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Article History

Received: 24 September 2019

Accepted: 13 November 2019

First Online: 13 December 2019

Authors’ Information

: <b>Kicheol Oh</b> is an in-service elementary teacher as well as a doctoral student at Korea National University of Education (KNUE), South Korea. He has been teaching at the elementary school level for more than ten years. His research interests include promoting creativity in science learners and understanding diverse learners’ science learning.<b>Nam-Hwa Kang</b> is a professor at Korea National University of Education (KNUE), South Korea. Before she joined KNUE in 2012, she was an assistant professor at University of Nevada, Las Vegas, and an assistant and associate professor at Oregon State University in the United States. Her research centers on science teaching practices in relation to epistemic practices in science. She published papers that address connections between science teacher beliefs about science learning, science inquiry, modelling in science, and scientific argumentation and teaching practices. Her recent projects include defining and supporting science teaching competency development and assessing the impact of integrated STEAM (Science-Technology-Engineering-Arts-Mathematics) reform. Her recent project also includes understanding scientific literacy development based on data mining. Currently, she is the editor-in-chief of a journal, <i>Innovation & Education</i> published by BMC (part of Springer Nature) and an associate editor of the journal <i>Asia-Pacific Science Education</i>.

: The authors declare that they have no competing interests.