Sonya N. Martin is an Associate Professor of Science Education faculty at Seoul National University in Seoul, Republic of Korea. Prior to moving to Korea, Dr. Martin was a tenured faculty member at Drexel University in Philadelphia, PA in the United States where she was PI of a National Science Foundation (NSF)-funded (HRD 1036637) study examining the intersections of gender, ethnicity, and language learning in the context of middle school science.


Her focus in G-SPELL (Gender and Science Proficiency for English Language Learners) was on identifying science teacher practices that promoted language learning in the context of science inquiry with English Language Learners. She became particularly interested in exploring ways to improve collaborative teaching between science content and ESL teachers to promote beneficial science teaching practices for all students. In addition, she became interested in the science education experiences of the students in the study who had recently immigrated to Philadelphia from Asian countries.


To learn more about science education in Asia, Dr. Martin accepted an international faculty position at Seoul National University and moved to Korea in 2011. Since then, she has been studying Korean and actively engaging in collaborative research with colleagues in Asia. Dr. Martin has several funded projects in Korea focused on equity issues in science education, including research about KSL students, special education needs students, and research focused on understanding the impact of culture on science teaching and learning in Korea, Taiwan, and Singapore.


Dr. Martin is a co-founder and Co-Editor of Asia-Pacific Science Education and she serves as an editorial board member for several journals, including Journal of Research in Science Teaching, Research in Science Education, Journal of Science Teacher Education, and Cultural Studies of Science Education, and EURASIA journal. She also serves as a Board Member for the Korean Association of Science Education (KASE) and for the International Society of Educational Research (iSER). Finally, Dr. Martin serves as a faculty advisor for international students at her college and is engaged in several college and university level initiatives aimed at improving internationalization efforts.

Vanessa studied biochemistry and worked in molecular biology prior to becoming a chemistry teacher. This led to interest in the impact of teacher knowledge on student achievement. Vanessa’s doctorate study investigated longitudinal changes in understanding occurring in post-16 chemistry students, leading to development of novel teaching strategies for specific concepts. Vanessa tested these as head of chemistry (and physics) in a Hull sixth form college. Through lectureship in science education at the Institute of Education Vanessa became a science teacher educator. After headship of an international school in Norway, she joined Durham in January 2005. Vanessa’s current research explores how teachers’ science subject knowledge, beliefs, views about science, self-confidence and attitudes impact on teaching and student learning outcomes. She contributes to international debate surrounding the nature of teacher knowledge and connections between science teacher education policy and practice. Current projects include a UK-wide study of practical work in science funded by Gatsby Charitable Foundation; development of chemistry teacher knowledge in South Africa, supported by a British Academy Newton Mobility Grant; and a Wellcome Trust People Award held with Durham Law School on students’ understandings of stem cell research and human cloning via the medium of law. Previous work includes interdisciplinary projects with colleagues in medieval history and archaeology law, exploring educational perspectives on medieval interpretations of natural phenomena and early perceptions of light, and development of a diagnostic test of chemistry teachers’ subject knowledge for the Royal Society of Chemistry.

Richard A. Duschl, (Ph.D. 1983 University of Maryland, College Park) is the Waterbury Chair Professor of Secondary Education at Penn State University.  Prior to joining Penn State Richard held the Chair of Science Education at King’s College London and served on the faculties of Rutgers, Vanderbilt and the University of Pittsburgh. He chaired the National Research Council research synthesis report Taking Science to School: Learning and Teaching Science in Grades K-8 (NRC, 2007) and was a member of the Next Generation Science Standards national leadership team; co-chairing the Earth/Space Sciences writing team.  With Richard Grandy, he co-edited Teaching Scientific Inquiry: Implications for Research and Implementation. With Amber Bismack, he co-edited Reconceptualizing STEM Education – The Central Role of Practices, which is a report of the 2013 Waterbury Summit. From 2008-2011 he was NARST President. For a decade he served as editor of Science Education.  From November 2012 to December 2014 Richard joined the National Science Foundation in the Directorate of Education and Human Resources (EHR) as Director, Division of Research on Learning and as Senior Advisor in EHR.  His research interests focuses on establishing epistemic learning environments and on the role of students’ inquiry and argumentation processes.  Richard has twice received the ‘JRST Award’ (1989; 2003) for the outstanding research article published in the Journal of Research in Science Teaching and in 2015 he received the prestigious NARST Distinguished Contributions to Science Education Research Through Research Award.

Dr Subramaniam Ramanathan

Singapore

R. Subramaniam is with the Natural Sciences & Science Education Academic Group at the National Institute of Education in Nanyang Technological University in Singapore. His current principal research interests are in the areas of chemistry education, physics education, primary science education, science education, and science communication. He has been the principal investigator for a number of funded research projects, and has so far graduated five PhD students.