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  2. Wen, C.-T., Liu, C.-C., Chang, H.-Y.*, Chang, C.-J., Chang, M.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149, 103830.
  3. Chang, C.-J., Liu, C.-C.*, Wen, C.-T., Tseng, L.-W., Chang, H.-Y., Chang, M.-H., Fan Chiang, S.-H., Hwang, F.-K., & Yang, C.-W. (2020). The impact of light-weight inquiry with computer simulations on science learning in classrooms. Computers & Education, 146, 103770.
  4. Lin, H.-M., Lee, M.-H., Liang, J.-C., Chang, H.-Y., Huang, P., & Tsai, C.-C*. (2020). A review of using partial least square structural equation modeling in e-learning research. British Journal of Educational Technology, 51, 1354-1372.
  5. Chang, H.-Y., Lin, T.-J., Lee, M.-H., Lee, S. W.-Y., Lin, T.-C., Tan, A.-L., & Tsai, C.-C.* (2020). A systematic review of trends and findings in research employing drawing assessment in science education. Studies in Science Education, 56, 77-110.
  6. Hung, J.-Y., Chang, H.-Y.*, & Hung, J.-F. (2019). An experienced science teacher's metavisualization in the case of the complex system of carbon cycling. Research in Science Education. Advance online publication.
  7. Yeh, H.-Y., Tsai, Y.-H., Tsai, C.-C., & Chang, H.-Y.* (2019). Investigating students’ conceptions of technology-assisted science learning: A drawing analysis. Journal of Science Education and Technology, 28, 329-340.
  8. Chang, H.-Y.*, & Tzeng, S.-F. (2018). Investigating Taiwanese students' visualization competence of matter at the particulate level. International Journal of Science and Mathematics Education, 16, 1207-1226.
  9. Chang, H.-Y.* (2018). Students’ representational competence with drawing technology across two domains of science. Science Education, 102, 1129-1149.
  10. Chang, H.-Y.*, Hsu, Y.-S., Wu, H.-K., & Tsai, C.-C. (2018). Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment. International Journal of Science Education, 40, 1410-1431.
  11. Lee, S. W.-Y.*, Chang, H.-Y., & Wu, H.-K. (2017). Students' views of scientific models and modeling: Do representational characteristics of models and students' educational levels matter? Research in Science Education, 47, 305-328.
  12. Chang, H.-Y.* (2017). How to augment the learning impact of computer simulations? The designs and effects of interactivity and scaffolding. Interactive Learning Environments, 25, 1083-1097.
  13. Shen, J.*, Liu, O., & Chang, H.-Y. (2017). Assessing students’ deep conceptual understanding in physical sciences: An example on sinking and floating. International Journal of Science and Mathematics Education, 15, 57-70
  14. Chang, H.-Y.*, Hsu, Y.-S., & Wu, H.-K. (2016). A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue. Interactive Learning Environments, 24, 1148-1161.
  15. Fang, S.-C., Hsu, Y.-S., Chang, H.-Y., Chang, W.-H., Wu, H.-K., & 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, 1945-1971.
  16. Tang, K.-Y.*, Wang, C.-Y., Chang, H.-Y., Chen, S., Lo, H.-C., & Tsai, C.-C. (2016). The intellectual structure of metacognitive scaffolding in science education: A co-citation network analysis. International Journal of Science and Mathematics Education, 14, 249-262.
  17. McElhaney, K. W.*, Chang, H.-Y., Chiu, J. L., & Linn, M. C. (2015). Evidence for effective uses of dynamic visualizations in science curriculum materials. Studies in Science Education, 51, 49-85.
  18. Chang, H.-Y., Wang, C.-Y., Lee, M.-H., Wu, H.-K., Liang, J.-C., Lee, S. W.-Y., Chiou, G.-L., Lo, H.-C., Lin, J.-W., Hsu, C.-Y., Wu, Y.-T., Chen, S., Hwang, F.-K., & Tsai, C.-C.* (2015). A review of features of technology-supported learning environments based on participants' perceptions. Computers in Human Behavior, 53, 223-237

名稱 開始日期 結束日期 委託單位 編號 參與身份別
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培養學生後設視覺化能力與科學資料視覺化素養以及相關學習軟體的研發(2/3) 2020/08/01 2022/07/31 科技部(原國科會) 108-2628-H-003-001-MY3 主持人
培養學生後設視覺化能力與科學資料視覺化素養以及相關學習軟體的研發(1/3) 2019/08/01 2022/07/31 科技部(原國科會) 108-2628-H-003-001-MY3 主持人
微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)-微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)(3/3) 2019/08/01 2020/07/31 科技部(原國科會) 106-2511-S-008-012-MY3 主持人
微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)-微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)(2/3) 2018/08/01 2020/07/31 科技部(原國科會) 106-2511-S-008-012-MY3 主持人
發展行動式擴增實境學習環境以促進社會-科學議題的學習(5/5) 2018/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人
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發展行動式擴增實境學習環境以促進社會-科學議題的學習(4/5) 2017/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人
發展行動式擴增實境學習環境以促進社會-科學議題的學習(3/5) 2016/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人
發展行動式擴增實境學習環境以促進社會-科學議題的學習(2/5) 2015/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人
發展行動式擴增實境學習環境以促進社會-科學議題的學習(1/5) 2014/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人