Dr. Chia-Yu Wang
Associate Professor
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Bio
Dr. Chia-Yu Wang is an Associate professor in the Institute of Education/Center for Teacher Education at National Chiao-Tung University. She earned her Ph.D. in Science Education from University of Missouri-Columbia. Her research interests include meta-cognition & science learning, chemistry education, mental representation, as well as technology-assisted science laboratory. Her publications can be widely reached on internationall science education & e-Learning jounals. Dr. Wang have served as a Co-PI for an inquiry-based curriculum project for Bio-fuel development at National Miao-Li High School of Agriculture & Technology.
Dr. Wang has received critical academic awards, which include but not limit to: the Mr. Da-Yu Wu Memorial Award for Outstanding Researchers by the MOST, the hiring bonus for excellent faculty members of NCTU, a three-year term Excellent Young Scholar Research Fund from MOST, etc.
Education
- Ph.D. in Science Education, University of Missouri-Columbia(2004.01 ~ 2007.08)
- Ph.D Student, Texas A&M University(2003.01 ~ 2003.12)
- M.S. in Material Science & Engineering, NCTU(1996.08 ~ 1998.07)
- B.S. in Applied Chemistry, NCTU(1992.08 ~ 1996.07)
Experience
- Assistant Professor, NCTU(2008.02 ~)
- Post-Doc Research Fellow & Adjunct Assistant Professor(2007.09 ~ 2008.01)
Teaching
- Graduate：Philosophy of Sciences, Advanced topics of Science Curriculum & Instruction, PD of Science Teachers, Qualitative Research Methods in Science Education
- Undergraduate：Science Education, Reviews of Comtemporary Educational Issues, Teaching Methods of Science Education
Publication
| 期刊論文 |
|---|
| Tang, K.-Y., Wang, C.-Y., Chang, H.-Y., Chen, S., Lo, H.-C. & Tsai, C.-C.*(2016, Mar). The intellectual structure of metacognitive scaffolding in science education: A co-citation network analysis. International Journal of Science and Mathematics Education, 14(2), 249-262. (SSCI, 83/230, Education). MOST 101-2511-S-011-003-MY3. |
| Hsu, Y.-S., Yen, M.-H., Chang, W.-H., Wang, C.-Y., & Chen, S.* (2016, Jan).Content analysis of 1998-2012 empirical studies in science reading using a selfregulated learning lens. International Journal of Science and Mathematics Education, 14(1), S1-S27. (SSCI, 83/230, Education). 教育部 : Aim for the TopUniversity Project. |
| 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, Dec). A review of features of technology-supported learning environments based on participants ’ perceptions. Computers in Human Behavior, 53, 223-237. (SSCI, 21/85, Psychology, multidisciplinary). MOST 103-2511-S-011-003-MY3. |
| Wang, C.-Y.* (2015, Aug). Exploring general versus task-specific assessments of metacognition in university chemistry students: A multitrait-multimethod analysis. Research in Science Education, 45(4), 555-579. (SSCI, 47/219, Education). MOST 98-2511-S-009-008. 本人為第一作者、通訊作者 . |
| Zhang, W.-X., Hsu, Y.-S.*, Wang,C.-Y. & Ho, Y.-T. (2015, Feb). Exploring the impacts of cognitive and metacognitive prompting on students ’ scientific inquiry practices within an e-learnign environment. International Journal of Science Education, 37(3), 529-553. (SSCI, 31/219, Education). MOST 97-2511-S-003-022-MY3. |
| Wang, C.-Y.* (2015, Jan). Scaffolding middle school students ’ construction of scientific explanations: Comparing a cognitive versus a metacognitive evaluation approach. International Journal of Science Education, 37(2), 237-271. (SSCI,31/219, Education). MOST 99-2511-S-009-002-MY2. 本人為第一作者、通訊作者 . |
| 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, Apr). A review of research on technology-assisted school science laboratories. Journal of Educational Technology & Society, 17(2), 307–320. (SSCI, 94/219, Education). MOST 100-2631-S-011-001. 本人為第一作者、通訊作者 . |
| Wang, C.-Y.* & Barrow, L. (2013, Jan). Exploring conceptual frameworks of models of atomic structures and periodic variations, chemical bonding, and molecular shape and polarity: A comparison of undergraduate general chemistry students with high and low levels of content knowledge. Chemistry Education Research and Practice, 14, 130-146. (SSCI, 43/219, Education). NSC 99-2511-S-009-002-MY2. 本人為第一作者、通訊作者 . |
| 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,Oct). Development and implications of technology in reform-based physics laboratories. Physical Review Special Topics-Physics Education Research, 8(2), 010113, 1-12. (SSCI, 25/219, Education). MOST 101-2631-S-011-002. |
| She, H.C., Cheng, M. T., Li, T. W., Wang, C.Y., Chiu, H.T., Lee, P.Z., Chou, W.C., & Chuang, M.H. (2012, Sep). Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and |
| web-searching strategies. Computers & Education, 59(2), 750-761. (SSCI, 7/219, |
| Education). MOST 96-2511-S-009-004-MY3. |
| She, H.C., Jung, T.P., Chou, W.C., Huang, L.Y., Wang, C.Y., Lin, G.Y. (2012,Jul). EEG dynamics reflect the distinct cognitive process of optic problem solving. PLoS ONE, 7(7): e40731. (SCI, 7/56, Multidisciplinary sciences ).MOST 96-2511-S-009-004-MY3. |
| Wang, C.-Y.* & Barrow, L. (2011, Aug). Characteristics and levels of sophistication: An analysis of chemistry students ’ ability to think with mental models. Research in Science Education, 41(4), 561-586. (SSCI, 34/206,Education). NSC 98-2511-S-009-008. 本人為第一作者、通訊作者 . |
| 研討會論文 |
| Hsu, C.-S., Lee, K.-W., & Wang, C.-Y.* (2016, Jun). Analyzing the behavioral differences between successful and unsuccessful learners in evaluating scientific explanations. the annual meeting of the International Conference of East-Asian Science Education, Tokyo, Japan. MOST 103-2628-S-009-001-MY3. 本人為通訊作者 . |
| Lee, K.-W., Hsu, C.-S., Zhen, L.-Y., & Wang, C.-Y.* (2016, Jun). Exploring the influence of prior knowledge on evaluating scientific explanation through eyetracking. the annual meeting of the International Conference of East-Asian Science Education, Tokyo, Japan. MOST 103-2628-S-009-001. 本人為通訊作者 . |
| Wang, C.-Y.*, Lee, K.-W., & Hsu, C.-S. (2016, Jun). Better way to elicit thinking process? Comparing concurrent and cued retrospective reporting techniques. The annual meeting of the International Conference of East-Asian Science Education, Tokyo, Japan. MOST 103-2628-S-009-001-MY3. 本人為第一作者、通訊作者 . |
| Wang, S.-J., Hsieh, W.-P., Wang, C.-Y., Lo, R.-M., Chang, Y.-T., & Lee, C.-D. (2014, Jun). Enhancing vocational high school students ’ science literary through an inquiry-based bioethanol curriculum. the annual meeting of the Australian Science Education Research Association, Melbourne, Australia. MOST 102-2514-S-648-001. |
| Wang, C.-Y.* (2013, Sep). Scaffolding middle school students ’ construction of scientific explanations. the biannual conference of the European Science Education Research Association, Nicosia, Cyprus.. NSC 101-2511-S-009-001. 本人為第一作者、通訊作者 . |
| Chen, C.-L. D., Lin, W.-Y., Lo, W.-C., Chang, Y.-H., Wang, C.-Y., & Lu, C.-H. (2013, Jul). Exploring students ’ preferences in inquiry-based learning and the possible factors that influence students ’ learning outcomes in a reformed science class. the European Conference on Education, Brighton, United Kingdom.MOST 101-2514-S-648-001. |
| Lin, Y.-J. & Wang, C.-Y.* (2012, Sep). Learning and thinking with analogies: Exploring the role of self-regulation learning in analogical reasoning. The biannual conference of the European Association for Research on Learning and Instruction Special Interest Group 16 Metacognition, Milano, Italy. NSC 99-2511-S-009-002-MY2. 本人為通訊作者 . |
| Wang, C.-Y. (2011, Sep). Investigating general vs. domain-specific metacognitive skills using multiple instruments. the biannual conference of the European Science Education Research Association, Lyon, France. NSC 99-2511-S-009-002-MY2. 本人為第一作者、通訊作者 . |
| Wang, C.-Y. (2010, Jul). Influence of metacognitive skillfulness on thinking problems of molecular geometry and polarity. the annual meeting of the Australian Science Education Research Association, Port Stephens, New South Wales, Australia. NSC 98-2511-S-009-008. 本人為第一作者、通訊作者 . |
| Wang, C.-Y.*, Lin, G.-Y., & She. H.-C. (2009, Oct). Influence of metacognitive skillfulness on thinking problems of optical imaging. the annual meeting of the International Conference of East-Asian Science Education, Taipei, Taiwan. 本人為第一作者、通訊作者 . |
| Chen, H.H.*, Lee, M.L., She, H.C., Wang, C.-Y., & Chang, W.H. (2009, Jul). Effects of an argumentation-embedded inquiry workshop on secondary science teachers ’ understandings of scientific argumentation and argumentation instruction. the annual meeting of the Australian Science Education Research Association, Geelong, Victoria, Australia. |
| Lin, G.-Y.*, Wang, C.-Y., & She. H.-C. (2009, Apr). Exploring Factors Involving Physics Problem Solving. the annual meeting of the American Educational Research Association, San Diego, CA. |
| Wang, C.-Y.* & Barrow, L. (2009, Apr). Characteristics and levels of sophistication about mental-modeling ability: A preliminary study on general chemistry students ’ thinking processes with mental models of molecular geometry and polarity. The annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA. NSC 98-2511-S-009-008. 本人為第一作者、通訊作者 . |
| Teng, M.-S. & Wang, C.-Y. （ 2014 年 11 月）。科學文本閱讀理解層次高、低學習者於監控頻率及閱讀策略使用類型之差異。 the Asia Pacific Educational Research Association (APERA) International Conference ， Hong Kong 。科技部： 101-2511-S-009-001 。本人為通訊作者。 |
| 王瀅傑、王嘉瑜 （ 2013 年 12 月）。探討化學表徵對概念理解和理解監控正確性的影響－以國中化學平衡概念為例。中華民國科學教育學會年會暨國際學術研討會，彰化。 |
Honor
- Mr. Da-Yu Wu Memorial Award for Outstanding Researchers, MOST(2016)
- Hiring bonus for excellent faculty members of NCTU
- Three-year term Excellent Young Scholar Research Fund, MOST (2014)