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  7. 張仁誠、陳玟婷、吳心楷* (2024)。運用BERTopic主題分析探討國小教師對科學教學的覺察。科學教育學刊。(TSSCI)
  8. Hung, C.-S. & Wu, H.-K.* (2024). High school science teachers’ assessment literacy for inquiry-based science instruction. International Journal of Science Education, 46(7), 621–642. https://doi.org/10.1080/09500693.2023.2251657 (SSCI)
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  11. Hsin, C.-T.* & Wu, H.-K. (2023). Implementing a project-based learning module in urban and indigenous areas to promote young children’s scientific practices. Research in Science Education, 53(1), 37–57. https://doi.org/10.1007/s11165-022-10043-z (SSCI)
  12. Lin, K. Y., Yeh, Y. F.,* Hsu, Y. S., Wu, J. Y., Yang, K. L., & Wu, H.-K. (2023). STEM education goals in the twenty-first century: Teachers’ perceptions and experiences. International Journal of Technology and Design Education, 33, 479–496. https://doi.org/10.1007/s10798-022-09737-2 (SSCI)
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  15. 張仁誠、洪菁穗、吳心楷* (2022)。中學科學教師評量素養量表發展之信效度與恆等性分析。科學教育學刊，30(4)，309-333。
  16. Ndumanya, E., Ramnarain, U., & Wu, H.-K. (2021). An analysis of selected South African grade 12 physical sciences textbooks for the inclusion of the NGSS science practices. Canadian Journal of Science, Mathematics and Technology Education, 21(3), 539-552. https://doi.org/10.1007/s42330-021-00169-z (ESCI)
  17. Ramnarain, U.*, Pieters, A. E., & Wu, H.-K. (2021). Assessing the technological pedagogical content knowledge of pre-service science teachers at a South African university, International Journal of Information and Communication Technology Education, 17(3), 123-136. doi: 10.4018/IJICTE.20210701.oa8 (Scopus)
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  19. Lin, C.-Y., & Wu, H.-K.* (2021). Effects of different ways of using visualizations on high school students’ electrochemistry conceptual understanding and motivation towards chemistry learning. Chemistry Education Research and Practice, 22(3), 786-801. https://doi.org/10.1039/d0rp00308e (SSCI).
  20. 林小慧、郭哲宇、吳心楷* (2021)。學生學習投入、好奇心、教師集體層級變項與科學探究能力的關係：跨層級調節式中介效果之探討。教育科學研究期刊，66(2)，75-110。https://doi.org/10.6209/JORIES.202106-66(2).0003 (TSSCI)
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  27. Hung, C.-S. & Wu, H.-K.* (2018). Tenth graders' problem-solving performance, self-efficacy, and perceptions of physics problems with different representational formats. Physical Review Physics Education Research, 14(2), 020114-1-17. doi: 10.1103/PhysRevPhysEducRes.14.020114 (SSCI)
  28. Chien, S. P., Wu, H.-K.*, & Wu, P. H. (2018). Teachers’ beliefs about, attitudes toward, and intention to use technology-based assessments: a structural equation modeling approach. EURASIA Journal of Mathematics, Science and Technology Education, 14(10), em1594. doi: 10.29333/ejmste/93379
  29. Yang, F. Y., Liu, S. Y., Hsu, C. Y., Chiou, G. L.*, Wu, H.-K., Wu, Y. T., Chen, S., Liang, J. C., Tsai, M. J., Lee, S. W.-Y., Lee, M. H., Lin, C. L., Chu, R. J., & Tsai, C. C. (2018). High school students’ epistemic knowledge of science and its relation to learner factors in science learning. Research in Science Education, 48(2), 325-344. doi: 10.1007/s11165-016-9570-6 (SSCI)
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  44. Eshach, H.*, Wu, H.-K., Hwang, F. K., & Hsu, Y. S. (2014). Whole class dialogic discussion meets Taiwan's physics teachers: Attitudes and culture. Journal of Science Education and Technology, 23(1), 183-197. doi: 10.1007/s10956-013-9462-8 (SSCI)
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  46. Chien, S. P., Wu, H.-K.*, & Hsu, Y. S. (2014). An investigation of teachers’ beliefs and their use of technology-based assessments. Computers in Human Behavior, 31(1), 198-210. doi: 10.1016/j.chb.2013.10.037 (SSCI)
  47. Yeh, Y.-F., Hsu, Y. S.*, Wu, H.-K., Hwang, F. K., & Lin, T. C. (2014). Developing and validating technological pedagogical content knowledge-practical (TPACK-Practical) through the Delphi Survey Technique. British Journal of Educational Technology, 45(4), 707-722. doi:10.1111/bjet.12078 (SSCI)
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  1. Hung, C.-S., & Wu, H.-K. (2024, July 2-5). Secondary science teachers’ conceptions of teaching and assessment literacy: A latent profile analysis. [Paper presentation]. Australasian Science Education Research Association (ASERA) Conference, Albany, New Zealand.
  2. Zhang, R.-C., Wu, H.-K., & Hsin, C.-T. (2024, July 2-5). Using epistemic network analysis to investigate connections between instructional strategies and children’s scientific practices in kindergartens. [Paper presentation]. Australasian Science Education Research Association (ASERA) Conference, Albany, New Zealand.
  3. Zhang, R.-C., & Wu, H.-K. (2024, March 17-March 20). Sentiment Analysis of Kindergarteners’ Science Conversations in Project-Based Classrooms. [Symposium presentation]. The annual international conference of the National Association for Research in Science Teaching, Denver, CO, USA.
  4. Hung, C.-S., & Wu, H.-K. (2024, March 17-March 20). Comparing national curriculum guidelines and computerized topic analysis on teachers’ teaching goals for inquiry-based science instruction. [Symposium presentation]. The annual international conference of the National Association for Research in Science Teaching, Denver, CO, USA.
  5. Hung, C.-S. & Wu, H.-K. (2023, August 28-September 1). High school science teachers’ assessment literacy for inquiry-based science instruction. [Paper presentation]. The biannual conference of the European Science Education Research Association, Cappadocia, Turkey.
  6. Zhang, R.-C., Hung, C.-S., & Wu, H.-K. (2023, August 28-September 1). The influence of contextual factors on the assessment practices of high school science teachers. [Poster presentation]. The biannual conference of the European Science Education Research Association, Cappadocia, Turkey.
  7. Hsin, C.-T., Wu, H.-K., Luu, D. T., & Wei, M.-R. (2023, August 28-September 1). Fostering young children’s scientific practices in urban and indigenous areas: an investigation of instructional strategies. [Paper presentation]. The biannual conference of the European Science Education Research Association, Cappadocia, Turkey.
  8. Kayser, C., Penn, M., Ramnarain, U., & Wu, H.-K. (2023, June 24-26). Measuring inquiry abilities of young learners using a performance-based assessment. [Paper presentation]. International Conference on Education and New Developments (END), Lisbon, Portugal.
  9. Hung, C.-S. & Wu, H.-K. (2022, June 28-July 1). High school science teachers’ conceptions about inquiry teaching in Taiwan: Curriculum challenges, teaching goals and activities. [Paper presentation]. Australasian Science Education Research Association (ASERA) Conference, Perth, Australia.
  10. Hsin, C.-T., Chuang, C.-Y., & Wu, H.-K. (2022, June 28-July 1). Development of a project-based early STEM module and a teacher workshop integrating biomedical engineering and medical care. [Paper presentation]. Australasian Science Education Research Association (ASERA) Conference, Perth, Australia.
  11. Hsin, C.-T., Wu, H.-K., & Liang, J.-C. (2021). Factors predicting the science teaching practices of kindergarten teachers in Indigenous areas in Taiwan. Paper will be presented at the Australasian Science Education Research Association (ASERA) Conference, June 30-July 2, Adelaide, Australia.
  12. Hsin, C.-T., Luu, D. T., & Wu, H.-K. (2020). Developing and validating a questionnaire to measure young indigenous children’s ethnic identity. Paper presented at the 11th International Conference on Educational Innovation (ICEI), November 13-14, Hsinchu, Taiwan.
  13. Hung, C.-S. & Wu, H.-K. (2020). The relations between epistemic beliefs, metacognition, and self-regulated learning of science learning: A review of studies from 2010 to 2019. Paper presented at the Australasian Science Education Conference (online), June 24-26, Wollongong, Australia.
  14. The development and effects of an inquiry-based early stem curriculum on kindergarteners’ science and engineering practices. Paper presented at the Australasian Science Education Conference (online)
  15. Hsin, C.-T., & Wu, H.-K. (2019). Young indigenous children’s performances on a funds of knowledge integrated phonological curriculum in Taiwan. Paper presented at the European Conference on Educational Research (EERA: ECER), September 3-6, Hamburg, Germany.
  16. Ndumanya, E., Ramnarain, U., & Wu, H.-K. (2019). Learner-centredness of science practices as depicted in South African Grade 12 Physical Sciences textbooks. Paper presented at the International Council on Education for Teaching (ICET) 63rd World Assembly, July 9-11, Johannesburg, South Africa.
  17. Penn, M., Ramnarain, U., & Wu, H.-K. (2019). The relationship between grade 12 learners’ understandings about scientific inquiry and achievement in physical sciences. Paper presented at the 27th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARSTE), January 15-17, Durban, South Africa.
  18. Penn, M., Ramnarain, U., & Wu, H.-K. (2019). The relationship between grade 12 learners’ understandings about scientific inquiry and achievement in physical sciences. Paper presented at the 27th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARSTE), January 15-17, Durban, South Africa.
  19. Hsin, C.-T., & Wu, H.-K. (2018). Children’s performances on phonological processing skills and teachers’ teaching strategies of a bicultural phonics curriculum. Paper presented at the European Conference on Educational Research (ECER), September 4-7, Bolzano, Italy.
  20. Ndumanya, E., Ramnarain, U., & Wu, H.-K. (2018). Developing a rubric for analyzing the inclusion of "scientific practices" in physical sciences textbooks. Paper presented at the International Conference on Education and New Developments (END), June 23-25, Budapest, Hungary.
  21. Chien, S.-P., Lin, H. H., Wu, H.-K., & Wu, P.-H. (2017). Examining the impacts of science teachers’ practice and beliefs about technology-based assessments on student’ performance：A hierarchical linear modeling approach. Poster presented at the Australasian Science Education Conference, June 27-30, Sydney, Australia.
  22. Lin, H. H., Lin, S. H. & Wu, H.-K. (2017). Developing and validating a constructed-response assessment of scientific abilities: A case of the optics unit. Poster presented at the Australasian Science Education Conference, June 27-30, Sydney, Australia.
  23. Wu, H.-K. (2017). High school science teachers’ conceptions of teaching and assessment for inquiry: Messages from Taiwan. Presented at Gordon Research Conference: Chemistry Education Research & Practice, June 20, Bates College, Lewiston, Maines, USA.
  24. Hung, C.-S. & Wu, H.-K. (2016). 11th graders’ problem-solving performances, self-efficiency and perceptions about physics problems with different representational formats. Paper presented at the international conference of the East-Asian Association for Science Education, August 26-28, Tokyo, Japan.
  25. Chang, H.-Y., Yu, Y. T., Wu, H.-K., & Hsu, Y. S. (2016). The impact of a mobile augmented reality game: changing students' perceptions of the complexity of socioscientific reasoning. Paper presented at the IEEE 16th International Conference on Advanced Learning Technologies, July 25-28, Austin, Texas, USA. doi: 10.1109/ICALT.2016.131
  26. Yeh, Y.-F., Hsu, Y. S., Wu, H.-K., & Chien, S.-P. (2015). Assessing science teachers' TPACK through video-based questionnaires. Paper presented at the biannual conference of the European Science Education Research Association, August 31-September 4, Helsinki, Finland.
  27. Kuo, C. Y., Wu, H.-K., Jen, T. H., & Hsu, Y. S. (2015). Analysis of assessment items to describe a learning progression of scientific inquiry. Paper presented at the biannual conference of the European Science Education Research Association, August 31-September 4, Helsinki, Finland.
  28. Zhang, W. X., Hsu, Y. S., Wu, H.-K., Kuo, C. Y., & Jen, T. H. (2015). The effect of metacognition on student inquiry abilities in a simulation-based assessment system. Paper presented at the biannual conference of the European Science Education Research Association, August 31-September 4, Helsinki, Finland.
  29. Wu, P. H., Kuo, C. Y., Wu, H.-K., Jen, T. H., & Hsu, Y. S. (2015). Effect of science interest on secondary school students’ inquiry abilities: A comparison of the structural relationships between engagement and curiosity about inquiry activities. Paper presented at the biannual conference of the European Science Education Research Association, August 31-September 4, Helsinki, Finland.
  30. Lee, W. Y. S., Wu, H.-K., & Chang, H. Y. (2015). Students' views of model evaluation and change of models in different science context. Paper presented at the annual international conference of the National Association for Research in Science Teaching, April 11-14, Chicago, USA.
  31. Lee, S. W.-Y., Wu, H.-K., Chang, H.-Y. (2014). Understanding middle and high school students' views of model evaluation and model change. Paper presented at The 22nd International Conference on Computers in Education. Nara, Japan.
  32. Chang, H.-Y., Hsu, Y. S., Wu, H.-K., & Chen, C. M. (2014). Path analyses of how students develop conceptual knowledge and inquiry skills in a simulation-based inquiry environment. Paper presented at the 22nd International Conference on Computers in Education, November 30-December 4, Nara, Japan.
  33. Chang, H.-Y., Hsu, Y. S., & Wu, H.-K. (2014). Designing mobile augmented reality and online discussion activities to scaffold students' socioscientific reasoning. Paper presented at the annual international conference of the National Association for Research in Science Teaching, March 30-April 2, Pittsburgh, PA.
  34. Wu, P. H., Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2013). Validation of a simulation-based assessment of inquiry abilities. Paper presented at the biannual conference of the European Science Education Research Association, September 2-7, Nicosia, Cyprus.
  35. Chien, S.-P., Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2013). An investigation of teachers’ beliefs and their use of technology-based assessments. Paper presented at the biannual conference of the European Science Education Research Association, September 2-7, Nocosia, Cyprus.
  36. Hsu, Y. S., Wu, H.-K., Hwang, F. K., Yeh, Y. F., & Chien, S. P. (2012). The development of an evaluative instrument for teachers’ practical technological pedagogical content knowledge. Paper presented at the International Science Education Conference, December 13-15, Taipei, Taiwan.
  37. Jen, T. H., Hsu, Y. S., Wu, H.-K., Hwang, F. K., & Yeh, Y. F. (2012). The development and validation of a survey instrument in TPACK-practical. Paper presented at the International Science Education Conference, December 13-15, Taipei, Taiwan.
  38. Kuo, C-Y. & Wu, H.-K. (2012). The current applications of simulations in computer-based science assessments. Paper presented at the 20th International Conference on Computers in Education, November 26-30, Singapore.
  39. Lee, W. Y. S., Chang, H. Y., & Wu, H.-K. (2012). Relationships between representational characteristics, students’ education levels, and beliefs of models. Paper presented at the International Conference on the Learning Sciences 2012, July 2-7, Sydney, Australia.
  40. Wu, P. H., Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2011). Designed features and actual affordances of a computer-based modeling tool. Paper presented at the biannual conference of the European Science Education Research Association, September 5-9, Lyon, France.
  41. Hsu, Y. S., Wu, H.-K., Zhang, W. X., Wu, P. H., & Hwang, F. K. (2011). Development of students' inquiry ability in a technology-infused learning environment. Paper presented at the biannual conference of the European Science Education Research Association, September 5-9, Lyon, France.
  42. Wu, H.-K., Wu, P. H., Zhang, W. X., Chang, Y. Y., Hsu, Y. S., & Hwang, F. K. (2011). College and graduate students' multivariable reasoning practices in computational modeling. Paper presented at the biannual conference of the European Science Education Research Association, September 5-9, Lyon, France.
  43. Hsu, Y. S., Wu, H.-K., Zhang, W. X., Wu, P. H., & Hwang, F. K. (2011). Development of Middle School Students' Inquiry Ability in a Technology-Infused Learning Environment. Paper presented at the annual meeting of the European Science Education Research Association, September 5-9, Lyon, France.
  44. Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2010). High school students’ conceptual understandings and modeling practices in a computer-based modeling environment. Paper presented at the Global Chinese Conference on Science Education 2010, December 20-21, Hong Kong, China.
  45. Wu, H.-K., & Wu, C. L. (2009). Exploring the development of fifth graders’ practical epistemologies and inquiry skills in inquiry-based learning classrooms. Paper presented at the biannual conference of the European Science Education Research Association, August 31-September 4, Istanbul, Turkey.
  46. Hsu, Y. S., Wu, H.-K., Hwang, F. K. & Lin, L. F., (2009). Design distributed scaffolding for modeling a complex system. Paper presented at the 8th International Conference Computer Supported Collaborative Learning, June 8-13, Rhodes, Greece.
  47. Lin, L. F., Hsu, Y. S., Wu, H.-K., & Hwang, F. K. (2008). Development of senior high school students’ modeling about air quality. Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 31-April 2, Baltimore, MD.
  48. Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2007). Modeling a complex system: Using novex analysis for developing an effective learning module. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April 15-18, New Orleans, LA.
  49. Huang, Y.-L. & Wu, H.-K. (2007). Ninth graders’ conceptual understanding and cognitive engagement in teacher-centered and student-centered technology-enhanced learning environments. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April 15-18, New Orleans, LA.
  50. Hsu, Y. S., Lin, L. F., Ke, I. C., Wu, H.-K. & Hwang, F. K. (2007). A comparison of experts, intermediates, novice, and naives in modeling. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April 15-18, New Orleans, LA.
  51. Hsu, Y. S., Hwang, F. K. Wu, H.-K., & Lin, L. F. (2006). Analysis of experts’ vs. novices’ modeling. Paper presented at Modeling in Physics and Physics Education, GIREP 2006, August 20-25, Amsterdam, Netherlands.
  52. Hsu, Y. S., Ho, Y., & Wu, H.-K. (2006). Examining instructional designs in technology enhanced learning environment. Paper presented at the World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 26-June 30, Orlando, Florida.
  53. Hsin, C.-T. & Wu, H.-K. (2005). Scaffolding preschoolers’ scientific learning of floating and sinking. Paper presented at the Pacific Early Childhood Education Research Association Sixth Conference, July 15-18. Taipei, Taiwan.
  54. Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2005). Teachers’ adoption of technology in classrooms: Does school size matter? Paper presented at the World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 27-July 2, Montreal, Canada.
  55. Hsu, Y. S., Wu, H.-K., & Hwang, F. K. (2005). Do Teachers’ Instructional Evolution and Teaching Seniority Affect Educational Innovation with Technology? Paper presented at the World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 27-July 2, Montreal, Canada.
  56. Wu, H.-K., & Hsieh, C.-E. (2005). Developing sixth graders’ inquiry skills to construct scientific explanations in inquiry-based learning environments. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April 4-7, Dallas, TX.
  57. Wu, H.-K., & Krajcik, J. S. (2004). Exploring middle school students’ use of inscriptions in an inquiry-based science classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April 1-4, Vancouver, Canada.
  58. Wu, H.-K., & Krajcik, J. S. (2003). Inscriptional practices in inquiry-based classrooms: How do seventh graders construct and interpret data tables and graphs? Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 23-26, Philadelphia, PA.
  59. Zhang, B., Wu, H.-K., Krajcik, J. S., Fretz, E. B., & Soloway, E. (2002). Comparison of modeling practices between experts and novice learners using a dynamic, learner-centered modeling tool. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April 7-10, New Orleans, LA.
  60. Fretz, E., Zhang, B., Wu, H.-K., Krajcik, J.S., Soloway, E. (2002). An investigation of scaffolding design and use in a dynamic modeling tool. In Reiser, B., Characterizing and Evaluating Software Scaffolds for Scientific Inquiry, Symposium conducted at the annual meeting of the American Educational Research Association, April 1-5, New Orleans, LA.
  61. Fretz, E. B., Wu, H.-K., Zhang, B., Krajcik, J. S., & Soloway, E. (2001). An investigation of scaffolding design and use in a dynamic modeling tool. Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 26-28, St. Louis, MO.
  62. Zhang, B., Wu, H.-K., Krajcik, J. S., Fretz, E. B., & Soloway, E. (2001). Exploring middle school students' modeling process and cognitive strategies when using a computational modeling tool. Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 25-28, St. Louis, MO.
  63. Wu, H.-K. (2001). Connecting the microscopic view of chemistry to real life experiences. Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 25-28, St. Louis, MO.
  64. Wu, H.-K., Krajcik, J. S., & Soloway, E. (2000a). Promoting conceptual understanding of chemical representations: students' use of a visualization tool in the classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April 28-May 1, New Orleans, LA.
  65. Wu, H.-K., Krajcik, J. S., & Soloway, E. (2000c). Students' use of a visualization tool in the classroom. In D. Fisher & J.-H. Yang (Eds.) Proceedings of the Second International Conference on Science, Mathematics, and Technology Education (pp. 211-221). Perth, Australia: the National Key Centre for School Science and Mathematics, Curtin University of Technology.
  66. Wu, H.-K., & Krajcik, J. S. (1999). Explore eChem: A virtual 3D chemical experience. Presented at the National Science Teacher Association Area Convention, Oct 21-23, Detroit, MI.

名稱 開始日期 結束日期 委託單位 編號 參與身份別
探討幼兒和國小教師對科學教學的教師覺察 2022/08/01 2025/07/31 國科會 MOST 111-2410-H-003-018-MY3 主持人
《科學與數學教育研究》國際期刊規劃案 2022/01/01 2024/12/31 國科會 MOST 111-2742-H-003-001-MY3 主持人
高中科學教師對「探究與實作」課程的評量素養 2020/08/01 2023/12/31 國科會 MOST 109-2511-H-003-015-MY3 主持人
幼兒科學教育課程：促進幼兒探究能力及提昇幼兒教師科學教學自我效能和教學內容知識 2018/08/01 2021/12/31 國科會 MOST 107-2511-H-003-012-MY3 主持人
迎向新課綱的挑戰：科學探究能力評量的標準設定與分析報表之研發 2017/08/01 2020/07/31 國科會 MOST 106-2511-S-003-046-MY3 主持人

  1. 辛靜婷、吳心楷 (2021)。幼教探究取向STEM方案課程。心理出版社。
  2. Chiu, M. H., Tuan, H.-L., Wu, H.-K., Lin, J.-W., & Chou, C.-C. (Eds.). (2013). Chemistry education and sustainability in the global age. New York, NY: Springer.
  3. Wu, H.-K. (2003). Middle School Students’ Development of Inscriptional Practices in Inquiry-Based Science Classrooms, Unpublished Dissertation, University of Michigan, Ann Arbor, Michigan (NARST Outstanding Dissertation Award).

  1. Wu, J.-Y., Hsu, Y.-S., Wu, H.-K., Yang, K.-L., Lin, K.-Y., & Yeh, Y.-F. (2023). Perceptions of STEM education of teachers from Taiwan: Identifying factors influencing commitment to STEM teaching. In W. W. M. So, Z. H. Wan, & T. Luo (Eds.), Cross-disciplinary STEM learning for Asian primary students: Design, practices, and outcomes (pp. 224-240). Routledge. https://doi.org/10.4324/9781003262237-13
  2. Hsu, Y. S., Yeh, Y. F., & Wu, H.-K. (2015). The TPACK-P framework for science teachers in a practical teaching context. In Y. S. Hsu (Ed.), Development of science teachers' TPACK (pp. 17-32). Singapore: Springer
  3. Hsu, Y. S., Chang, H.-Y., Fang, S.-C., & Wu, H.-K. (2015). Developing technology-infused inquiry learning modules to promote science learning in Taiwan. In M. S. Khine (Ed.), Science education in East Asia (pp. 373-403), Switzerland, Springer. doi: 10.1007/978-3-319-16390-1_15
  4. Hsu, Y. S. & Wu, H.-K. (2015). Development and evaluation of technology-infused learning environments in Taiwan. In M. H. Chiu (Ed.), Science education research and practices in Taiwan (pp. 211-230). Singapore: Springer.
  5. Yeh, Y. F., Chien, S.-P., Wu, H.-K., & Hsu, Y. S. (2015). Rubrics of TPACK-P for teaching science with ICTs. In Y. S. Hsu (Ed.), Development of science teachers' TPACK (pp. 53-70). Singapore: Springer
  6. 吳心楷、辛靜婷 (2011)。數位學習研究中質性資料的管理與分析：以NVivo軟體的使用為例。載於宋曜廷(主編)，數位學習研究方法 (頁163-208)。台北市：高等教育出版社
  7. Chiu, M. H. & Wu, H.-K. (2009). The roles of multimedia in the teaching and learning of the triplet relationship in chemistry. In J. Gilbert & D. Treagust (Eds.) Multiple representations in chemical education (pp. 251-283). New York, NY: Springer. doi:10.1007/978-1-4020-8872-8_12
  8. Wu, H.-K. (2006). Connecting the microscopic view of chemistry to real life experiences. In L. A. Rex (Ed.) Discourse of opportunity: How talk in learning situations creates and constrains (pp. 251-284). Cresskill, NJ: Hampton Press.