Name: Chang, Hsin-Yi
Position: Professor, Program of Learning Sciences, National Taiwan Normal University, 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
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., 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.
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.
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.
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.
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.
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.
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.
8. Chang, H.-Y.* (2018). Students’ representational competence with drawing technology across two domains of science. Science Education, 102, 1129-1149.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
22. Chang, H.-Y.* (2013). Teacher guidance to mediate student inquiry through interactive dynamic visualizations. Instructional Science, 41, 895-920.
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.
24. Chang, H.-Y.*, & Linn, M. C. (2013). Scaffolding learning from molecular visualizations. Journal of Research in Science Teaching, 50, 858-886.
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.
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.
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.
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.
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.
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).
Chinese Journal Papers
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
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。