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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.* (2018). Students’ representational competence with drawing technology across two domains of science. Science Education, 1-21. doi:10.1002/sce.21457
2. 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, 1-22. doi:10.1080/09500693.2018.1480075
3. Chang, H.-Y.*, & Tzeng, S.-F. (2017). Investigating Taiwanese students' visualization competence of matter at the particulate level. International Journal of Science and Mathematics Education. doi:10.1007/s10763-017-9834-2
4. 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. doi:10.1007/s10763-015-9680-z
5. 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. doi:10.1007/s11165-015-9502-x
6. 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. doi:10.1080/10494820.2016.1250222
7. 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. doi:10.1080/10494820.2014.961486
8. 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. doi:10.1080/09500693.2016.1220688
9. 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. doi:10.1007/s10763-015-9696-4
10. 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. doi:10.1016/j.chb.2015.06.042
11 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. doi:10.1080/03057267.2014.984506
12. 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. doi:10.1007/s10956-013-9468-2
13. 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. doi: 10.1007/s40299-013-0133-6
14. 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
15. Chang, H.-Y.* (2013). Teacher guidance to mediate student inquiry through interactive dynamic visualizations. Instructional Science, 41, 895-920. doi:10.1007/s11251-012-9257-y
16. 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. doi: 10.1080/09500693.2012.733978.
17. Chang, H.-Y.*, & Linn, M. C. (2013). Scaffolding learning from molecular visualizations. Journal of Research in Science Teaching, 50, 858-886. doi:10.1002/tea.21089
18. 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. doi:10.1111/j.1467-8535.2012.01379.x
19. 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. doi:10.1016/j.compedu.2012.10.024
20. 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. doi:10.1103/PhysRevSTPER.8.020113
21. 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. doi: 10.1016/j.compedu.2011.05.007
22. 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. doi:10.1002/sce.20352
23. 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。