蔡今中教授研究網

個人基本資料

姓名：	張欣怡
職稱：	國立臺灣師範大學學習科學學士學位學程教授
學歷：	美國密西根大學科學教育博士國立臺灣師範大學科學教育所碩士國立成功大學地球科學系學士
聯絡方式：	hychang@ntnu.edu.tw
研究興趣：	科學探究教學平台，電腦模擬與視覺化學習與評量，設計本位研究法

英文期刊論文

1.	Chang, H.-Y., Liang, J.-C., & Tsai, C.-C.* (2020). Students’ context-specific epistemic justifications, prior knowledge, engagement and socioscientific reasoning in a mobile augmented reality learning environment. Journal of Science Education and Technology, 29, 399-408. http://doi.org/10.1007/s10956-020-09825-9
2.	Chang, H.-Y., Lin, T.-J., Lee, M.-H., Lee, S. W.-Y., Lin, T.-C., T, 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. http://dx.doi.org/10.1080/03057267.2020.1735822
3.	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. http://doi.org/10.1016/j.compedu.2020.103830
4.	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. http://doi.org/10.1016/j.compedu.2019.103770
5.	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. http://doi.org/10.1111/bjet.12890
6.	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. http://doi.org/10.1007/s10956-019-9769-1
7.	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, 1-29. http://doi.org/10.1007/s11165-018-9804-x
8.	Chang, H.-Y.* (2018). Students’ representational competence with drawing technology across two domains of science. Science Education, 102, 1129-1149. http://doi.org/10.1002/sce.21457
9.	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. http://doi.org/10.1007/s10763-017-9834-2
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. http://doi.org/10.1080/09500693.2018.1480075
11.	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. http://doi.org/10.1007/s10763-015-9680-z
12.	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. http://doi.org/10.1007/s11165-015-9502-x
13.	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. http://doi.org/10.1080/10494820.2016.1250222
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. http://doi.org/10.1080/10494820.2014.961486
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. http://doi.org/10.1080/09500693.2016.1220688
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. http://doi.org/10.1007/s10763-015-9696-4
17.	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. http://doi.org/10.1016/j.chb.2015.06.042
18.	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. http://doi.org/10.1080/03057267.2014.984506
19.	Chang, H.-Y.*, Quintana, C., & Krajcik, J. S. (2014). Using drawing technology to assess students' visualizations of chemical reaction processes. Journal of Science Education and Technology, 23, 355-369. http://doi.org/10.1007/s10956-013-9468-2
20.	Chang, H.-Y.*, Zhang, Z. H., & Chang, S.-Y. (2014). Adaptation of an inquiry visualization curriculum and its impact on chemistry learning. The Asia-Pacific Education Researcher,23, 605-619. http://doi.org/10.1007/s40299-013-0133-6
21.	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. Retrieved from http://www.ifets.info/issues.php?id=63
22.	Chang, H.-Y.* (2013). Teacher guidance to mediate student inquiry through interactive dynamic visualizations. Instructional Science, 41, 895-920. http://doi.org/10.1007/s11251-012-9257-y
23.	Chang, H.-Y.*, & Chang, H.-C. (2013). Scaffolding students' online critiquing of expert- and peer-generated molecular models of chemical reactions. International Journal of Science Education, 35, 2028-2056. http://doi.org/10.1080/09500693.2012.733978.
24.	Chang, H.-Y.*, & Linn, M. C. (2013). Scaffolding learning from molecular visualizations. Journal of Research in Science Teaching, 50, 858-886. http://doi.org/10.1002/tea.21089
25.	Chang, H.-Y.*, Wu, H.-K., & Hsu, Y.-S. (2013). Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue. British Journal of Educational Technology, 44, E95-E99. http://doi.org/10.1111/j.1467-8535.2012.01379.x
26.	Wu, H.-K.*, Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. http://doi.org/10.1016/j.compedu.2012.10.024
27.	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, 020113-1-12. http://doi.org/10.1103/PhysRevSTPER.8.020113
28.	Clark, D. B.*, Nelson, B., Chang, H.-Y., D'Angelo, C., Slack, K., & Martinez-Garza, M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers & Education, 57, 2178-2195. http://doi.org/10.1016/j.compedu.2011.05.007
29.	Chang, H.-Y.*, Quintana, C., & Krajcik, J. S. (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94, 73-94. http://doi.org/10.1002/sce.20352
30.	Chang, H.-Y. *, & Chiu, M.-H. (2009). Facilitating student understanding in earth science with multiple representations. Journal of Science Education, 10(2), 69-73. (ERIC).

中文期刊論文

1.	蔡祐翔、葉恒儀、張欣怡*（2017）。科技如何輔助科學學習？高中生的概念繪圖分析。數位學習科技期刊，9(3)，23-44。(TSSCI)。
2.	張欣怡*、張淑苑、羅慶璋、洪振方（2015）。知識整合數位課程促進學生科學素養-以化學反應概念為例。教育科學研究期刊，60(3), 153-181。
3.	洪蓉宜、張淑苑、張欣怡*（2014）。跨越尺度的聰明學習—知識整合數位化學探究課程。臺灣化學教育，(4)。取自http://chemed.chemistry.org.tw/wordpress2/?p=3497
4.	羅慶璋*、張欣怡、洪振方 (2014)。中學自然個案教師網路探究教學的學習進程。數位學習科技期刊，6(3)，65-89。
5.	洪蓉宜、黃昭仁、張欣怡* (2012)。動態表徵課程之不同實施方式對高中生細胞分裂概念複習之影響。人文社會學報，8(1)，71-96。
6.	蔡錕承、張欣怡* (2011)。結合實物與虛擬實驗促進八年級學生「溫度與熱」知識整合、實驗能力與學習策略之研究。科學教育學刊，19(5)，435-459。(TSSCI)
7.	邱美虹*、張欣怡(1998)。科學教師學科教學知識之研究－一位國中理化教師之個案研究。亞太教師教育及發展學報，1(1)，93-104。