1. Chiu, T. K.-F., Chai, C. S., Williams, J., & Lin, T.-J. (in press). Teacher professional development on self-determination theory-based design thinking in STEM Education. Educational Technology & Society.
  2. Lin, T.-J. (2021). Exploring the differences in Taiwanese university students’ online learning task value, goal orientation, and self-efficacy before and after the COVID-19 outbreak. The Asia-Pacific Education Researcher, 30, 191-203.
  3. Lin, T.-J. (2021). Multi-dimensional explorations into the relationships between Taiwanese high school students’ science learning self-efficacy and engagement. International Journal of Science Education, 43, 1193-1207.
  4. Chiu, T. K. F., Lin, T.-J., & Lonka, K. (2021). Motivating online learning: The challenges of COVID-19 and beyond. The Asia-Pacific Education Researcher, 30, 187-190.
  5. Wu, C.-L., Lin, T.-J., Chiou, G.-L., Lee, C.-Y., Luan, H., Tsai, M.-J., Potvin, P., & Tsai, C.-C. (2021). A systematic review of MRI neuroimaging for education research. Frontiers in Psychology, 12, Article 617599.
  6. Lee, S. W.-Y, Luan, H., Lee, M-H., Chang, H.-Y., Liang, J.-C., Lee, Y.-H., Lin, T.-J., Wu, A.-H., Chiu, Y.-J., & Tsai, C.-C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105, 880-907.
  7. 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.
  8. Lin, T.-J., Lin, T.-C., Potvin, P., & Tsai, C.-C. (2019). Research trends in science education from 2013 to 2017: A systematic content analysis of publications in selected journals. International Journal of Science Education, 41, 367-387.
  9. Lin, T.-J. & Tsai, C.-C. (2018). Differentiating the sources of Taiwanese high school students’ multidimensional science learning self-efficacy: An examination of gender differences. Research in Science Education, 48, 575-596.
  10. Lin, T.-J., Tan, A. L., Lee, M.-H., & Tsai, C.-C. (2017). Evaluating and comparing Singaporean and Taiwanese eighth graders’ conceptions of science assessment. Research in Science & Technological Education, 35, 391-408.
  11. Lin, T.-J., & Tsai, C.-C. (2017). Eliciting Taiwanese high school students’ scientific ontological and epistemic beliefs. International Journal of Science Education, 39, 2321-2341.
  12. Lin, T.-J. & Tsai, C.-C. (2017). Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: A validation study. International Journal of Science Education, 39, 2382-2401.
  13. Chiu, Y.-L., Lin, T.-J., & Tsai, C.-C. (2016). The conceptions of learning science by laboratory among university science-major students: Qualitative and quantitative analyses. Research in Science & Technological Education, 34, 359-377.

名稱 開始日期 結束日期 委託單位 編號 參與身份別
臺灣高中學生科學課室參與研究:初探沉默參與之角色 2020/10/01 2021/07/31 科技部(原國科會) MOST 108-2511-H-003-005-MY2 主持人
臺灣高中學生科學課室參與研究:初探沉默參與之角色 2019/10/01 2019/09/30 科技部(原國科會) MOST 108-2511-H-003-005-MY2 主持人
臺灣高中生之科學學習投入研究:兼探科學知識觀信念與科學學習自我效能 2019/01/01 2020/06/30 科技部(原國科會) MOST 107-2511-S-003-004-MY2 主持人
臺灣高中生之科學學習投入研究:兼探科學知識觀信念與科學學習自我效能 2018/01/01 2018/12/31 科技部(原國科會) MOST 107-2511-S-003-004-MY2 主持人

  1. Lun, S., Lin, T. J., Lin, C. H., Chai, C. S., Liang, J. C., & Tsai, C. C. (2017). Taiwan in-service teachers’ perceptions of 21st century learning practice, design disposition, and usage of information and communication technology (ICT). In R. Gennari, Y. Cao, Y-M. Huang, W. Wu, & H. Xie (Eds.), Emerging Technologies for Education - 1st International Symposium, SETE 2016 Held in Conjunction with ICWL 2016, Revised Selected Papers (Vol. 10108 LNCS, pp. 749-755). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10108 LNCS). Springer Verlag. https://doi.org/10.1007/978-3-319-52836-6_81
  2. Lin, T.-J., Chai, C. S., & Tsai, C.-C. (2012). Conceptual change, epistemic beliefs, and technology-enhanced learning environments. In C. Lee & D. Jonassen (Eds.), Fostering conceptual change with technology: Asian perspectives (pp. 53-77). Singapore: Cengage Learning Asia.