1. Yang, F. Y., Bhagat, K. K. Brandmo, C. Zhan, W. Y., Bråten*, I. (2025). Modeling Relationships among Beliefs about Scientific Knowledge, Beliefs about Justification for Knowing in Science, and Argumentative Reasoning about a Climate-Related Issue. European Journal of Psychology of Education, 40: 26.
  2. Yang, F. Y., Liu, Y. L., Chien, S. C., & Hung, Y. W. (2025). Progression of Argumentative Reasoning and the Relation with Visual Attention in an Interactive Learning Environment. Journal of Educational Technology & Society, 28, 111-127.
  3. Yang, F. Y., Bhagat, K. K., Zhang, W. Y., Lampropoulos, G., & Guo, Y. T. (2025). Analysing the relationships between argumentative reasoning and justification beliefs and the effects of prior experience of scientific information. International Journal of Science Education, 1–25. https://doi.org/10.1080/09500693.2025.2542987
  4. Suprapto, N., Kholiq, A., Yang, F.-Y., Hakim, S. R., Agusti, R. R. H. P., Hidaayatullaah, H. N., & Nisa’, K. (2024). The use of eye movement technology in education: a review and bibliometric study. Multidisciplinary Reviews, 7(9), 2024214.
  5. Jian, Y. C., Cheung, L. Y. T., Wu, Y. J, Yang, F. Y. & Chiou, G. L. (2023). Eye movements in the manipulation of hands‐onand computer‐simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses. Instructional Science.
  6. Yang, F. Y. & Wang, H. Y. (2023). Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Computers & Education, 193.
  7. YC Chen, FY Yang & CC Chang (2020). Conceptualizing spatial abilities and their relation to science learning from a cognitive perspective, Journal of Baltic Science Education, 19 (1), 50-63.
  8. 鄭嘉惠、楊芳瑩、連筱萍、洪逸文 (2019)：科學課室教學之教師提問模式分析：科學課室教學之教師提問模式分析：以地球科學課室為例。科學教育學刊，27(3)，167-184。
  9. Yang, Fang-Ying; Bhagat, Kaushal Kumar; Cheng, Chia-Hui.(2019). Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India. International Journal of Science Education. Vol. 41 Issue 10, p1347-1365.
  10. Yang, F.Y*., Liu, Ｓ.-Y., Hsu, C.-Y., Chiou, G.-L., Wu, H.-K., Wu, Y.-T., Chen, S.-F., Liang, J.-C., Tsai, M.-J., Lee, S. W.-Y., Lee, M.-H., Lin, C.-L., Chu, R.-J., Tsai, C.-C. (In press). High school students’ epistemic knowledge of science and its relation to learner factors in science learning. Research in Science Education. DOI 10.1007/s11165-016-9570-6 (SSCI)
  11. Fang-Ying Yang, Meng-Jung Tsai, Guo-Li Chiou, Silvia Wen-Yu Lee, ChengChieh Chang and Li-Ling Chen (2018). Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye Tracking Studies. Journal of Educational Technology & Society , Vol. 21, No. 2 (April 2018), pp. 28-45.
  12. Yang, F. Y. (2017). Examining the reasoning of conflicting science information from the information processing perspective – an eye movement analysis. Journal of Research in Science Teaching. Published online. DOI: 10.1002/tea.21408
  13. Yang, F. Y., Tsai, M. L., Chiou, G. L., Lee, S. W. Y., Chang, C. C., & Chen, L. L. (Accepted). Instructional suggestions supporting science learning in digital environments based on a review of eye tracking studies. Educational Technology & Society
  14. Huang, R. T., Tang, T. W., Lee, Y. P., & Yang, F. Y. (2017). Does proactive personality matter in mobile learning? Australasian Journal of Educational Technology, 33(2), 86-96.
  15. Lin, Y. T., Wu, C. C., Lin, Y. C., H. T. Y., Yang, F. Y., & Chang, C. H. (2016). Tracking students’ cognitive processes during program debugging – An eye-movement approach. IEEE Transactions on Education, 59(3), 175-186
  16. Yang, F. Y., Huang, R. T., & Tsai, I. J. (2016). The effects of epistemic beliefs in science and gender difference on university students' science-text reading: An eye-tracking study. International Journal of Science and Mathematics Education
  17. Yang, F. -Y., Chang, C. C., Chen, L. L., & Chen, Y. C. (2016). Exploring learners’ beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding. International Journal of Science Education, 39(10), 1591-1606. DOI: 10.1080/09500693.2016.1200763
  18. Chen, Y. C., & Yang*, F. Y. (2014). Probing the relationship between process of spatial problems solving and science learning – An eye tracking approach. International Journal of Science and Mathematics Education, 12, 579-603
  19. Yang, F.-Y., Chen, Y. H., Tsai, M.-J. (2013) How university students evaluate online information about a socio-scientific issue and the relationship with their epistemic beliefs.. Educational Technology & Society, 16(3), 385-399.
  20. Lai, M. L., Tsai, M. J., Yang*, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90- 115.
  21. Yang, F. Y., Chang, C. Y., Jien, W. R., Jien, Y. T. Tseng, Y. H. (2013). Tracking learners’ visual attention during a multimedia presentation in a real classroom. Computers & Education, 62, 208-220.
  22. Tsai, M. J., Hou, H. T., Lai, M. L., Liu, W. Y. & Yang, F. Y. (2011). Visual attention for solving multiple-choice science problem: An eye-tracking analysis. Computers & Education, 58, 375-385.
  23. Yang, F. Y., Tseng, J. S. & Lin, M. H. (2012). The Interaction between Junior-High Students’ Academic and Social Motivations and the influences of the motivational factors on Science Performance. The Asia-Pacific Educational Researcher, 21, 92-106
  24. 林美馨、楊芳瑩* (2012)：由認識觀發展角度探討國小學童對科學探究過程之看法。科學教育學刊，19，531-548。（*通訊作者
  25. Tsai, C. C. & Yang, F. Y. (2011). Editorial: Research about science learning in Asian countries. The Asia-Pacific Education Reearch, 20, 201-206.
  26. Chang, C. C. & Yang*, F. Y. (2010). Exploring the cognitive loads of high-school students as they learn concepts in web-based environments. Computers & Education, 55, 673-680
  27. Yang, F. Y. & Tsai, C. C. (2010). Reasoning on the science-related uncertain issues and epistemological perspectives among children. Instructional Science, 4, 325-3254.
  28. Chang, C. Y., Chang, Y. H., Yang, F. Y. (2008). Exploring secondary science teachers' perceptions on the Goals of Earth Science Education in Taiwan, International Journal of Science Education, 31, 2315-2334
  29. Yang, F. Y. & Chang, C. C. (2009). Examining High-School Students' Preferences toward Learning Environments, Personal Beliefs and Concept Learning in Web-Based Contexts. Computers & Education, 52, 848-857.
  30. Yang, F. Y., Chang, C. Y., and Hsu, Y. S. (2008). Teacher Views about the Constructivist Instruction and Personal Epistemology – A National Study in Taiwan. Educational Studies, 34, 527-542.
  31. Yang, F. Y. & Tsai, C. C. (2008). Investigating learner preferences and beliefs about learning n the web-based context. Computers & Education, 50, 1284-1303
  32. 張正杰、楊芳瑩（2006）: 臺灣地區高中生地震防災概念研究。科學教育研究與發展季刊，44，1-19
  33. Yang, F. Y. (2005). Student views concerning evidence and the expert in reasoning a socio-scientific issue and personal epistemology. Educational Studies, 31, 65-84
  34. Yang, F. Y. (2004). Exploring High School Students’ Use of Theory and Evidence in a Life Context: The role of scientific thinking in environmental science decision-making. International Journal of Science Education, 26, 1345-1364.
  35. Yang, F. Y. & Anderson, O. R. (2003). Senior high school students' preference and reasoning modes about nuclear energy use. International Journal of Science Education, 25, 221-244
  36. 楊芳瑩*（2002）：日常科學思考的培養。科學教育月刊，247，10-20
  37. 丁信中、楊芳瑩、洪振方（2001）：轉換地球科學理論形成過程於科學學習歷程理論探討。科學教育研究與發展季刊，22，1-15
  38. 丁信中、洪振方、楊芳瑩（2001）：科學理論形成與精煉的過程對科學學習的意涵。科學教育月刊，240，2-13

  1. Zhan, W. Y., Li, Alice, R. P., & Yang, F. Y. (2025, August). Exploring science teachers’ attribution beliefs about student science performance and the relations with their self-perception and beliefs about instructional sources. Paper will be presented at the 16th Biennial Conference of the European Science Education Research Association (ESERA), Copenhagen, Denmark, Aug. 25-29.
  2. Yang, F. Y. & Chiu, P.-H. (2025, May). Assessing scientific reasoning in a computerized interactive inquiry environment. Poster presented at the Ed-Media Annual Meeting, Barcelona, Spain, May. 19-23.
  3. C. J. Qiu & F. Y. Yang. (2024, November). Exploring pre-service teachers’ epistemic knowledge: Test development and validation. Paper presented at the 2024 SNU-HU-NTNU-KU Joint Symposium for Science Education, Seoul, Korea.
  4. S. C. Chien & F. Y. Yang (2024, November). Developing and testing a science reading system integrated with visual attention. Paper presented at the 2024 SNU-HU-NTNU-KU Joint Symposium for Science Education, Seoul, Korea.
  5. Guo, Y. T. & Yang, F. Y. (2024, July). Investigating gender differences in visual attention to TAP structure and performance of identifying the argument components in a science text: An eye-tracking study. Paper presented at the Ed-Media Annual Meeting, Brussels, Belgium.
  6. 邱昀、楊芳瑩 (2023)：分析社會性科學議題的閱讀、情緒變化與論證行為之關係，中華民國第39屆科學教育學術研討會，臺灣臺北，2023年12月7-9日。
  7. 郭育廷、楊芳瑩 (2023)：使用眼球追蹤技術探討大學生論證架構學習歷程與論證成分辨識表現之性別差異，中華民國第39屆科學教育學術研討會，臺灣臺北，2023年12月7-9日。
  8. Yang, F. Y., Zhan, W. Y., & Cheng, C. H. (2023, November). Structural analysis for high school students’ conception of science learning, science learning self-efficacy and science achievement. Paper presented at the 2023 HU-SNU-NTNU-KU Joint Symposium for Science Education: Science Education for Sustainable Development in an Aging Society with Low Birthrate, Sapporo, Japan.
  9. Chien, S. C. & Yang, F. Y. (2023, November). Developing an e-platform for science reading and attention exploration. Poster presented at the 2023 HU-SNU-NTNU-KU Joint Symposium for Science Education: Science Education for Sustainable Development in an Aging Society with Low Birthrate, Sapporo, Japan.
  10. Yang, F. Y.,Hsu, Y. S.,& Wu, J. Y. (2023, August). How social/control beliefs may associate with visual attention to information about plastic reduction and behavioral intention. Poster presented at the 15th Biennial Conference of the European Science Education Research Association (ESERA), Cappadocia, Turkey, Aug. 28 - Sep. 1.
  11. Yang, F. Y., Yang, C. Y. & Liu, Y. L. (2023, August). A preliminary study of the brain activation during science problem solving using MEG method. Poster presented at the 20th biannual meeting of European Association of Research in Learning and Instruction (EARLI), Thessaloniki, Greece, Aug. 22-26.

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認知、心理、語言與科學數位學習之整合型研究－學生之知識認識觀於科學數位學習環境之展現(3/3) 2005/08/01 2006/07/31 國科會 NSC94-2524-S-003-002- 主持人
在社會文化情境脈絡中探討教師與學生之認識信念觀、教與學之後設認知、科學學習情意，以及教與學之風格(1/3) 2005/06/01 2006/08/31 國科會 NSC94-2522-S-003-002 主持人
認知、心理、語言與科學數位學習之整合型研究－學生之知識認識觀於科學數位學習環境之展現(2/3) 2004/08/01 2005/07/31 國科會 NSC93-2524-S-003-002 主持人
一個共識的追尋：調查中等學校地球科學教師之教學環境觀點－地球科學教師之知識認識信念調查研究(2/2) 2004/08/01 2005/10/31 國科會 NSC93-2511-S-003-024 主持人
認知、心理、語言與科學數位學習之整合型研究--學生之知識認識觀於科學數位學習環境之展現(1/3) 2003/08/01 2004/07/31 國科會 NSC92-2524-S-003-011 主持人
一個共識的追尋：調查中等學校地球科學教師之教學環境觀點--地球科學教師之知識認識信念調查研究(1/2) 2003/08/01 2004/07/31 國科會 NSC92-2511-S-003-048 主持人
一個共識的追尋：中等學校科學教育現況調查-科學教師觀點--科學教師之知識認識信念調查研究(I) 2002/08/01 2003/07/31 國科會 NSC91-2511-S-003-063 主持人
一個共識的追尋：中等學校科學教育現況調查-科學教師觀點--科學教師之知識認識信念調查研究(I) 2002/08/01 2003/07/31 國科會 NSC91-2511-S-003-063 主持人

  1. Yang, F. Y. (2016). Learners’ epistemic beliefs and their relations with science learning – Exploring the cultural differences. In M. H. Chiu (Ed). Science education research and practices in Taiwan (pp. 133-146). Singapore: Springer
  2. Yen, M. H. & Yang, F. Y. (2016). Methodology and application of eye-tracking techniques in science education. In M. H. Chiu (Ed). Science education research and practices in Taiwan (pp. 249-277). Singapore: Springer.
  3. Yang, F. Y. & Tsai, C. C. (2012). Personal Epistemology and Science Learning: A Review of Empirical Studies. In Fraser, B. J., Kenneth, T., & Campbell, M. (Eds.) Second International Handbook of Science Education (pp. 259-280). NY: Springer
  4. Yang, F. Y. & Chang, C. C. (2012) Interactive learning in secondary education: The effects of learner beliefs, preferences and cognitive loads. In Jia, J. (Ed.) Educational Stages and Interactive Learning: From Kindergarten to Workplace Training (pp. 18-30). PA: IGI Global
  5. Yang, F. Y. & Chen, Y. C. (2012). Learner preferences and achievement. In Seel, N. (Ed.) Encyclopedia of the Sciences of Learning (Chapter 594). NY: Springer
  6. Yang, F. Y. & Tsai, C. C. (2010). An epistemic model for scientific reasoning in the informal context. In Bendixen, L. D. & Haerle, F. C. (Eds.) Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice (pp. 124-162). UK: Cambridge University Press