Name: Chang, Hsin-Yi
Position: Associate professor, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan
Degrees: Doctor of Philosophy , Educational Studies (Science Education), University of Michigan, Ann Arbor, Michigan, USA.
Master of Science , Science Education, National Taiwan Normal University (NTNU), Taipei, Taiwan.
Earth Science, National Cheng Kung University, Tainan, Taiwan
Contact: hychang@mail.ntust.edu.tw
Interest of research: Science Inquiry Learning Environments , Learning and Assessments Using Computer Simulations and Visualizations, Design-based Research
 
 
English Journal Papers
1. Chang, H.-Y.*, & Tzeng, S.-F. (in press). Investigating Taiwanese students' visualization competence of matter at the particulate level. International Journal of Science and Mathematics Education.
2. Chang, H.-Y.* (in press). How to augment the learning impact of computer simulations? The designs and effects of interactivity and scaffolding. Interactive Learning Environments. doi: 10.1080/10494820.2016.1250222
3. Shen, J.*, Liu, O. L., & 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 (SSCI).
4. 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 (SSCI)
5. 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 (SSCI).
6. Fang, S.-C., Hsu, Y.-S.*, Chang, H.-Y., Wu, H.-K, Chang, W.-H., 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 (SSCI)
7. 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)
8. 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)
9. 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. (SSCI).
10. 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. (SSCI)
11 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. (SSCI)
12. 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)
13. Chang, H.-Y.* (2013). Teacher guidance to mediate student inquiry through interactive dynamic visualizations. Instructional Science, 41, 895-920. (SSCI)
14. 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. (SSCI)
15. Chang, H.-Y.*, & Linn, M. C. (2013). Scaffolding learning from molecular visualizations. Journal of Research in Science Teaching, 50, 858-886. (SSCI)
16. 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. (SSCI)
17. 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. (SSCI)
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, 020113-1-12. (SSCI)
19. 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 (SSCI)
20. 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 (SSCI)
21. Chang, H.-Y. *, & Chiu, M.-H. (2009). Facilitating student understanding in earth science with multiple representations. Journal of Science Education, 10(2), 69-73. (ISSN: 0124-5481. Indexed in ERIC, Chemical Abstracts, Educational Research Abstract.)
 
English Conference Papers
Refereed Conference Proceedings:
1. Chang, H.-Y., Yu, Y.-T., Wu, H.-K. & Hsu, Y.-S. (2016). The impact of a mobile augmented reality game: changing students’ perceptions of the complexity of socioscientific reasoning. In J. Michael Spector et al. (Eds.) (2016), Proceedings of the 16th IEEE International Conference on Advanced Learning Technologies (pp. 312-313). Austin, Texas, USA: IEEE Technical Committee on Learning Technology. ( ISBN: 978-1-4673-9041-5)
2. Chang, H.-Y., & Yu, Y.-T. (2015). Investigating the medium effect of a mobile visualization tool - “DrawScience”. In Ogata, H. et al. (Eds.) (2015), Proceedings of the 23rd International Conference on Computers in Education (pp. 425-429).. China: Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-5-8)
3. Hung, J.-Y., Chang, H.-Y., & Hung, J.-F. (2015). Investigating a scientist’s use of a visualization tool to visualize the concepts of carbon cycling. In Ogata, H. et al. (Eds.) (2015), Proceedings of the 23rd International Conference on Computers in Education (pp. 504-510). China: Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-7-2)
4. Chang, H.-Y., Hsu, Y.-S., Wu, H.-K. & Chen, C.-M. (2014). Path analyses of how students develop conceptual knowledge and inquiry skills in a simulation-based inquiry environment. In Liu, C.-C. et al. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 163-166). Japan: Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-2-7).
5. Chang, H.-Y., Yu, Y.-T., Hung, J.-Y. & Hsu, K.-C. (2014). Development of a mobile visualization application for constructivist learning and assessment in science. In Liu, C.-C. et al. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 560-562). Japan: Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-1-0).
6. Lee, S. W.-Y., Wu, H.-K., & Chang, H.-Y. (2014). Understanding middle and high school students' views of model evaluation and model change. In Liu, C.-C. et al. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 167-170). Japan: Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-2-7).
7. Chang, H.-Y. (2012). Facilitating teachers’ integrated technological pedagogical content knowledge. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, short papers, symposia, and abstracts (pp. 461-462). International Society of the Learning Sciences: Sydney, NSW, Australia. (ISBN: 978-0-578-10704-2).
8. Lee, S. W.-Y., Chang, H.-Y., & Wu, H.-K. (2012). Relationships between representational characteristics, students’ education levels, and beliefs of models. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, short papers, symposia, and abstracts (pp. 521-522). International Society of the Learning Sciences: Sydney, NSW, Australia. (ISBN: 978-0-578-10704-2).
9. Hsieh, F.-P., & Chang, H.-Y. (2011). Student collaboration to generate scientific principles during online peer critique versus direct feedback activities. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume III-Community Events Proceedings (pp. 1030-1031). Hong Kong: International Society of the Learning Science.
10. Shen, J. & Chang, H.-Y. (Eds)(2011). Collaboration as scaffolding to learn from dynamic, interactive scientific visualizations. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume III-Community Events Proceedings (pp. 1029-1036). Hong Kong: International Society of the Learning Science.
11. Chang, H.-Y., & Tsai, K.-C. (2010). Investigating the role of physical and virtual experiments in developing integrated understanding of thermal conductivity and equilibrium. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)-Volume 2 (pp. 229-230). Chicago IL: International Society of the Learning Sciences.
12. Shen, J. & Chang, H.-Y., et al. (2010). Using visualization to link abstract science and everyday experience. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)-Volume 2 (pp. 228-235). Chicago IL: International Society of the Learning Sciences.
13. Shen, J., Liu, L. & Chang, H.-Y. (2010). Measuring transformative modeling: A framework of formatively assessing students’ deep conceptual understanding in physical sciences. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)-Volume 1 (pp. 137-144). Chicago IL: International Society of the Learning Sciences.
14. Chang, H.-Y., & Shen, J.(Eds) (2008). Improving the design and impact of interactive, dynamic visualizations for science learning. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 221-228). Utrecht, The Netherlands: International Society of the Learning Sciences. (ISSN: 1573-4552)
15. Chang, H.-Y., & Quintana, C. (2006). Student-generated animations: Supporting middle school students' visualization, interpretation and reasoning of chemical phenomena. In S. A. Barab, K. E. Hay & D. T. Hickey (Eds.), Proceedings of the 7th International Conference on Learning Sciences: Making a difference. Volume 1 (pp. 71-77). Bloomington, IN: International Society of the Learning Sciences. (ISBN:0-8058-6174-2)
16. Chang, H.-Y., Scott, L. A., Quintana, C. & Krajcik, J. S.(2004). Chemation: Classroom impact of a handheld chemistry modeling and animation tool. In A. Druin, J. P. Hourcade & S. Kollet (Eds.), Proceedings of Interaction Design and Children 2004: Building a Community (pp. 119-120). New York: The Association for Computing Machinery, Inc. (ISBN: 1-58113-791-5)
17. Scott, L. A., Zimmerman, R., Chang, H.-Y., Heitzman, M., Krajcik, J. S., McNeill, K. L., et al. (2004). Chemation: A handheld chemistry modeling and animation tool. In A. Druin, J. P. Hourcade & S. Kollet (Eds.) Proceedings of Interaction Design and Children 2004: Building a Community (pp. 145-146). New York: The Association for Computing Machinery, Inc. (ISBN: 1-58113-791-5)

Conference Papers:
1. Chang, H.-Y., & Tsai, T.-T. (2017, August). Using simulated and real dilemmas to engage students' socio-scientific reasoning. Paper presented at the European Science Education Research Association (ESERA) 2017, Dublin, Ireland.
2. Hung, J.-Y., Chang, H.-Y., & Hung, J.-F. (2016, December). Experts’ epistemic understanding of metavisualization while visualizing the concept of carbon cycling. Paper presented at The Second International Conference for “Personal Epistemology and Learning (PEL)”, Taipei, Taiwan.
3. Chang, H.-Y. & Lee, S. W.-Y. (2015, August). Development of a survey for assessing perceptions of socioscientific reasoning about nuclear power plant development. Paper presented at the 11th Conference of the European Science Education Research Association (ESERA), Helsinki, Finland.
4. Chang, H.-Y. (2015, April). Development of technology-based assessments to address science education reform: Perspectives and implementations from Taiwan. Paper presented in the symposium on “Designing assessments aligned with current science education reforms,” the 2015 NARST Annual International Conference, Chicago, IL, USA.
5. Chang, H.-Y. & Tzeng, S.-F. (2015, April). Investigating high school students' visualization competence of matter. Paper presented at the 2015 NARST Annual International Conference, Chicago, IL, USA.
6. Lee, S. W.-Y., Wu, H.-K. & Chang, H.-Y. (2015, April). Students' views of model evaluation and change of models in different science context. Paper presented at the 2015 NARST Annual International Conference, Chicago, IL, USA.
7. Chang, H.-Y., Hsu, Y.-S., & Wu, H.-K. (2014, March). Designing mobile augmented reality and online discussion activities to scaffold students' socioscientific reasoning. Paper presented at the 2014 NARST Annual International Conference, Pittsburgh, PA.
8. Hung, J.-Y., Chang, H.-Y., & Hung, J.-F. (2014, July). Visualization, metavisualization and metacognition: An analytic framework based on a science teacher visualizing the concept of carbon cycling. Paper presented at 2014 Australasian Science Education Research Association (ASERA) Conference, Melbourne, Australia.
9. McElhaney, K., Chang, H.-Y., Chiu, J. L., & Linn, M. C. (2013, April). Meta-analysis of the benefits of dynamic and static visualizations for science learning. Paper presented in session on “Using visual and spatial thinking in science education,” the Annual Meeting of the American Educational Research Association (AERA), San Francisco, California.
10. Hung, J.-Y., Chang, H.-Y., Tzeng, S.-F., & Hung, J.-F. (2012, November). Ninth-grade students' collaborative modelling of biomagnification through mysystem. Paper presented in the workshop on “Computer-supported visualization, modeling, and simulation for learning,” the 20th International Conference on Computers in Education (ICCE) 2012, National Institute of Education, Singapore.
11. Chang, H.-Y.& Shen, J. (2011, July). Designing digital curricula and visualizations in the new WISE environment to facilitate collaborative science learning. Pre-conference tutorial presented at the 9th International Conference on Computer-Supported Collaborative Learning (CSCL) 2011: Connecting computer-supported collaborative learning to policy and practice, Hong Kong, China.
12. Clark, D. B., Nelson, B. C., Chang, H.-Y., D'Angelo, C., Slack, K., & Martinez-Garza, M. (2011, June). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Paper presented at the Games+Learning+Society (GLS) Conference 7.0, The University of Wisconsin-Madison, USA.
13. Chang, H.-Y., & Linn, M. C. (2010, January). Transition to inquiry: Instructional practice of inquiry-based online science curricula in Taiwan. Paper presented at the Sixth International Conference on Science, Mathematics and Technology Education, Hualien, Taiwan.
14. Chang, H.-C. & Chang, H.-Y. (2010, August). Students’ critique of molecular models of chemical reactions through an online curriculum. Paper presented at the 21st International Conference on Chemical Education, Taipei, Taiwan.
15. Shen, J. & Chang, H.-Y. (2010, December). Designing effective embedded assessments in technology-enhanced science curricula. Workshop presented at the Global Chinese Conference on Science Education 2010, Hong Kong, China.
16. Chang, H.-Y. (2009, August). Critiquing and conducting virtual experiments using dynamic molecular visualization. Presentation at the Annual Retreat Meeting of the Center for Technology-Enhanced Learning in Science (TELS) 2009, Minneapolis, MN, USA.
17. Chang, H.-Y. (2009, April). Use of critique to enhance learning with an interactive molecular visualization of thermal conductivity. In M. C. Linn (Chair), Critique to learn science. Symposium conducted at the Annual Meeting of National Association for Research in Science Teaching (NARST), Garden Grove, CA, USA.
18. Chang, H.-Y., Chiu, J. L., McElhaney, K., & Linn, M. C. (2009, August). Can dynamic visualization improve science learning? Presentation at the Annual Retreat Meeting of the Center for Technology-Enhanced Learning in Science (TELS) 2009, Minneapolis, MN, USA.
19. Linn, M. C. & Chang, H.-Y. (2009, April). Spatial visualization and science learning. Paper presented in the symposium on “Contemporary data on gender, mathematics and spatial performance,” the Annual Meeting of the American Educational Research Association, San Diego, CA, USA.
20. Chang, H.-Y. (2008, June). Review of research on dynamic visualizations in science learning. Poster presented at the International Conference for the Learning Sciences 2008, Utrecht, The Netherlands.
21. Chang, H.-Y. (2008, March). The impact of critique activities on learning of thermal conductivity at the molecular level. Poster presented at the TELS event at the Annual Meeting of the American Educational Research Association, New York, USA.
22. Chang, H.-Y., Quintana, C. & Krajcik, J. S. (2007, April). The impact of animation-related practice on middle school students’ understanding of chemistry concepts. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA.
23. Linn, M. C., Chang, H.-Y., Chiu, J., & Zhang, H. (2007, August) Visualization and science learning. Paper presented at EARLI 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary.
24. Quintana, C. & Chang, H.-Y. (2007, April). Technology-mediated visualization and interpretation of chemical phenomena by middle school students. Poster presented in an interactive poster session on computer-based visualizations in chemistry at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA.
25. Chang, H.-Y. & Quintana, C. (2006, April). Explore the use of computer-based modeling and animation technology to promote middle school students’ understanding of chemistry concepts. Paper presented at the Annual Meeting of National Association for Research in Science Teaching, San Francisco, CA, USA.
26. Chang, H.-Y., Quintana, C., Krajcik, J. S. & Holt, L. S. (2006, April). Comparing the impact of computer-based versus physical molecular models on middle school students’ learning of chemistry concepts. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, USA.
27. Chang, H.-Y., Holt, L. S., Quintana, C. & Krajcik, J. S.(2005). Exploring the role of two modeling tools in supporting middle school student learning of the particulate nature of matter. Poster presented at the Gordon Research Conference: Chemistry Education Research & Practice, New London, CT, USA.
28. Holt, L. S., Chang, H.-Y., Quintana, C. & Krajcik, J. S.(2005). Learner-centered design of chemation: A handheld tool for middle-school chemistry. Paper presented at the Annual Meeting of National Association for Research in Science Teaching, Dallas, TX, USA.
29. Holt, L. S., Chang, H.-Y. & Quintana, C.(2005). Chemation: A molecular modeling and animation tool for handhelds. Workshop presented at the Consortium for Outstanding Achievement in Teaching with Technology (COATT) Camp, Big Rapids, MI, USA.
30. Chang, H.-Y. & Chiu, M.-H. (2004). Assessing science learning via two types of instructional representations. Paper presented at the Annual Meeting of National Association for Research in Science Teaching, Vancouver, BC, Canada.
 
English Book and Book Chapters
1. Chang, H.-Y., Hsu, Y.-S., & Hung, J.-Y. (2016). Adapting and customizing web-based inquiry science environments to promote Taiwanese students' learning of science. In M.-H. Chiu (Ed.), Science education research and practice in Asia - challenges and opportunities (pp. 443-459). Singapore: Springer. (ISBN: 978-981-10-0847-4)
2. Hsu, Y.-S., Chang, H.-Y., Fang, S.-C., & Wu, H.-K. (2015). Developing technology-infused inquiry learning environment to promote science learning in Taiwan. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and best practices (pp. 373-403). New York: Springer. (ISBN: 978-3-319-16389-5)
3. Shen, J., Lei, J., Chang, H.-Y., & Namdar, B. (2014). Technology-enhanced, modeling-based instruction (TMBI) in science education. In J.M. Spector, M.D., Merrill, J. Elen, & M.J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 529-540). New York: Springer. (ISBN: 978-1461431848)
4. Clark, D. B., Sampson, V., Chang, H.-Y., Zhang, H., Tate, E. D., & Schwendimann, B. (2012). Research on critique and argumentation from the technology enhanced learning in science center. In M. S. Khine (Ed.), Perspectives on scientific argumentation: Theory, practice and research (pp. 157-199). New York: Springer. (ISBN: 978-9400724709)
5. Linn, M. C., Chang, H.-Y., Chiu, J. L., Zhang, Z., & McElhaney, K. (2011). Can desirable difficulties overcome deceptive clarity in scientific visualizations? In A. S. Benjamin (Ed.), Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork (pp. 235-258). New York: Psychology Press. (ISBN: 978-1848728912)
6. Chang, H.-Y. (2007). Multilevel-multifaceted approach to assessing the impact of technology-mediated modeling practice on student understanding of the particulate nature of matter. Unpublished dissertation. University of Michigan, Ann Arbor.
 
Chinese Journal Papers
1. 蔡祐翔、葉恒儀、張欣怡*(已接受)。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。(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。
 
Chinese Conference Papers
研討會彙編論文:
1. 洪蓉宜、黃昭仁、張欣怡 (2011)。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。第七屆台灣數位學習發展研討會論文集(頁847-853)。臺北市:國立台灣科技大學。

研討會論文:
1. 蕭佑珊、張欣怡 (2017,3月)。七年級學生探究游離輻射虛擬實驗其投入與成效之研究。論文發表於第十二屆台灣數位學習發展研討會(TWELF 2017)。桃園市:國立中央大學。
2. 張心盈、林祺堂、張欣怡 (2017,3月)。發展擴增實境國中英語課程軟體與活動及其初步成效。論文發表於第十二屆台灣數位學習發展研討會(TWELF 2017)。桃園市:國立中央大學。
3. 蔡祐翔、葉恒儀、張欣怡、林宗進 (2016,12月)。臺灣研究生之特定領域知識信念:以生物與物理學科為例。論文發表於2016第2屆PEL國際研討會。台北市:國立台灣科技大學。
4. 曾璽芳、張欣怡(2013, 12月)。探討中學生於基本微粒概念之建構圖形表徵表現。論文發表於2013第29屆科學教育國際研討會。彰化縣:國立彰化師範大學。
5. 羅慶璋、張欣怡、洪振方 (2013, 11月)。中學自然個案教師網路探究教學的學習進程。論文發表於第九屆台灣數位學習發展研討會(TWELF 2013)。台中市:國立自然科學博物館。
6. 洪蓉宜、曾璽芳、張欣怡、洪振方 (2012,12月)。不同科學推理能力學生利用動態表徵學習擴散與生物放大作用之研究。論文發表於2012第28屆科學教育國際研討會-多元、創新、永續。台北市:國立台北教育大學。
7. 羅慶璋、張欣怡、洪振方 (2012,12月)。精簡型科技學科教學知識自我效能量表之編製。論文發表於2012第28屆科學教育國際研討會-多元、創新、永續。台北市:國立台北教育大學。
8. 林均翰、曾璽芳、張欣怡 (2011, 12月)。八年級學生使用數位科學探究課程與形成科學解釋之關係。論文發表於中華民國第27屆科學教育學術研討會。高雄市:國立中山大學。
9. 張淑苑、張欣怡 (2011, 12月)。動態視覺探究課程融入八年級化學反應單元的實施與成效。論文發表於中華民國第27屆科學教育學術研討會。高雄市:國立中山大學。
10. 羅慶璋、張欣怡、黃柏雅、許瑛玿、洪振方 (2011, 12月)。數位評量實施方式對學生理解溫室效應與全球暖化的長期效應。論文發表於中華民國第27屆科學教育學術研討會。高雄市:國立中山大學。
11. 黃昭仁、張欣怡 (2010, 12月)。職前教師設計與評論動態表徵融入科學課程之研究。論文發表於2010全球華人科學教育會議。香港:香港教育學院。
12. 蔡錕承、張欣怡 (2010, 12月)。實物實驗與虛擬實驗促進學生科學探究能力之研究。論文發表於2010全球華人科學教育會議。香港:香港教育學院。
13. 張欣怡 (2009, 12月)。美國網路探究課程對台灣學生學習科學之成效。論文發表於中華民國第25屆科學教育研討會--數位時代下的科學教育。台北市:國立台灣師範大學理學院。
 
Project-PI
科技部計畫
1. 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Development of a mobile augmented reality learning environment to support student learning of a socio-scientific issue (計畫編號: MOST 103-2511-S-011 -010 -MY5, 執行期限2014/08/01~2019/07/31)
2. 促進學生科學視覺化之多重表徵能力-數位行動評量工具與教學模組的發展與研究Development of mobile computer-based assessments and instructional modules to facilitate students' scientific visualization ability (計畫編號: MOST 102-2628-S-011 -002 -MY3, 執行期限: 2013/08/01~2016/07/31)。
3. 臺灣網路科學探究學習環境系統建置與課程實作計畫Development of web-based inquiry science environment (WISE) in Taiwan (2/2) (計畫編號: NSC 101-2511-S-017-001, 執行期限:2012/8/1~2013/7/31)。
4. 臺灣網路科學探究學習環境系統建置與課程實作計畫Development of web-based inquiry science environment (WISE) in Taiwan(1/2) (計畫編號: NSC 100-2511-S-017-001, 執行期限: 2011/8/1~2012/7/31)。
5. 以知識整合為導向之教師專業成長促進融入動態視覺表徵於科學教學之研究Knowledge integration oriented professional development to support science instruction using dynamic visualization (計畫編號: NSC 99-2628-S-017-001-MY2, 執行期限: 2010/8/1~2012/7/31)。
6. 探討動態視覺表徵與同儕評論於促進學生學習溫度與熱的科學概念之角色Investigating the role of dynamic visualization and peer-critique in enhancing student learning of heat and temperature (計畫編號: NSC 98-2511-S-017-001, 執行期限: 2009/2/1~2010/1/31)。