University Chair Professo She Hsiao-Ching

She Hsiao-Ching University Chair Professo（Science Education Division）
hcshe@nycu.edu.tw
office: 03-5712121#31665

Professor She Hsiao-Ching is currently the Distinguished Professor at the Graduate Institute of Education, National Yang Ming Chiao Tung University. She obtained her Ph.D. in Science Education and Philosophy from the University of Missouri-Columbia in the United States. Her research expertise lies in the fields of science education, cognitive neuroscience, and science learning, with a focus on eye tracking, brainwave analysis (EEG), fMRI, conceptual change, scientific reasoning, argumentation, cognitive multimedia, and digital learning. In addition to her research in science education, she combines science education with neuroscience. She utilizes EEG and eye-tracking devices to investigate the brain’s dynamic changes and eye movement behavior of learners during various cognitive processes in science learning, including conceptual change, concept construction, and scientific reasoning.
Professor She, H. C. has received the Outstanding Research Award from the National Science Council (now known as the Ministry of Science and Technology) three times (in 2003, 2009, and 2012). In 2018, she was awarded the Distinguished Contribution Award for Outstanding Contributions to Science Education through Research by the East Asian Science Education Association. She has also been a recipient of the Fulbright Distinguished Scholar Program in 2011 and served as a contracted researcher for the Ministry of Science and Technology in 2016 and 2019, executing two three-year research projects. Furthermore, she has held positions such as the President and Vice President of the Science Education Society of the Republic of China, Convener of the Science Education Discipline in the Education and Development Division of the National Science Council, a member of the Curriculum Advisory Committee for the Nine-Year Integrated Science Curriculum by the Ministry of Education, and a member of the High School Biology Curriculum Guideline Task Force. She is actively involved in international science education organizations, such as serving as the Chair of the JRST Award Committee for the National Association for Research in Science Teaching (NARST) and being a part of the Executive Board of the East Asian Association for Science Education (EASE).
Professor She, H. C. served as the Co-National Project Manager for Taiwan’s participation in the PISA 2015 National Program from 2012 to 2016. Taiwan’s performance in the assessment ranked 4th among 75 countries worldwide, marking a significant leap compared to the 12th position in PISA 2012. Since 2020, she has also been serving as a Senior Editor for the International Journal of Science and Mathematics Education (an SSCI journal with an impact factor of 1.578).
Professor She, H. C. has devoted herself to the promotion of conceptual change and learning research among secondary school students and the integration of digital multimedia in science education. She consistently publishes her research findings in prestigious scientific education journals. Her research on conceptual change has gained significant recognition in the international science education community and has contributed to pioneering interdisciplinary research between science education and cognitive neuroscience.

honor

1.《探討啟動科學概念聯結對概念改變成功之影響》PI（2020〜2023）
2.《學生自成表徵輔助線上科學探究學習: 深化學生的科學理解》PI（2019〜2022）
3.《啟動合作問題解決之數位化3D虛擬科學實驗學習：促進合作問題解決能力與科學知識的建構》PI（2018〜2021）
4.《探討科學概念改變引發認知衝突與控制之腦神經機制》PI（2017〜2020）
5.《探討思考實驗與模擬實驗啟動演繹推理之認知歷程與成果》PI（2016〜2019）
6.《探討科學概念重建之路因推理認知動態歷程與機制》PI（2015〜2018）
7.《台灣參加PISA2015的執行與研究–PISA2015施測，分析與推廣》（4/4）PI（2015〜2017）
8.《台灣參加PISA2015的執行與研究–PISA2015施測，分析與推廣》（4/4）PI（2015〜2016）
9.《台灣參加PISA2015的執行與研究–PISA2015施測，分析與推廣》（3/4）PI（2014〜2016）
10.《台灣參加PISA2015的執行與研究–PISA2015施測，分析與推廣》（3/4）PI（2014〜2015）
11.《啟動後設認知之數位化真實科學實驗學習：促進學生科學解釋與科學舉證能力》PI（2014〜2017）
12.《台灣參加PISA2015的執行與研究–PISA2015施測，分析與推廣》（2/4）PI（2013）
13.《促進敘述性，假設性和理論性科學概念重構之數位論證研究》PI（2012〜2015）
14.《多媒體數位環境中科學概念建構之認知動態歷程：心智架構之表徵間聯結，轉換與整合》PI（2010〜2013）

英文期刊

1.Chou, R. J., Liang, C. P., Huang, L. Y., & She, H. C. (2022). The Impacts of Online Skeuomorphic Physics Inquiry-Based Learning with and without Simulation on 8th Graders’ Scientific Inquiry Performance. Journal of Science Education and Technology,31(3), 357–371.本人為通訊作者.
2.Wang, H. H., Hong, Z. R., She, H. C., Smith, Y. J., Fielding, J., & Lin, H. S. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education.https://doi.org/10.1186/s40594-022-00329-z
3.Liang, C. P., She, H. C. (2021, Jul). Investigate the effectiveness of single and multiple representational scaffolds on mathematics problem solving: Evidence from eye movements. Interactive Learning environments. https://doi.org/10.1080/10494820.2021.1943692. MOST 105-2511-S-009-011- MY3.本人為通訊作者.
4.Liang, C. P., She, H. C., Huang, L. Y., Chou, W. C., Chen, S. C. & Jung, T. P. (2020, Aug). Human Brain Dynamics Reflect the Correctness and Presentation Modality of Physics Concept Memory Retrieval. Frontiers in Human Neuroscience. https://doi.org/10.3389/fnhum.2020.00331 (SCI)(IF=2.673) 本人為通訊作者 .
5.Chen, S. C., & She, H. C. (2020, May). Effects of Analogical Learning Approaches and Presentation Modalities on Ninth Graders’ Learning Outcome and Eye Movements: a Preliminary Study. Journal of Science Education and Technology, 29,547-560. https://doi.org/10.1007/s10956-020-09835-7. (SCI)(SSCI) (IF=1.644)
6.Tsai, P.Y., Yang, T.T., She, H. C., & Chen, S. C (2019). Leveraging College Students’ Scientific Evidence-Based Reasoning Performance with Eye-Tracking-Supported Metacognition. Journal of Science Education and Technology, 28(3),613-627(SCI)(SSCI) (IF=1.785) 本人為通訊作者 .
7.She, H. C., Lin, H. S., & Huang, L. Y. (2019). Reflections on and implications of the PISA 2015 performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy. Journal of Research in Science Teaching, 56, 1309-1340. (SSCI) (IF=3.135) 本人為第一作者、通訊作者 .
8.Tsai, P. Y., She, H. C., Chen, S. C., Huang, L. Y., Chou, W. C., Duann, J. R., & Jung, T. P. (2019). Eye Fixation-related Fronto-parietal Neural Network Correlates of Memory Retrieval. International Journal of Psychophysiology, 138, 57-70. (SCI) (SSCI) (IF=2.407) 本通訊作者 .
9.She, H. C., Stacey, K. & Schmidt, W. H. (2018). Science and Mathematics Literacy: PISA for Better School Education. International Journal of Science and Mathematics Education, 16(1), 1-5. https://doi.org/10.1007/s10763-018-9911-1 (SSCI) (IF=1.027) 本人為第一作者、通訊作者 .
10.Cheng, S. C., She, H. C., & Huang, L. Y. (2018). The impact of problem-solving instruction on middle school students’ physical science learning: interplays of knowledge, reasoning, and problem solving. EURASIA Journal of Mathematics, Science and Technology Education, 14(3), 731-743. https://doi.org/10.12973/ejmste/80902 本人通訊作者.
11.Huang, L. Y., She, H. C. & Jung, T. P. (2018). Neural oscillation correlates chemistry decision-making. International Journal of Neural Systems. 28(3), 1750031. https://doi.org/10.1142/S0129065717500319 (SCI) (IF=6.400) 本人為通訊作者 .
12.Cheng, M. T., Lin, Y. W., She, H. C. & Kuo, P. C. (2017). Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. British Journal of Educational Technology, 48(2), 246-263. https://doi.org/10.1111/bjet.12386 (SSCI) (IF=729) 本人通訊作者 .
13.Weng, W. Y., Lin, Y. R. & She, H. C. (2017). Scaffolding for Argumentation in Hypothetical and Theoretical Biology Concepts. International Journal of Science Education, 39(7), 877-897. https://doi.org/10.1080/09500693.2017.1310409 (SSCI) (IF=325) 本人為通訊作者 .
14.Jack, B. M., She, H. C., & Lin, H. S. (2016). Effects of self-evaluated value and cognition on leisure science engagement. International Journal of Science Education, Part B, 6(4), 341-354. https://doi.org/10.1080/21548455.2016.1222104 (SSCI) (IF=1.240)
15.Wu, H. L., Weng, H. L., She, H. C. (2016). Effects of scaffolds and scientific reasoning ability on web-based scientific inquiry. International Journal of Contemporary Educational Research, 3(1), 12-24. 本人為通訊作者 .
16.Chen, S. C., Hsiao, M. S., She, H. C. (2015). The effects of static versus dynamic 3D representations on 10th grade students’ atomic orbital mental model construction: Evidence from eye movement behaviors. Computers in Human Behavior, 53, 169-180. (SSCI) (IF=2.880). 本人為通訊作者 .
17.Cheng, M. T., Lin, Y. W., She, H. C. & Kuo, P. C. (2017). Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. British Journal of Educational Technology, 48(2), 246-263. https://doi.org/10.1111/bjet.12386 (SSCI) (IF=729) 本人通訊作者 .
18.Chou, W.C., Duann, J. R., She, H. C., Huang, L. Y., Jung, T. P. (2015). Explore the functional connectivity between brain regions during a chemistry working memory task. PLOS ONE, 10 (6), e0129019. (SCI) (IF=057). 本人為通訊作者 .
19.Yang, W. T., Lin, Y. R., She, H. C., & Huang, K. Y. (2015). The Effects of Prior-Knowledge and Online Learning Approaches on Students’ Inquiry and Argumentation Abilities. International Journal of Science Education, 37(10), 1564-1589. (SSCI) (IF=1.000) 本人通訊作者 .
20.Cheng, M. T., Lin, Y. W., She, H. C. (2015).Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. Computers & Education, 86, 18-29. (SSCI) (IF=2.881). 本人為通訊作者 .
21.Lin, C. L., Jung. M., Wu, Y. C., She, H. C., & Jung, T. P. (2015). Neural Correlates of Mathematical Problem Solving. International Journal of Neural System, 25(2), 1550004. (SCI) (IF=6.085)
22.Chen, C. T., & She, H. C. (2015). The Effectiveness of Scientific Inquiry with/without Integration of Scientific Reasoning. International Journal of Science and Mathematics Education. 13(1), 1-20. (SSCI) (IF=104) 本人為通訊作者 .
23.Huang, H. Y.,She, H. C., Wu, H. L., & Lin, Y. R. (2014). Enhancing Students’ NOS Views and Science Knowledge using Facebook-based Scientific News. Educational Technology & Society, 17(4), 289-301.(SSCI) (IF=1.018) 本人為通訊作者 .
24.Chen, S. C., She, H. C., Chuang M. H., Wu, J. Y., Tsai, J. L., & Jung, T.P. (2014). Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61-72. (SSCI) (IF=556) 本人為通訊作者 .
25.Chou, W. C., She, H. C., Lai, K., Gramann, K., & Jung, T. P. (2014). (2014, Feb)Temporal Dynamics and Cortical Networks Engaged in Biological Concepts Encoding. Journal of Neuroscience and Neuroengineering, 3(1), 21–35. 本人為通訊作者 .
26.Huang, L. Y., She, H. C., Chou, W. C., Chuang, M. H., Duann, J. R., & Jung, T. P. (2013). Brain Oscillation and Connectivity during a Chemistry Visual Working Memory Task. International Journal of Psychophysiology, 90(2), 172-179. (SCI) (SSCI) (IF=2.648) 本人為通訊作者 .
27.Chuang M. H., & She, H. C. (2013). Fostering 5th grade student’s understanding of science via salience analogical reasoning in on-line and classroom learning environments. Educational Technology & Society, 16(3), 102-118.(SSCI) (IF=0.824) 本人為通訊作者 .
28.Lai, K., She, H. C., Chen, S. C., Chou, W. C., Huang, L. Y., Jung, T. P., & Gramann, K. (2012). Encoding of physics concepts: Concreteness and presentation modality reflected by human brain dynamics. PLOS ONE, 7(7), e41784. (SCI) (IF=3.730) 本人為通訊作者 .
29.She, H. C., Jung, T. P., Chou, W. C., Huang, L. Y., Wang, C. Y., & Lin, G. Y. (2012). EEG dynamics reflect the distinct cognitive process of optic problem solving. PLOS ONE, 7(7): e40731. (SCI). (IF=3.730) 本人為第一作者、通訊作者 .
30.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). Web-based Undergraduate Chemistry Problem-Solving: the interplay of task performance, domain knowledge and web-searching strategies. Computers & Education, 59, 750-761. (SSCI) (IF=2.775). 本人為第一作者、通訊作者 .
31.Chen, C. H., & She, H. C. (2012). The impact of Recurrent On-line Synchronous Scientific Argumentation on Students’ Argumentation and Conceptual Change. Educational Technology & Society, 15 (1), 197-210. (SSCI) (IF=1.171). 本人為通訊作者 .

研討會論文–英文

1.Chou, R. J., She, H. C., & Chen, M. J. (2022, Mar 27-30). Research of Online Scientific Inquiry with/without Computer Simulation on 8th Graders’ Performance of Scientific Inquiry. Paper accepted by the 2022 NARST Annual International Conference, Vancouver, British Columbia.
2.She, H. C., Huang, L. Y., Chen, M. J., & Duann, J. R. (accepted). An fMRI investigation of cognitive conflict in the process of alternative scientific concept task. International Conference of Cognitive Neuroscience. Helsinki, Finland.
3.She, H. C., Huang, L. Y., Chen, M. J., & Duann, J. R. (accepted). Neural activation depicts distinct roles of IFG, ACC and PHG in scientific cognitive conflict task. 2020 The Organization for Human Brain Mapping(OHBM) Annual Meeting in Montreal, Canada.
4.She, H. C., Huang, L. Y., & Lin, H. S. (2019, July 2-5). Scientific Literacy Performance of Students in Australia and Taiwan: International Comparisons based on PISA 2015 Paper presented at ASERA 2019 Conference, New Zealand. 本人為第一作者、通訊作者 .
5.Huang, L. Y., Chen, M. J., Tsao, S. W., & She, H. C. (2019, July 2-5). Facilitate non-science major students’ understanding of astronomy and epistemic beliefs about science through epistemology and history embedded online astronomy learning content. Paper presented at ASERA 2019 Conference, New Zealand.本人為通訊作者 .
6.Huang, L. Y., & She, H. C. (2018 June25-29). An eye movement study on the abductive reasoning regarding genetics. Paper presented by the EdMedia + Innovate Learning Conference 2018. Amsterdam, Netherlands. 本人為通訊作者 .
7.She, H. C., & Lin, Y. C. (2018 June25-29). Facilitate students’ scientific explanations through the use of dynamic video-text vs. static image-text presentations: An Eye movement study. Paper presented by the EdMedia + Innovate Learning Conference 2018. Amsterdam, Netherlands. 本人為第一作者、通訊作者 .
8.She, H. C., Huang, L. Y., Wang, S. Y., Duann, J. R., & Chen, C. M. (2018, June17-21). Explore the DLPFC and ACC activities during the scientific conflict tasks: A preliminary fMRI study. Paper presented by the 24rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Singapore. 本人為第一作者、通訊作者 .
9.Wang, S. Y., She, H. C., Huang, L. Y., Duann, J. R., & Chen, C. M. (2018, June17-21). An inquiry into science concepts retrieval task of different science subjects. Paper presented by the 24rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Singapore. 本人為通訊作者 .
10.Huang, L.Y., She, H. C. (2017, June 25-29). EEG dynamics of abductive reasoning process involving genetic concepts. Paper presented by the 23rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Vancouver, Canada. 本人為通訊作者 .
11.She, H. C., Shih, C. C., Huang, L. Y. (2017, June 25-29). EEG dynamics reflects students’ cognitive process at different levels of cognitive conflict events. Paper presented by the 23rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Vancouver, Canada. 本人為第一作者、通訊作者 .
12.Tsai, P. Y., She, H. C., Chen, S. C., Huang, L. Y., Chou, W. C., Duann, J. R., & Jung,T. P. (2017, June 25-29). Eye fixation-related EEG reflect memory retrieval process. Paper presented by the 23rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Vancouver, Canada. 本人為通訊作者 .
13.Chen, S. C., & She, H. C. (2016, Dec. 8-10). Research on middle school students’ mental model construction and eye movements patterns involving electricity: The effect of integrating analogy/metaphor with picture/text on-line learning. Paper presented at the 32nd ASET Annual International Conference. Taichung, Taiwan. 本人為通訊作者 .
14.Yang, T. T., She, H. C., & Tsai, P. Y. (2016, Aug. 26-28). Use Eye Tracker to Explore Science and Non-Science major Students’ Online Scientific Literacy Assessments. East-Asian Association for Science Education.Tokyo, Japan. 本人為通訊作者 .
15.Chen, S. C., She, H. C. (2015, Sep). The effects of analogy/metaphor and presentation modality on 9th graders ’ on-line electricity learning and their eye movement patterns. e-CASE & e-Tech 2015-Fall, Kyoto, Japan. 本人為通訊作者 .
16.Liang, T. C.,& She, H. C.(2015, Sep). The Online Biological Misconception Diagnosis System to Facilitate Biology Teachers Teaching. the e-CASE & e-Tech 2015-Fall, Kyoto, Japan. 本人為通訊作者 .
17.Tsai, H. J., Lai, K.,She, H. C., & Chou, W. C. (2015, Sep). The Impact of Presentation Modalities on Brain Activity During Mathematics Processing. the e-CASE & e-Tech 2015-Fall, Kyoto, Japan. 本人為通訊作者 .
18.Chen, S. C.,She, H. C., & Hsiao, M. S. (2015, Jul). Using Eye-tracking to investigate the different 3D representation on students ’ mental model construction. the ICALT 2015 Conference, Hualien, Taiwan. 本人為通訊作者 .
19.Chou, W. C., & She, H. C. (2015, Jul). Explore the eye movement regarding the cognitive process of online optic reasoning learning. the ICALT 2015 Conference, Hualien, Taiwan. 本人為通訊作者 .
20.Huang, K. Y., Cheng, Y. L., She, H. C., & Lin, Y. R. (2015, Jul). A Conductive Online Chemistry Argumentation Platform with Website Researching Support. the ICALT 2015 Conference, Hualien, Taiwan. 本人為通訊作者 .
21.Tsai, P. Y., Yang, T. T.,& She, H. C. (2015, Jul). Explore College Students ’ Cognitive Processing during Scientific Literacy Online Assessments with the use of Eye Tracking Technology. the ICALT 2015 Conference, Hualien, Taiwan. 本人為通訊作者 .
22.Weng, W. Y., Lin, Y. R., She, H. C., & Huang, K, Y. (2015, Jul). The Effect of Online Scaffolding on Students ’ Learning of Scientific Knowledge and Argumentation. the ICALT 2015 Conference, Hualien, Taiwan. 本人為通訊作者 .
23.Cheng, S. C., Hsiao, M. S., & She, H. C. (2014, Jul). Exploring high school students ’ atomic concepts and mental models with eye movement behaviors involving in different 3D animations. ASERA 2014 Conference, Australia. 本人為通訊作者 .
24.Yang, W. T., She, H. C., Lin, Y. R.,& Hung, K. Y. (2014, Jul). A Study of Social vs. Individual Online Argumentation-based Inquiry Learning. ASERA 2014Conference, Australia. 本人為通訊作者 .
25.Liang, C. P., She, H. C., Chou, W. C., Cheng, S. C.,& Huang, L. Y. (2013, Jul). To explore EGG alpha and theta activities during the memory retrieval of physical concept of different representations. EASE 2013 Conference , Hong Kong. 本人為通訊作者 .
26.She, H. C., & Cheng, S. C. (2013, Jul). Promote 8th graders ’ Scientific Knowledge, Reasoning, and Problem Solving Ability . EASE 2013 Conference , Hong Kong. 本人為第一作者、通訊作者 .
27.Tsai, P. Y., She, H. C., W. C., Cheng, S.C.,& Haung, L. Y. (2013, Jul). EEG Oscillation of retrieval of Biology concepts and Physics concepts in the picture modality. EASE 2013 Conference, Hong Kong. 本人為通訊作者 .
28.Lin, C. L., Jung, M., Wu, Y. C., &She, H. C. (2012, Aug). Brain Dynamics of Mathematical Problem Solving. 34th Annual International IEEE EMBS Conference, San Diego, California.
29.Chou, W. C., She, H. C., & Jung, T. P. (2012, Jun). EEG Oscillation of encoding concrete biology concepts in the picture and word modalities. Associated with Encoding of Physics Concepts. OHBM 2012 Meeting, Beijing, China. 本人為通訊作者 .
30.Huang, L. Y., She, H. C., Jung, T. P., & Chuang M. H. (2012, Jun). The EEG dynamic of visual working memory task involving chemistry. OHBM 2012 Meeting, Beijing, China. 本人為通訊作者 .
31.Lai, K., She, H. C., Cheng S. C., & Jung, T. P. (2012, Jun). Concreteness Effects on Theta and Upper Alpha EEG Coherence. OHBM 2012 Meeting, Beijing, China. 本人為通訊作者 .
32.Lin, C. L., Jung, M. , Wu, Y. C., Lin, C. T., & She, H. C. (2012, Jun). The Effects of Task Difficulty on Hemispheric EEG Power upon Performing Mathematic Games. OHBM 2012 Meeting, Beijing, China.
33.She, H. C., Lai, K., Cheng S. C., Jung, T. P., & Gramann, K. (2012, Jun). The EEG Oscillations Associated with Encoding of Physics Concepts. OHBM 2012 Meeting, Beijing, China. 本人為第一作者、通訊作者 .
34.She, H. C. (2012, Mar). Exploring the EEG Dynamic during Physics Problem Solving. NARST 2012 Annual International Conference, Indianapolis, IN. 本人為第一作者、通訊作者 .
35.Chen, C. T., She, H. C., & Chou, W. C. (2011, Oct). Promoting 5th Grade Students ’ Scientific Concept Construction, Reasoning and Inquiry Through Scientific Inquiry Instruction. EASE 2011 Conference, Gwangju, South Korea. 本人為通訊作者 .
36.Chen, M. H., She, H. C., & Lai, K. (2011, Oct). The impact of on-line inquiry learning on students competencies in identifying scientific question and scientific explanation ability. EASE 2011 Conference, Gwangju, South Korea. 本人為通訊作者 .
37.Chou, W. C., She, H. C., & Huang, L. Y. (2011, Oct). To Explore the EEG Alpha and Theta Activity During Processing of Biology Concepts. EASE 2011 Conference, Gwangju, South Korea. 本人為通訊作者 .
38.Lai, K., She, H. C., & Chen, S. C. (2011, Oct). EEG Brain Activity in Encoding Physics-Related Concepts. EASE 2011 Conference, Gwangju, South Korea. 本人為通訊作者 .
39.Chuang, M. H., Chen, S. C., Huang, L. Y., & She, H. C. (2011, Jun). Investigating the cognitive processing of chemistry concepts with the use of an eye tracker. ASERA 2011 Conference, Adelaide, South Australia. 本人為通訊作者 .
40.Huang, L. Y., She, H. C., Chou, W. C., & Chuang, M. H. (2011, Jun). Exploring EEG activity in a Chemistry-Related Working Memory Task. ASERA 2011 Conference, Adelaide, South Australia. 本人為通訊作者 .

研討會論文–中文

1.周人傑、*佘曉清 (2016, Dec. 8-10)。探討模擬與動畫之數位化科學探究課程對物理學習的影響。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。本人為通訊作者。
2.施權城、*佘曉清 (2016, Dec. 8-10)。探討高低認知衝突科學概念改變歷程中學習者之腦波動態變化。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。本人為通訊作者。
3.黃莉郁、*佘曉清 (2016, Dec. 8-10)。探討「遺傳」推理歷程之眼動模式。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。本人為通訊作者。
4.廖婉晴、*佘曉清 (2016, Dec. 8-10)。後設認知融入數位化科學探究學習的影響。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。本人為通訊作者。
5.蔡欣儒、Kevin Lai、*佘曉清、周文己 (2016, Dec. 8-10)。多媒體學習認知理論對數學處理歷程大腦動態活化情形與認知努力的影響。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。本人為通訊作者。
6.梁志平、*佘曉清、蔡佩宜、周文己、黃莉郁（ 2012 年 12 月）。利用 EEG 探討在化學概念提取時不同腦區活化之研究。中華民國第二十八屆科學教育學術研討會，國立台北教育大學。本人為通訊作者。
7.蔡佩宜、*佘曉清、梁志平、周文己、黃莉郁 (2012, Dec. 13-15)。探討學生在不同科學概念提取歷程之腦波研究。發表於中華民國第二十八屆科學教育學術研討會。國立台北教育大學。
8.黃錫裕，*佘曉清（2011年12月）。探討同步與非同步化Facebook環境中科學本質整合科學新聞之研究。中華民國第二十七屆科學教育學術研討會，國立中山大學。
9.黃莉郁、周文己、莊明樺、陳聖昌、*佘曉清(2010, Dec. 10)。以眼球追蹤探討科學知識提取之認知歷程。發表於中華民國第二十六屆科學教育學術研討會。國立東華大學。
10.莊明樺、陳聖昌、周文己、黃莉郁、*佘曉清 (2010, Dec. 10)。從眼動儀探討學生化學概念的認知歷程。發表於中華民國第二十六屆科學教育學術研討會。國立東華大學。
11.黃莉郁、*佘曉清、周文己 (2009, Dec.18-19). 初探多媒體呈現方式對學生「熱膨脹」概念改變的認知動態歷程。發表於中華民國第二十五屆科學教育學術研討會。國立台灣師範大學。
專書論文
1.佘曉清、林煥祥(2017)。PISA 2015臺灣學生的表現。臺灣：心理出版社。ISBN：9789861917764。
2.Chen, T. C., & *She, H. C. (2012). Research of on-line learning for conceptual change and scientific reasoning. In C.B. Lee, & D. Jonassen, (Eds.). Fostering conceptual change with technology: Asia perspective. (pp.141-172) Singapore: Cengage Learning Asia Pte Ltd. ISBN 9814424307. NSC 95-2511-S-009 -002