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High school science teachers' assessment literacy for inquiry-based science instruction

International journal of science education, 2024-05, Vol.46 (7), p.621-642

2024

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Entanglement Renyi Negativity across a Finite Temperature Transition: A Monte Carlo study

Physical review letters, 2020-09, Vol.125 (14), p.140603-140603, Article 140603

2020

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Exploring visuospatial thinking in chemistry learning

Science education (Salem, Mass.), 2004-05, Vol.88 (3), p.465-492

2004

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Constructing a model of engagement in scientific inquiry: investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities

Instructional science, 2020-02, Vol.48 (1), p.79-113

2020

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Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue

British journal of educational technology, 2013-05, Vol.44 (3), p.E95-E99

2013

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Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children’s Scientific Practices

Research in science education (Australasian Science Education Research Association), 2023-02, Vol.53 (1), p.37-57

2023

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Science teaching in kindergartens: factors associated with teachers' self-efficacy and outcome expectations for integrating science into teaching

International journal of science education, 2022-05, Vol.44 (7), p.1045-1066

2022

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Learning benefits of secondary school students' inquiry‐related curiosity: A cross‐grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities

Science education (Salem, Mass.), 2018-09, Vol.102 (5), p.917-950

2018

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Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University

International journal of information and communication technology education, 2021-07, Vol.17 (3), p.123-136

2021

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Pedagogical Affordances of Multiple External Representations in Scientific Processes

Journal of science education and technology, 2012-12, Vol.21 (6), p.754-767

2012

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Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology

Instructional science, 2021-04, Vol.49 (2), p.223-248

2021

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Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique

British journal of educational technology, 2014-07, Vol.45 (4), p.707-722

2014

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Modelling a Complex System: Using novice-expert analysis for developing an effective technology-enhanced learning environment

International journal of science education, 2010-01, Vol.32 (2), p.195-219

Wu, Hsin-Kai

2010

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An Analysis of Selected South African Grade 12 Physical Sciences Textbooks for the Inclusion of the NGSS Science Practices

Canadian journal of science, mathematics and technology education, 2021-09, Vol.21 (3), p.539-552

2021

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Current status, opportunities and challenges of augmented reality in education

Computers and education, 2013-03, Vol.62, p.41-49

2013

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Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom

Journal of research in science teaching, 2001-09, Vol.38 (7), p.821-842

2001

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Development of a contextualized STEM interdisciplinary problem-solving skill tool for senior high school students: Utilizing the Nanfang’ao cross-harbor bridge as an exemplar

Jiao ke shu yan jiu, 2023-12, Vol.16 (3), p.1

2023

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Implementers, designers, and disseminators of integrated STEM activities: self-efficacy and commitment

Research in science & technological education, 2023-10, Vol.41 (4), p.1433-1451

2023

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A review of features of technology-supported learning environments based on participants’ perceptions

Computers in human behavior, 2015-12, Vol.53, p.223-237

2015

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Students’ Views of Scientific Models and Modeling: Do Representational Characteristics of Models and Students’ Educational Levels Matter?

Research in science education (Australasian Science Education Research Association), 2017-04, Vol.47 (2), p.305-328

2017

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高中生情境式STEM跨領域問題解決能力評量工具之發展－以南方澳跨港大橋情境為例

Jiao ke shu yan jiu, 2023-12, Vol.16 (3), p.001-033

2023

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Using Scaffolding Strategies to Promote Young Children's Scientific Understandings of Floating and Sinking

Journal of science education and technology, 2011-10, Vol.20 (5), p.656-666

2011

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Ninth-grade student engagement in teacher-centered and student-centered technology-enhanced learning environments

Science education (Salem, Mass.), 2007-09, Vol.91 (5), p.727-749

2007

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Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach

Eurasia journal of mathematics, science and technology education, 2018-10, Vol.14 (10)

2018

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Proximate deconfined quantum critical point in SrCu2(BO3)2

Science (American Association for the Advancement of Science), 2023-06, Vol.380 (6650), p.1179-1184

2023

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High school science teachers' assessment literacy for inquiry-based science instruction

Entanglement Renyi Negativity across a Finite Temperature Transition: A Monte Carlo study

Exploring visuospatial thinking in chemistry learning

Constructing a model of engagement in scientific inquiry: investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities

Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue

Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children’s Scientific Practices

Science teaching in kindergartens: factors associated with teachers' self-efficacy and outcome expectations for integrating science into teaching

Learning benefits of secondary school students' inquiry‐related curiosity: A cross‐grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities

Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University

Pedagogical Affordances of Multiple External Representations in Scientific Processes

Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology

Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique

Modelling a Complex System: Using novice-expert analysis for developing an effective technology-enhanced learning environment

An Analysis of Selected South African Grade 12 Physical Sciences Textbooks for the Inclusion of the NGSS Science Practices

Current status, opportunities and challenges of augmented reality in education

Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom

Development of a contextualized STEM interdisciplinary problem-solving skill tool for senior high school students: Utilizing the Nanfang’ao cross-harbor bridge as an exemplar

Implementers, designers, and disseminators of integrated STEM activities: self-efficacy and commitment

A review of features of technology-supported learning environments based on participants’ perceptions

Students’ Views of Scientific Models and Modeling: Do Representational Characteristics of Models and Students’ Educational Levels Matter?

高中生情境式STEM跨領域問題解決能力評量工具之發展－以南方澳跨港大橋情境為例

Using Scaffolding Strategies to Promote Young Children's Scientific Understandings of Floating and Sinking

Ninth-grade student engagement in teacher-centered and student-centered technology-enhanced learning environments

Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach

Proximate deconfined quantum critical point in SrCu2(BO3)2

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