Studies of Science Education, 4(4), 951-960. **Scopus

  36. Martin, S., & Scantlebury, K. (2009). More than a conversation: Using cogenerative dialogues in the professional development of high school chemistry teachers. Educational Assessment, Evaluation and Accountability, 21(2), pp. 119-1136.  ** SSCI

  37. Jacobs, C., Martin, S., & Otieno, T. (2008). A science lesson plan analysis instrument for formative and summative program evaluation. Science Education, 92(6), pp. 1096–1126. ** SSCI

  38. Martin, S., Bayne, G., & Lehner, E. (2007). Forum: Unraveling the power of creolized ontologies to strengthen science learning. Cultural Studies of Science Education, 2(2), pp. 461 – 473. **Scopus

  39. Martin, S., Milne, C., & Scantlebury, K. (2006). Eye rollers, risk-takers, and turn sharks: Target students in a professional science education program. Journal of Research in Science Teaching, 43 (8), pp. 819 - 851. ** SSCI

  40. Martin, S. (2006). Where practice and theory intersect in the chemistry classroom: Using cogenerative dialogue to identify the critical point in science education. Cultural Studies of Science Education, 1(4), pp. 693-720. **Scopus

  41. Geelan, D., Gilmer, P., & Martin, S. (2006). Forum: dialogue about dialogue – cogeneration, research and science education. Cultural Studies of Science Education, 1(4), pp. 721-744. **Scopus

Chapters (Published in Peer Reviewed Books)

  1. Chu, H.E., Martin, S., Kim, E.S., & Lee, H.M. (in review). Arts-integrated STEM in Korean schools. In M.H.M. Cheng, A. Jones, and C. Buntting  (Eds) in Conceptualizing and Implementing STEM Education in Asia (p.X-X). The Netherlands: Springer.

  2. Espinet, M., Martin, S., Rodriguez., BouJaoude, S., & Msimanga, A. (2021). International perspectives on science education research in multicultural and multilingual contexts. In O. Levrini, G. Tasquier, T. Amin, L. Branchetti, and, M. Levin, (Eds.): Engaging with Contemporary Challenges through Science Education Research (pp. 45-58). Contributions from Science Education Research (Vol 9): Springer. https://doi.org/10.1007/978-3-030-74490-8_5

  3. Chu, H.E., Kang, D. Y., Faisal, Martin, S.N., &, Lewis, N. (2021). Factors associated with students’ engagement and participation in Year 11 and Year 12 Science Classrooms. In O. Levrini & G.  Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 2 (co-ed. G. Carvalho, V. Kind, & F. Le Hebel), (pp. 200-204). Bologna: ALMA MATER STUDIORUM – University of Bologna. 978-88-945874-0-1978-88-945874-0-1 Access at https://www.dropbox.com/s/udwtpuyfl6qjz3p/Strand%2002.pdf?dl=0

  4. Chu, H.E., Son, Y.A., Koo, H.K., Martin, S., & Treagust, D.F. (Nov 2019). The potential of arts-integrated STEM approaches to promote students' science knowledge construction and a positive perception of science learning. In Y.S. Hsu and Y.F. Yeh (Eds) Asia-Pacific STEM Teaching Practices: From Theoretical frameworks to practices (p.17-38). The Netherlands: Springer.

  5. Martin, S., & Kang, D.Y. (June, 2019). 미국 작은학교 운동의 성과와 시사점 (An examination of small school movement in the United States: Implications for Practice). In J. Song, et al., (Eds) 미래 학교교육: 무엇을 어떻게 준비할 것인가? [The Future of School Education: What and how to prepare?] (pp. 55-76). Seoul, Republic of Korea: Bookshill. [Korean Language/한국어]

  6. Martin, S., & Kang, D.Y. (August, 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.

  7. Kang, D.Y., & Martin, S. (June, 2018). 사회문화적 관점에서 본 동아시아 과학교실의 참여 특징. In J. Song, Y. Jeong, S. Martin, J. Na, J. Jang, & D. Kang (Eds), 교실과 문화: 동아시아 과학 교실문화의 이해 [Classroom and Culture: Understanding the Science Classroom Culture of East Asia, (p. 123-155). Seoul, Republic of Korea: Bookshill. [Korean Language/한국어]

  8. Martin, S. (January, 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.

  9. Martin, S., Park, J., & Chu, H.E.  (January, 2016). Korean teachers’ attitudes and self-efficacy for using inquiry-teaching practices with culturally and linguistically diverse students: Implications for science teacher education. In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto, & K. Hahl (Eds), Electronic Proceedings of the ESERA 2015 Conference:  Science Education Research: Engaging learners for a sustainable future. Part [12] (Co-Ed., M. Enghag, E. Henriksen, & C. Nicolaou), (p. 1910-1921). Helsinki: Finland. European Science Education Research Association. ISBN 978-951-51-1541-6.

  10. 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.

  11. 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.

  12. Park, J.P., & Martin, S. (December, 2012). Enhancing Science Teaching for English Language Learner (ELL) Students Using Observation and Dialogue. In Markic, S., Eilks, I., di Fuccia, D., & Ralle, B. [eds.]. Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research (p. 179-183). Aachen: Shaker Verlag.

  13. 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.

  14. Martin, S. (2010). Critical pedagogy of place: a framework for understanding the relationships between people in shared (contested) places. In D. Tippins, M. Mueller, M. van Eijck, and J. Adams (Eds) Cultural Studies and Environmentalism: The confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems (p. 257-268). The Netherlands: Springer.

  15. Scantlebury, K. & Martin, S.  (2010). How does she know? Re-envisioning conceptual change from feminist perspectives. In K. Tobin and M.-W. Roth (Eds) Re/structuring science education: Reuniting sociological and psychological perspectives (p. 173-186). The Netherlands: Springer.

  16. Siry, C. & Martin, S. (2010). Coteaching in science education courses: Transforming science teacher preparation through shared responsibility. Invited chapter for: C. Murphy & K. Scantlebury [eds.] Coteaching in international contexts: Research and practice (p. 57-78). The Netherlands: Springer.

  17. Kirch, S. & Martin, S. (2010). Taking women students seriously: Employing inclusive approaches to science teacher education in primary science. In K. Scantlebury, J.B. Kahle, & S. Martin [Eds.], Re-visioning science education from feminist perspectives: Challenges, choices and careers (p.125-134). The Netherlands: Sense Publishers.

  18. Scantlebury, K., & Martin, S. (2010). Women in Science Education: Introduction & Historical Overview. In K. Scantlebury, J.B. Kahle, & S. Martin [Eds.], Re-visioning science education from feminist perspectives: Challenges, choices and careers (p. 3-10). The Netherlands: Sense Publishers.

  19. Scantlebury, K., & Martin, S. (2010). Laughter, solidarity, support, and love. In K. Scantlebury, J.B. Kahle, & S. Martin [Eds.], Re-visioning science education from feminist perspectives: Challenges, choices and careers (p. 215-220). The Netherlands: Sense Publishers.

  20. Martin, S. (2009). Learning to teach science. In K. Tobin & W.-M. Roth [Eds.], World of Science Education: North America (p. 567-586). The Netherlands: Sense Publishers.

  21. Martin, S., & Flohr, L. (2007). From teacher to researcher and beyond: Our evolving relationship with science education research. In S. Ritchie [Ed.], Research collaboration: Relationships and praxis (p. 71-81). The Netherlands: Sense Publishers.

  22. Malow-Iroff, M., Benhar, M., & Martin, S. (2007). Educational reform and the child with disabilities. In H. Johnson & A. Salz [Eds.], Authentic educational reform: Pushing against the compassionate conservative agenda (p. 71-85). New York: Lawrence Erlbaum Publishers.

  23. Martin, S. (2006). Teachers as researchers. In K. Tobin [Ed.] Teaching and learning science: A handbook (p. 227- 233). New York: Praeger Publishing.

  24. Martin, S. (2005). Not so strange in a strange land: An autobiographical approach to becoming a science teacher in an urban high school. In K. Tobin, R. Elmesky, & G. Seiler [Eds.], Improving urban science education: New roles for teachers, students, and researchers (p. 225 – 243). New York: Rowman & Littlefield Publishers, Inc. **Note: Book is the winner of American Library Association (ALA) Choice Magazine's Outstanding Academic Title for 2006.

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