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Articles

*: Corresponding author

  1. Wang, C.-Y., Tseng, Y. C., Lin, S. S.*, Liu, S. C., Reid, A., & Monroe, M. C. (2024). Addressing the climate emergency with educational approaches: a bibliometric analysis of climate change education scholarship. Environmental Education Research, 1–28. https://doi.org/10.1080/13504622.2024.2386443

  2. Wang, C.-Y.* (2023) Evaluating the effects of the analogical learning approach on eighth graders’ learning outcomes: The role of metacognition, Chemistry Education Research and Practice, 24, 535-550, DOI: 10.1039/D2RP00074A[c1] (SSCI 2022, impact factor=3.0)

  3. Wang, C.-Y. & Lin, J. J.H.* (2023, early access). Utilizing artificial intelligence to support analyzing self-regulated learning: A preliminary mixed-methods evaluation from a human-centered perspective, Computers in Human Behavior, 144, DOI: 10.1016/j.chb.2023.107721 (SSCI 2022, impact factor=9.9)

  4. Wang, C.-Y., Chen, S., & Huang, M.-Y.* (2023). Exploring medical students’ metacognitive and regulatory dimensions of diagnostic problem solving, Medical Education Online, 28(1), 2210804, DOI:10.1080/10872981.2023.2210804 (SSCI 2022, impact factor=4.6)

  5. Wang, C.-Y.* (2022). Exploring the relationships among prior knowledge, perceptions of climate change, conceptual understanding, and scientific explanation of global warming: A partial least squares analysis. In Innovative approaches to socioscientific issues and sustainability education: Linking research to practice (Chapter 17), 291-311, Springer Publisher.

  6. Lee, M.-H., Liang, J.-C., Wu, Y.-T., Chiou, G.-L., Hsu, C.-Y., Wang, C.-Y., Lin, J.-W., & Tsai, C.-C. (2020). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18, 1-18.

  7. Yen, M.-H., Chen, S.*, Wang, C.-Y., Chen , H.-L., Hsu, Y.-S., & Liu, T.-Z. (2018). A framework for self-regulated digital learning (SRDL). Journal of Computer Assisted Learning, 34, 580-589. DOI:10.1111/jcal.12264 (SSCI 2016, impact factor=1.253, rank: Education 101/235)

  8. Yen, M.-H., Wang, C.-Y.*, Chang, W.-H., Chen, S., Hsu, Y.-S., & Liu, T.-Z. (2018). Assessing metacognitive components in self-regulated reading of science texts in e-based environments. International Journal of Science and Mathematics Education, 16, 797-816. (SSCI 2016, impact factor=1.474)

  9. Hsu, Y.-S.*, Wang, C.-Y., & Zhang, W.-X. (2016). Supporting technology-enhanced inquiry through metacognitive and cognitive prompts: Sequential analysis of metacognitive actions in response to mixed prompts. Computers in Human Behavior, 72, 701-712. (SSCI 2015, impact factor=2.880).

  10. 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. (SSCI 2013, impact factor=0.636, rank: Education 126/219, time cited: 2)

  11. Hsu, Y.-S., Yen, M.-H., Chang, W.-H., Wang, C.-Y., & Chen, S.* (2016). Content analysis of 1998-2012 empirical studies in science reading using a self-regulated learning lens, International Journal of Science and Mathematics Education, 14, 1-27. (SSCI 2013, impact factor=0.636, rank: Education 126/219, time cited: 0)

  12. Wang, C.-Y.* (2015). Scaffolding middle school students’ construction of scientific explanations: Comparing a cognitive versus a metacognitive evaluation approach. International Journal of Science Education, 37(2), 237-271. (SSCI 2013, impact factor=1.516, rank: Education 31/219, time cited: 0)

  13. Wang, C.-Y.* (2015). Exploring general versus task-specific assessments of metacognition in university chemistry students: A multitrait–multimethod analysis. Research in Science Education, 45(4), 555-579. (SSCI 2013, impact factor=1.268, rank: Education 47/219, time cited: 2)

  14. 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. (SSCI 2014, impact factor=2.694)

  15. Zhang, W.-X., Hsu, Y.-S.*, Wang, C.-Y., & Ho, Y.-T. (2015). Exploring the impacts of cognitive and metacognitive prompting on students‘ scientific inquiry practices within an e-learning environment. International Journal of Science Education, 37(3), 529-553. (SSCI 2013, impact factor=1.516, rank: Education 31/219, time cited:1)

  16. Wang, C.-Y.*, Wu, H-K, Lee, S. W.-Y., Hwang, F.-K., Chang, H.-Y., Wu, Y.-T., Chiou, G.-L., Chen, S., Liang, J.-C., Lin, J.-W., Lo, H.-C., & Tsai, C.-C. (2014). A review of research on technology-assisted school science laboratories. Educational Technology & Society, 17(2), 307–320. (SSCI 2013, impact factor=0.824, rank: Education 94/219, time cited:1)

  17. Wang, C.-Y.* & Barrow, L. H. (2013). Exploring conceptual frameworks of models of atomic structures and periodic variations, chemical bonding, and molecular shape and polarity: a comparison of undergraduate general chemistry students with high and low levels of content knowledge. Chemistry Education Research and Practice, 14(1), 130-146. (SSCI 2013, impact factor=1.309, rank: Education 43/219, time cited: 3)

  18. Chen, S.*, Lo, H.-C., Lin, J.-W., Liang, J.-C., Chang, H.-Y., Huang, F.-K., Chiou, G.-L., Wu, Y.-T., Lee, S. W.-Y., Wu, H.-K., Wang, C.-Y., & Tsai, C.-C. (2012). Development and implications of technology in reform-based physics laboratories. Physical Review Special Topics-Physics Education Research, 8, 010113, 1-12. (SSCI 2012, impact factor=1.529, rank: Education 25/219, time cited: 4)

  19. She, H.C., Cheng, M. T., Li, T. W., Wang, C.-Y., Chiu, H.T., Lee, P.Z., Chou, W.C., Chuang, M.H. (2012). Web-based Undergraduate Chemistry Problem-Solving: the interplay of task performance, domain knowledge and web-searching strategies. Computers & Education, 59(2), 750-761. (SSCI 2012, impact factor=2.775, rank: Education 7/219, time cited: 7)

  20. She, H.C., Jung, T.P., Chou, W.C., Huang, L.Y., Wang, C.-Y., Lin, G.Y. (2012). EEG dynamics reflect the distinct cognitive process of optic problem solving. PLoS ONE, 7(7):e40731. (SCI 2012, impact factor=3.73, rank: Multidisciplinary sciences 7/56, time cited: 1)

  21. Wang, C.-Y.* & Barrow, L. H. (2011). Characteristics and levels of sophistication: An analysis of chemistry students’ ability to think with mental models. Research in Science Education, 41(4), 561-586. (SSCI 2011, impact factor=1.34, rank: Education 34/206, time cited: 9)

  22. Park Rogers, M., Abell, S., Lannin, J., Wang, C.-Y., Musikul, K., Barker, D., & Dingman, S. (2007). Effective professional development in science and mathematics education: Teachers' and facilitators' views. International Journal of Science and Mathematics Education, 5(3), 507-532.

  23. Abell, S., Lannin, J., Marra, R., Ehlert, M., Cole, J., Lee, M., Park Rogers, M., & Wang, C.-Y. (2007). Multi-site evaluation of science and mathematics teacher professional development programs: The project profile approach. Studies in Educational Evaluation, 33(2), 135-158.

Conference papers

  1. Wang, C.-Y.* & Lee, K.-W. (2019, August). Do eye-movements relate to strategy use? A new approach to capture dynamic self-regulation during a complex science task. Paper presented at the biannual conference of the European Science Education Research Association, Bologna, Italy.

  2. Wang, C.-Y.* (2017, August). Exploring the effects of standard designs on scientific explanation evaluation. Paper presented at the biannual conference of the European Science Education Research Association, Dublin, Ireland.

  3. Wang, C.-Y.*, Lee, K.-W., & Hsu, C.-S. (2016, August). Better way to elicit thinking process? Comparing concurrent and cued retrospective reporting techniques. Paper presented at the annual meeting of the International Conference of East-Asian Science Education, Tokyo, Japan.

  4. Lee, K.-W., Hsu, C.-S., & Wang, C.-Y.* (2016, August). Exploring the influence of prior knowledge on evaluating scientific explanation through eye-tracking. Paper presented at the annual meeting of the International Conference of East-Asian Science Education, Tokyo, Japan.

  5. Hsu, C.-S., Lee, K.-W., & Wang, C.-Y.* (2016, August). Analyzing the behavioral differences between successful and unsuccessful learners in evaluating scientific explanations. Paper presented at the annual meeting of the International Conference of East-Asian Science Education, Tokyo, Japan.

  6. Wang, S.-J., Hsieh, W.-P., Wang, C.-Y., Lo, R.-M., Chang, Y.-T., & Lee, C.-D. (2014, June). Enhancing vocational high school students’ science literary through an inquiry-based bioethanol curriculum. Paper presented at the annual meeting of the Australian Science Education Research Association, Melbourne, Australia.

  7. Wang, C.-Y.* (2013, Sep). Scaffolding middle school students’ construction of scientific explanations. Paper presented at the biannual conference of the European Science Education Research Association, Nicosia, Cyprus.

  8. Chen, C.-L. D., Lin, W.-Y., Lo, W.-C., Chang, Y.-H., Wang, C.-Y., & Lu, C.-H. (2013, July). Exploring students’ preferences in inquiry-based learning and the possible factors that influence students’ learning outcomes in a reformed science class. Paper presented at the European Conference on Education, Brighton, United Kingdom.

  9. Lin, Y.-J., Wang, C.-Y.* (2012, September). Learning and thinking with analogies: Exploring the role of self-regulation learning in analogical reasoning. Paper presented at the biannual conference of the European Association for Research on Learning and Instruction Special Interest Group 16 Metacognition, Milan, Italy.

  10. Wang, C.-Y.* (2011, September). Investigating general vs. domain-specific metacognitive skills using multiple instruments. Paper presented at the biannual conference of the European Science Education Research Association, Lyon, France.

  11. Wang, C.-Y.* (2010, July). Influence of metacognitive skillfulness on thinking problems of molecular geometry and polarity. Paper presented at the annual meeting of the Australian Science Education Research Association, Port Stephens, New South Wales, Australia.

  12. Wang, C.-Y.*, Lin, G.-Y., & She. H.-C. (2009, October). Influence of metacognitive skillfulness on thinking problems of optical imaging. Paper presented at the annual meeting of the International Conference of East-Asian Science Education, Taipei, Taiwan.

  13. Chen, H.H.*, Lee, M.L., She, H.C., Wang, C.-Y., & Chang, W.H. (2009, July). Effects of an argumentation-embedded inquiry workshop on secondary science teachers’ understandings of scientific argumentation and argumentation instruction. Paper presented at the 2009 Australian Science Education Research Association, Geelong, Victoria, Australia

  14. Wang, C.-Y.* & Barrow, L. (2009, April). Characteristics and levels of sophistication about mental-modeling ability: A preliminary study on general chemistry students’ thinking processes with mental models of molecular geometry and polarity. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA.

  15. Lin, G.-Y.*, Wang, C.-Y., & She. H.-C. (2009, April). Exploring Factors Involving Physics Problem Solving. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

  16. Wang, C.-Y.* & Barrow, L. (2008, April).  The role of content knowledge in general chemistry students’ understanding about molecular polarity. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.

  17. Wang, C.Y., & Volkmann, M. J.* (2007, April).  Dynamic model of pedagogical content knowledge. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

  18. Wang, C.-Y.* & Barrow, L. (2007, April).  A comparison of conceptual change models. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

  19. Lee, Michele, Wang, C.Y., & Musikul, K., Abell, S. (2006, April). Understanding professional development design and implementation: a case study. Paper presented at the annual meeting of the National Association for Research in Science Teaching, 2006.

  20. Wang, C.Y., & Volkmann, M. J. (2006, January).  Preservice middle/high school science teachers’ perception and view of implementing GIS-PBL instruction. Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Portland, OR.

  21. Abell, S., Ehlert, M., Lannin, J., Marra, R., Cole, J., Park Rogers, M., Wang, C.Y., & Musikul, K. (2005, April).  Profiles of mathematics and science teacher professional development programs:  Theoretical basis, activities, and effectiveness. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec.

  22. Volkmann, M. J., Soldat, C., & Wang, C.Y. (2005, March). Using GIS modeling to support student thinking. Paper presented at the annual meeting of the National Science Teachers Association, Dallas, TX.

  23. Park Rogers, M.*, Abell, S., Musikul, K., & Wang, C.Y. (2005, January).  Effective professional development: Views of science teachers and staff developers. Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Colorado Springs, CO.

  24. Barrow, L., Wang, C.Y., & Long, B.  (2005, January).  Elementary science education jobs, are they different?  Poster session presented at the annual meeting of the Association for the Education of Teachers of Science, Colorado Springs, CO.

中文研討會論文

  1. 侯鎮鈺、王嘉瑜、李大偉 (2018年11月)。探討自主解題資源之行為指標對於化學學習表現影響之研究。中華民國科學教育年會暨國際學術研討會，花蓮。

  2. 賴怡臻、鄧名翔、王嘉瑜 (2016年12月)。探討科學文本閱讀的理解監測準確度、閱讀理解表現和自我調節學習策略使用之關聯。中華民國科學教育年會暨國際學術研討會，台中。

  3. Teng, M.-S. & Wang, C.-Y.* (2014, November). 科學文本閱讀理解層次高、低學習者於監控頻率及閱讀策略使用類型之差異. Paper presented at the Asia Pacific Educational Research Association (APERA) International Conference, Hong Kong.

  4. 王瀅傑、王嘉瑜 (2013年12月)。探討化學表徵對概念理解和理解監控正確性的影響－以國中化學平衡概念為例。中華民國科學教育年會暨國際學術研討會，彰化。

Book chapters

  1. Wang, C.-Y.* (2022). Exploring the relationships among prior knowledge, perceptions of climate change, conceptual understanding, and scientific explanation of global warming: A partial least squares analysis. In Innovative approaches to teaching and teacher professional learning in socio-scientific issues and sustainability education (Chapter 17), 291-311, Springer Publisher.

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