1. Yang, K.-L., Fang, S.-C.* & Fan, S.-C.* (2025) Development and validation of an instrument for assessing secondary students’ transdisciplinary STEM practices. International Journal of STEM Education 12(1) 5. https://doi.org/10.1186/s40594-025-00529-3
  2. Fang, S.-C.*, Fan, S.-C. (2025) Students opportunities to learn: Exploring junior secondary teachers’ enactments of STEM integration. Research in Science Education. https://doi.org/10.1007/s11165-025-10265-x
  3. Xu, L., Fang S.-C.*, Hobbs L. (2023) The Relevance of STEM: A Case Study of an Australian Secondary School as an Arena of STEM Curriculum Innovation and Enactment. International Journal of Science and Mathematics Education. 21(2),667-689. DOI: 10.1007/s10763-022-10267-5
  4. Fang, S.-C.*, Fan, S.-C. (2023) Exploring teachers’ conceptions and implementations of STEM integration at the junior secondary level in Taiwan: An interview study. International Journal of Science and Mathematics Education. 21(7), 2095 – 2121. DOI: 10.1007/s10763-022-10335-w
  5. Fang, S. C., Yang, K. L., & Fan, S. C. (2023). A conceptual framework for assessing transdisciplinary STEM practices. Research in Science & Technological Education, 43(1), 272–293. https://doi.org/10.1080/02635143.2023.2264781
  6. Fang, S.-C.* (2021) Towards scientific inquiry in secondary earth science classrooms: opportunities and realities. International Journal of Science and Mathematics Education. 19(4), 771-792. DOI: 10.1007/s10763-020-10086-6 (SSCI)
  7. Fang, S.-C., Hsu, Y.-S.*, Lin, S-S (2019) Conceptualizing socioscientific decision-making from a review of research in science education. International Journal of Science and Mathematics Education. 17(3), 427-448. DOI: https://doi.org/10.1007/s10763-018-9890-2
  8. Fang, S.-C., Hsu, Y.-S.* (2017) Understanding Science Teachers' Enactments of a Computer-Based Inquiry Curriculum. Computers & Education. 112, 69-82. DOI: https://doi.org/10.1016/j.compedu.2017.05.004
  9. Fang, S.-C., Hsu, Y.-S.* (2017) Exploring university students’ group and individual socioscientific decision making with web-based instruction. Chinese Journal of Science education. 25(4), 391-412. DOI: 10.6173/CJSE.2017.2504.04 (TSSCI)
  10. Fang, S.-C., Hsu, Y.-S.*, Hsu, W.-H. (2016) Effects of Explicit and Implicit Prompts on Students’ Inquiry Practices in Computer-Supported Learning Environments in High School Earth Science. International Journal of Science Education. 38(11), 1699-1726. DOI: 10.1080/09500693.2016.1213458
  11. Fang, S.-C., Hsu, Y.-S.*, Chang, H.-Y., Wu, H.-K, Chang, W.-H., Chen, C.-M. (2016) Investigating the effects of structured and guided inquiry on students’ development of conceptual knowledge and inquiry abilities: A case study in Taiwan. International Journal of Science Education. 38(12), 1945-1971. DOI: 10.1080/09500693.2016.1220688
  12. Fang, S.-C.*, Hart, C., & Clarke, D. J. (2016) Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms. Journal of Research in Science Teaching. 53(2), 181-214. DOI: 10.1002/tea.21298 (SSCI, 2014 IF=3.162)
  13. Hsu, Y.-S.*, Fang, S.-C., Zhang, W.-X., Wu, H.-K., Wu, P.-H., Hwang, F.-K. (2016) Identifying effective design features of technology-infused inquiry learning modules: A two-year study of students’ inquiry abilities. Journal of Educational Technology & Society. 19(2), 228-244. (SSCI, 2014 IF=1.067)
  14. Fang, S.-C.*, Hart, C., & Clarke, D. J. (2015) Redefining the mole ~ the perspective of teaching and learning. Accreditation and Quality Assurance: Journal for Quality, Comparability and Reliability in Chemical Measurement. 20(3), 215-217. doi: 10.1007/s00769-014-1102-3 (SCI, 2014 IF=0.966)
  15. Fang, S.-C.*, Hart, C., Clarke, D. J. (2014) Unpacking the meaning of the mole concept for secondary school teachers and students. Journal of Chemical Education. 91 (3), 351-356. doi: 10.1021/ed400128x (SCI, 2014 IF=1.106)
  16. Fang, S.-C.*, Hart, C., & Clarke, D. J. (2014). Reply to “Comment on ‘Unpacking the Meaning of the Mole Concept for Secondary School Teachers and Students’”. Journal of Chemical Education. 91 (8), 1099-1100. doi: 10.1021/ed500424s (SCI, 2014 IF=1.106)

  1. Fang S.-C.*, Chen, K.K.H., Xu, L. (2023) Is everybody with me? Studying teacher and student noticing in science classrooms. Paper presented at the 54th Annual Australasian Science Education Research Association (ASERA) Conference. 27th–30th June 2023. James Cook University, Australia.
  2. Fang S.-C.*, Xu, L., Hobbs L. (2022) Do teachers need a shared vision of STEM? Comparing Australian and Taiwanese teachers’ conceptions and implementation. Paper presented at the 7th International Conference of Science, Technology, Engineering and Mathematics (STEM) in Education. 23th–26th Nov, 2022. University of Sydney, Australia.
  3. Tan, C.-S., Chen, Y.-A., Fang, S.-C.* (2022) Exploring junior secondary students’ knowledge-based reasoning in the context of engineering design. Poster presented in the 7th International Conference of Science, Technology, Engineering and Mathematics (STEM) in Education. 23th–26th Nov, 2022. University of Sydney, Australia.
  4. Fang, S.-C., Fan, S.-C., Yang, K.-L. (2021) Knowledge-based reasoning as the key to assessing transdisciplinary STEM practices. Will be presented in the 14th European Science Education Research Association (ESERA) 2021 Conference. 30th Aug–3rd Sep, 2021. University of Minho, Braga, Portugal.
  5. Fang, S.-C. (2021) Exploring STEM Education in the Junior Secondary in Taiwan. Presented in the 6th International Conference of Science, Technology, Engineering and Mathematics (STEM) in Education. 5th–9th July, 2021. University of British Columbia, Vancouver, Canada.
  6. Fang, S.-C. (2021) Characterizing STEM teaching practices in junior secondary classrooms. Presented in the International Science Education Conference 2021. 22nd–24th June, 2021. National Institute of Education, Singapore.
  7. Fang S.-C., Xu, L. (2019) Exploring the possibilities of STEM integration in secondary school curriculum in Taiwan and Australia. Presented in the 50th Annual Australasian Science Education Research Association (ASERA) Conference, 2nd July – 5th July, 2019. Queenstown, New Zealand.
  8. Fang, S.-C. (2018) Characterizing a spectrum of classroom inquiry in a high school earth science classroom. Presented in the European Association for Research on Learning and Instruction (EARLI) SIG 10&21 Biennial Conference. 30th–31st Aug, 2018. University of Luxembourg, Luxembourg.
  9. Fang, S.-C., Hsu, Y.-S. (2017) Promoting group and individual decision-making about water resources using web­-based instruction. Presented in the 12th European Science Education Research Association (ESERA) 2017 Conference in the symposium: Designing instruction featuring socio-scientific issues: taking advantage of online learning environments. 21st–25th Aug, 2017. Dublin, Ireland.
  10. Fang, S.-C., Lin, S.-S., Hsu, Y.-S. (2016) Conceptualizing Socioscientific Decision-Making in Science Education: A Review of Research. Presented in the 2016 International Conference of East-Asian Association for Science Education (EASE). 26th–28th Aug, 2016. Tokyo, Japan.
  11. Fang, S.-C., Hsu, Y.-S. (2015) Secondary science teachers’ enactments of a computer-based inquiry curriculum and their impacts on students’ science learning. Presented in the 11th European Science Education Research Association (ESERA) 2015 Conference as oral presentation. 31st Aug–4th Sep, 2015. Helsinki, Finland.
  12. Fang, S.-C., Hsu, Y.-S. (2014) Examining the effect of technology-infused inquiry learning environments through multi-level assessments: Lessons learned from a pilot study. Presented in the 45th Annual Australasian Science Education Research Association (ASERA) Conference, 2nd July – 4th July, 2014. Melbourne, Victoria, Australia.
  13. Hsu, W.-H., Fang, S.-C., Hsu, Y.-S. (2013) Exploring the Effects of Different Written Prompts for Inquiry on Students’ Science Learning. Presented at the 10th European Science Education Research Association (ESERA) 2013 Conference. 2th–7th Sep, 2013. Nicosia, Cyprus.
  14. 方素琦 (2012, 12月)。重新認識「莫耳」並探討教科書中呈現的莫耳概念。口頭發表於2012第28屆科學教育國際研討會 (2012 AEST International Science Education Conference)，台北。
  15. Fang, S.-C., Hart, C., Clarke, D. J. (2011) It is more than a number! An investigation into teaching and learning the mole concept in classrooms. Presented at the 9th European Science Education Research Association (ESERA) 2011 Conference. 5th–9th Sep, 2011. Lyon, France.
  16. Fang, S.-C., Hart, C., Clarke, D. J. (2011) An investigation into the analogies used for teaching the mole concept in secondary classrooms. Presented at the 14th European Association for Research on Learning and Instruction (EARLI) conference. 30th Aug–3rd Sep, 2011, Exeter, UK.
  17. Fang, S.-C., Hart, C., Clarke, D. J. (2010) Number or Mass? Investigating teaching and learning the mole concept in secondary chemistry classrooms in Taiwan. Presented at the 21st International Conference in Chemical Education (ICCE), 8th August to 13th August, 2010. Taipei, Taiwan.
  18. Fang, S.-C., Hart, C., Clarke, D. J. (2010) Towards a conceptual understanding of the mole concept. Presented in the 41st Annual Australasian Science Education Research Association (ASERA) Conference, 30th June – 3rd July, 2010. Shoal Bay Resort and Spa, Port Stephens, New South Wales, Australia.
  19. Fang, S.-C., Hart, C. (2010) The Elusive Mole? Ideas about teaching the mole concept. Session B8 workshop at VCE Chemistry Teachers’ Conference 2010. 12th Feb, 2010. La Trobe University, Melbourne, Victoria, Australia

名稱 開始日期 結束日期 委託單位 編號 參與身份別
科學課室中教師的教學覺察:國際比較觀點 2024/08/01 2025/07/31 國科會 MOST 111-2410-H-003 -022 -MY3 主持人
科學課室中教師的教學覺察:國際比較觀點 2023/08/01 2024/07/31 國科會 MOST 111-2410-H-003 -022 -MY3 主持人
科學課室中教師的教學覺察:國際比較觀點 2022/08/01 2023/07/31 國科會 MOST 111-2410-H-003 -022 -MY3 主持人
提升iSTEM教學：知識導向工程設計教學之課室研究 2021/08/01 2022/07/31 國科會 MOST 110-2511-H-003-020 主持人
培養iSTEM中學教師：iSTEM師培課程的發展、實施與評估 2020/08/01 2021/07/31 科技部(原國科會) 109-2511-H-003-030- 主持人
高瞻計畫多元輔導與支援平台計畫-子計畫三:師資培育輔導平台(3/3) 2018/09/01 2019/07/31 107-2514-S-003-002- 協同/共同主持人
台灣與澳洲中學STEM課程之分析與研究 2018/08/01 2021/07/31 科技部(原國科會) MOST 107-2511-H-003 -043 -MY3 主持人
高瞻計畫多元輔導與支援平台計畫-子計畫三:師資培育輔導平台(2/3) 2017/10/01 2018/08/31 科技部(原國科會) 105-2514-S-003-002 協同/共同主持人
探究式教學的課室規範形成之初探 2017/01/01 2018/06/30 科技部(原國科會) 106-2511-S-003 -005 主持人
高瞻計畫多元輔導與支援平台計畫-子計畫三:師資培育輔導平台(1/3) 2016/11/01 2017/09/30 科技部(原國科會) 105-2514-S-003-002 協同/共同主持人
以提升科學素養為導向之科學學習-社會性科學議題線上教學模組的發展與實施 2015/09/01 2018/08/31 科技部(原國科會) 104-2511-S-003-054-MY3 協同/共同主持人

  1. Fang, S.-C.*, & Hsu, Y.-S. (2019). Assessment Challenges in STEM Reforms and Innovations. In Y.-S. Hsu & Y.-F. Yeh (Eds.), Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices (pp. 191-203). Singapore: Springer Singapore.
  2. Hsu, Y.-S., & Fang, S.-C. (2019). Opportunities and Challenges of STEM Education. In Y.-S. Hsu & Y.-F. Yeh (Eds.), Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices (pp. 1-16). Singapore: Springer Singapore.
  3. Hsu, Y.-S., Chang, H.-Y., Fang, S.-C., & Wu, H.-K. (2015). Developing technology-infused inquiry learning environment to promote science learning in Taiwan. In M. S. Khine (Ed.), Science Education in East Asia: Pedagogical Innovations and Best Practices (pp. 373-403): Springer International Publishing.