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.	Binali, T., Chang, C.-H., Chang, Y.-J., & Chang, H.-Y.* (2024). High school and college students’ graph-interpretation competence in scientific and daily contexts of data visualization. Science & Education, 33, 763-785. https://doi.org/10.1007/s11191-022-00406-3
2.	Chang, H.-Y.*, Chang, Y.-J., & Tsai, M.-J. (2024). Strategies and difficulties during students’ construction of data visualizations. International Journal of STEM Education, 11, Article 11. https://doi.org/10.1186/s40594-024-00463-w
3.	Chang, H.-Y., Liu, C.-C.*, Wen, C.-T., Chang, M.-H., Chiang, S.-H. F., & Hwang, F.-K. (2024). The effect of the cyclic curricular design of modelling-based instruction with virtual labs. International Journal of Science Education, 46(1), 46-72. https://doi.org/10.1080/09500693.2023.2219365
4.	Chang, H.-Y.* (2023). Scaffolding online peer critiquing to develop students’ epistemic criteria of data visualization. Computers & Education, 203, Article 104863. https://doi.org/10.1016/j.compedu.2023.104863
5.	Chang, H.-Y.*, & Tsai, C.-C. (2023). Epistemic network analysis of students’ drawings to investigate their conceptions of science learning with technology. Journal of Science Education and Technology, 32, 267–283. https://doi.org/10.1007/s10956-022-10026-9
6.	Chang, H.-Y.* (2022). Science teachers’ and students’ metavisualization in scientific modeling. Science Education, 106, 448-475. https://doi.org/10.1002/sce.21693
7.	Chang, H.-Y.*, Binali, T., Chang, Y.-J. (2022). Developing an instrument for metavisualization and investigating relationships among dimensions of metavisualization. Research in Science & Technological Education, 1-21. https://doi.org/10.1080/02635143.2022.2128325
8.	Chang, H.-Y.*, Binali, T., Liang, J.-C., Chiou, G.-I., Cheng, K.-H., Lee, S. W.-Y., Tsai, C.-C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education,191, Article 104641. https://doi.org/10.1016/j.compedu.2022.104641
9.	Binali, T., Chang, H.-Y.*, Tsai, C.-C. (2022). Relating students' perceptions of web-based homework to epistemic beliefs. International Journal on Digital Learning Technology, 14(4), 25-53. (TSSCI)
10.	Liu, C.-C., Wen, C.-T., Chang, H.-Y.*, Chang, M.-H., Lai, P.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2022). Augmenting the effect of virtual labs with "teacher demonstration" and "student critique" instructional designs to scaffold the development of scientific literacy. Instructional Science, 50, 303-333. https://doi.org/10.1007/s11251-021-09571-4
11.	Binali, T., Tsai, C.-C., Chang, H.-Y.* (2021). University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education, 175, 104315. https://doi.org/10.1016/j.compedu.2021.104315
12.	Hung, J.-Y., Chang, H.-Y.*, & Hung, J.-F. (2021). An experienced science teacher's metavisualization in the case of the complex system of carbon cycling. Research in Science Education, 51, 493-521. http://doi.org/10.1007/s11165-018-9804-x
13.	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. http://doi.org/10.1002/sce.21663
14.	Lee, S. W.-Y.*, Wu, H.-K., Chang, H.-Y. (2021). Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology. Instructional Science, 49, 223-248. http://dx.doi.org/10.1007/s11251-021-09534-9
15.	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
16.	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
17.	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
18.	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
19.	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
20.	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
21.	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
22.	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
23.	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
24.	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
25.	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
26.	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
27.	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
28.	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
29.	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
30.	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
31.	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
32.	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
33.	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
34.	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
35.	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
36.	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.
37.	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
38.	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
39.	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
40.	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
41.	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
42.	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
43.	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).

英文研討會論文

Refereed Conference Proceedings:
1.	Binali, T., Chung, W.-Y., Wang, H.-W., & Chang, H.-Y. (2023). Investigating college students’ epistemic understanding of science through drawing and epistemic network analysis. In G. A. Irgens & S. Knight (Eds.), Fifth International Conference on Quantitative Ethnography: Conference proceedings supplement (pp. 120-123). International Society for Quantitative Ethnography.
2.	Chang, H.-Y., Wen, C.-T., Chang, M.-H., & Liu, C.-C. (2019). Pedagogy designs to augment the impact of computer simulations. In Chang, M. et al. (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 58-60). Asia-Pacific Society for Computers in Education. (ISBN: 978-9-8697214-4-8)
3.	Wen, C.-T., Chen, S.-M., Liu, C.-C., Chang, C.-J., Chang, M.-H., Fan Chiang, S.-H., Huang, F.-K., Chang, H.-Y.*, & Yang, C.-W. (2019). The impact of sensory simulations on young children’s science learning. In Chang, M. et al. (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 73-78). Asia-Pacific Society for Computers in Education. (ISBN: 978-9-8697214-4-8)
4.	Chang, H.-Y., & Hsiao, Y.-S. (2017). Students’ virtual experiment behavior using an interactive simulation. In Hayashi, Y., Mathews, M., Supnithi, T., Chen, W., Yang, J.-C., Ayub, A. F. M., Wong, S. L., & Mitrovic, A. (Eds.), Proceedings of the 25th International Conference on Computers in Education (pp. 523-528). Asia-Pacific Society for Computers in Education.
5.	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)
6.	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)
7.	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)
8.	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).
9.	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).
10.	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).
11.	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).
12.	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).
13.	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.
14.	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.
15.	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.
16.	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.
17.	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.
18.	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)
Conference Papers:
1.	Binali, T., Chang, H.-Y., & Tsai, M.-J. (2024, April 11-14). Eye movement patterns in high- and low-metacognitive learners during visualization construction using a visualization tool [Paper presentation]. 2024 AERA Annual Meeting, Philadelphia, PA, USA.
2.	Chang, H.-Y. (2024, March 17-20). Scaffolding students’ co-construction and peer-critiquing of carbon cycling models and investigating the effects [Paper presentation]. 2024 NARST Annual International Conference, Colorado, USA.
3.	Binali, T., Chang, H.-Y., Hung, J.-Y., Chung, W.-Y., & Wang, H.-W. (2023, December 7-9). Applying learning analytics to explore student collaboration and learning processes in co-constructing visualization models [Paper presentation]. 2023 International Conference of Science Education in Taiwan, Taipei, Taiwan.
4.	Binali, T., Chang, C.-H., Chang, Y.-J., & Chang, H.-Y. (2023, May 4-5). Investigating possible factors relating to students’ competence in graph interpretation in daily contexts [Paper presentation]. 2023 AERA Annual Meeting, Chicago, IL, and Virtual Platform.
5.	Chang, H.-Y. (2021, August 30-September 3). Experienced teachers’ and novice students’ metavisual competence in scientific modeling [Paper presentation]. European Science Education Research Association (ESERA) 2021 Online Conference, Braga, Portugal.
6.	Chang, H.-Y., Binali, T., Chang, Y.-J., He, Y.-S., Chang, C.-H., & Wu, A.-Y. (2021, August). Metacognition during visualization and metavisualization practice: Constructs and instruments [Paper presentation]. European Association for Research on Learning and Instruction (EARLI) 2021 Online Conference, Gothenburg, Sweden.
7.	Chang, H.-Y., Chang, C.-J., Wen, C.-T., Chang, M.-H., Fan Chiang, S.-H., Hwang, F.-K., Liu, C.-C., & Yang, C.-W. (2019, May) Scaffolded inquiry with interactive simulations to enhance scientific literacy [Paper presentation]. 23rd Global Chinese Conference on Computers in Education (GCCCE 2019), Wuhan, China.
8.	Hung, J.-Y., Chang, H.-Y., & Tsai, C.-C. (2019, August) Science teachers' metavisual strategies for scientific modeling [Paper presentation]. European Science Education Research Association (ESERA 2019), Bologna, Italy.
9.	Wen, C.-T., Chang, C.-J., Hwang, S.-C., Chang, M.-H., Fan Chiang, S.-H., Liu, C.-C., Hwang, F.-K., Chang, H.-Y., Yang, C.-W. (2019, September). An analysis of student inquiry performances in computer supported light-weighted collaborative experiment [Paper presentation]. The Second International Cognitive Cities Conference (IC3 2019), Kyoto, Japan.
10.	Yang, C.-W., Lin, S.-M., Liu., Y.-P., Liu, C.-C., Chang, H.-Y. (2019, August). Conversation-based assessment with virtual simulations to enhance scientific literacy [Paper presentation]. International Conference on Educatian and Learning (ICEL 2019), Osaka, Japan.
11.	Chang, H.-Y. (2018, July). Using a knowledge-integration-based WISE unit to a facilitate Taiwanese students’ scientific literacy in learning chemical reactions [Paper presentation]. The Knowledge Integration Extravaganza, San Francisco, California.
12.	Chang, H.-Y., & Tsai, C.-C. (2018, June). Investigating graduate students’ knowledge structures for scientific models [Paper presentation]. International Science Education Conference (ISEC 2018), National Institute of Education, Singapore.
13.	Yeh, H.-Y., Tsai, Y.-H., Chang, H.-Y., Tsai, C.-C., & Lee M.-H. (2018, June). Analysis of drawings of high school students’ conceptions of technology-assisted science learning, and their relation to their conceptions of science learning [Paper presentation]. Association for the Advancement of Computing in Education (AACE), Amsterdam, Nederland.
14.	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.
15.	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.
16.	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.
17.	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.
18.	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.
19.	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.
20.	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.
21.	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.
22.	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.
23.	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.
24.	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.
25.	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.
26.	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.
27.	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.
28.	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.
29.	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.
30.	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.
31.	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.
32.	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.
33.	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.
34.	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.

英文專書及專書論文

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)

中文期刊論文

1.	陳均宜、陳毅心、張欣怡、張晏榕*（已接受）。資訊圖像海報設計同儕評論之內容分析。人文社會學報。
2.	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)。
3.	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。
4.	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
5.	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。
6.	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。
7.	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)
8.	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。

中文研討會論文

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.	楊智為、林詩曼、劉晨鐘、張欣怡 (2019,08月)。「浮力」科學探究之人機互動對話式線上評量開發。2019全球華人教育資訊與評估研討會(GCEIA 2019)。臺中市：國立臺中教育大學。
2.	林祺堂、張心盈、張欣怡 (2017,11月)。學生於擴增實境英語課程之自我效能、學習動機、自我調節與學習投入的關係。論文發表於台灣教育研究學會2017學術研討會(TERA 2017)。桃園市：國立中央大學。
3.	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。
4.	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。
5.	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。
6.	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。
7.	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。
8.	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。
9.	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。
10.	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。
11.	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。
12.	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。
13.	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。
14.	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。
15.	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。

中文專書及專書論文

1.	張欣怡、劉玹伶、林君耀、陳馬克、王家琛、陳文輝（2021）。輕課程寓教於樂科學思路從遊戲中培養科學思維與科學素養：含科學思路桌遊包。台科大圖書。