Ya Chun Chen, Assistant Professor

Chen Ya-Chun Assistant Professor (Science Education Division)
yachunchen@nycu.edu.tw
office:03-5712121#58052

Dr. Chen Ya-Chun is an Assistant Professor at the Institute of Education, National Yang Ming Chiao Tung University. She was a research assistant for several Ministry of Science and Technology (MOST) research projects, and received a MOST grant to conduct foreign research at Australia Catholic University in 2019. Her current research interests include large database analysis and research, systems thinking, STEM cross-disciplinary curriculum design and teaching, science and reading literacy assessment, scientific inquiry and evidence, and teacher professional development. Dr. Chen has participated in many large-scale international assessment programs and has practical experience in working with foreign organizations. He shared with high school principals, directors, and in-service teachers on how to design test questions to assess students’ science and reading literacy.
She is also interested in the benefits of inquiry-based STEM cross-curricular teaching for the professional growth of science teachers and the enhancement of students’ science skills. Dr. Chen has assisted Professor Lin Woon-xiang of the Center for Liberal Arts Education at Sun Yat-sen University in establishing cross-school and cross-district teacher professional growth communities in primary and secondary schools, and has conducted a series of professional growth workshops on literacy-oriented teaching and assessment for teachers. Dr. Chen has nearly 8 years of experience in training elementary, middle and high school science teachers in science literacy-oriented teaching and learning, and has extensive practical and research experience in science education and teacher preparation.

《情境式問題導向學習對中學生系統思考、科學能力與對科學的態度之效益探討》 (MOST 109-2511-H-009 -010 -MY2)

英文期刊
1.Wang, H. H., Chen, Y. S., Pan, Y. C., & Hong, Z. R. (2021). Modeling relationships between students’ inquiry-related learning activities and their choice of future STEM career. International Journal of Science Education, 43(1), 1-22. (SSCI) https://doi.org/10.1080/09500693.2020.1860266. (Rank=146/263=56% in Education & Educational Research category. Impact Factor=1.485)
2.Chen, Y. S., Pan, Y. T., Hong, Z. R., Weng, X. F., & Lin*, H. S. (2020). Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching. Research in Science & Technological Education, 38(2), 185-207. doi.org/10.1080/02635143.2019.1601075. (SSCI). (Rank=191/263=73% in Education & Educational Research category. Impact Factor=1.111)
3.Chen, Y. S., Wilson, K., & Lin, H. S. (2019). Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws. Chemistry and Education Research and Practice, 20, 594-605. (SSCI) (Rank=51/243=21% in Education & Educational Research category. Impact Factor=2.285)
4.Lin, H., Hong, Z., & Chen, Y. S. (2013). Exploring the development of college students’ situational interest in learning science. International Journal of Science Education, 35(13), 2152-2173. (SSCI) (Rank=31/219=14.16% in Education & Educational Research category. Impact Factor=1.516)

中文期刊
1.潘怡如、陳雅君、林煥祥 (2018)。以科學新聞融入教學提升中學生自我效能及論證能力之探討。科學教育學刊，26(1)，71-96。(TSSCI)
2.陳雅君、洪瑞兒、佘曉清、林煥祥 (2016)。臺灣學生科學素養與科教學者研究成果表現之發展趨勢探討。科學教育學刊，24(4)，333-354。(TSSCI)
3.楊桂瓊、陳雅君、洪瑞兒、林煥祥 (2015)。新興科技融入探究式教學的成效探討。科學教育學刊，23(2)，111-127。(TSSCI)
4.陳雅君(2007)。職前化學教師自發性類比之探討。科學教育學刊，15(3)，265-294。(TSSCI)
專書論文
1.Chen, Y., & Lin, H. (2021). Impacts of Inquiry-based Teaching on Undergraduate Students’ Engagement in Science and Environmental Awareness. Paper presented at the annual conference of the National Association for Research in Science Teaching, Virtual Conference, April 7-10.
2.Chen, Y., & Lin, H. (2020). Impacts of Inquiry-based Teaching on Undergraduate Students’ Contextualized Problem-solving through the Lens of Systems Thinking. Paper presented at the annual conference of the National Association for Research in Science Teaching, Portland, Oregon, March 15-18.
3.Chen, Y. C., & Lin, H. S. (2019). Investigating college students’ translation and representation of gas laws through the lens of systems thinking. Paper presented at the annual conference of the National Association for Research in Science Teaching, Baltimore, MD, March 31-April 3.
4.Chen, Y. C., & Lin, H. S. (2018). Exploring the development and implementation of integrating essential competencies of scientific inquiry in teaching. Paper presented at the annual conference of the National Association for Research in Science Teaching, Atlanta, GA, March 10th-13th.
5.Chen, Y. C., & Lin, H. S. (2016). Taiwan students’ engagement in science: Analysis of data from PISA 20006 and 2015 field trial test. Paper presented at the biennial conference of the East-Asian Association for Science Education, Tokyo, August 26th-28th.
6.Lin, H. Hong, Z., Chen, Y., & Yang, K. (2011). From situational interest to individual interest: The impact of a classroom intervention on college students’ perception of learning science. Paper presented at the EASE Conference. Gwangju, Korea, October, 26th-28th.
7.Lin, H. S., Hong, Z. R., Yang, K. K., & Chen, Y. C. (2010). Using collaborative reflections to support teachers’ inquiry-based instruction. Paper presented at the annual conference of the Australian Science Education Research Association. New South Wales, Australia, June 30th- July 3rd.
8.Yang, K. K., Lin, H. S., & Chen, Y. C. (2010). The exploration of teaching argumentation for elementary school students. Paper presented at the Hawaii International Conference on Education. Honolulu, Hawaii, January 7th-10th.
9.Chen, Y., Hong, Z., & Lin, H. (2021). Exploring students’ scientific competency performance on PISA 2015 paper-based assessment and computer-based assessment. In L. Unsworth (Ed), Learning from viewing and creating animations in science education (pp.279-300).

1.陳雅君、林煥祥(2003)。職前化學教師自發性類比之探討。發表於中華民國第十九屆科學教育學術研討會。台北市：國立台灣師範大學。
2.陳雅君、林煥祥(2017)。台灣學生閱讀素養的表現。載於佘曉清、林煥祥(主編)，PISA 2015台灣學生的表現(116-158頁)。台北市：心理出版社。