■ 期刊論文發表

• Yang, K. K., Lin, H. S., Smith, T. J., Lee, L., & Hong, Z. R. (2026). Impacts of a computer-based contextual assessment portal on students' scientific competency. Educational Technology & Society, 29(1), 94-111. https://doi.org/10.30191/ETS.202601_29(1).RP06 (SSCI)

• Tseng, Y. C., Wang, C. Y., Liu, S. C., & Lin, S. S. (2025). Development and validation of the self-perceived climate action competence scale. Environmental Education Research, 1-25.  (SSCI)

• Liu, S.-C. & Château, P. A. (2025). Fostering hope and action on climate change among university students: Impact of a futures-oriented teaching module with generative AI integration. Journal of Science Education and Technology. (SSCI).

• 邱甯維、張家綺、林煥祥、洪瑞兒 (2025). 探討6E STEAM探究教學對於國小學生科學創造思考能力之效益。課程與教學季刊，28(2)，179-217。https://doi.org/10.6384/CIQ.202504_28(2).0006(TSSCI)

• Tsai, C. Y. (2024). Is undergraduates' adoption of the Internet of Things rational? The role of risk perception. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 18(4), Article 8. (SSCI)

• 陳世佳、楊耀婷、林建良、蔡俊彥(2024)。得勝者教育協會情緒管理課程對青少年情緒智力的成效。教育研究與發展期刊，20(1)，31-56。(TSSCI) 

• Chen, Y. A., Hsieh, F. P., & Tsai, C. Y. (2024). Integrating the unplugged programming and storytelling strategy to enhance second graders’ programming learning motivation and concepts. Educational Technology & Society, 27(4), 156-170. (SSCI) 

• Tsai, C. Y., Chen, Y. A., Hsieh, F. P., Chuang, M. H., & Lin, C. L. (2024). Effects of a programming course using the GAME model on undergraduates’ self-efficacy and basic programming concepts. Journal of Educational Computing Research, 62(3), 702–724. (SSCI)

• Hsieh, F. P., Chen, Y. A., & Tsai, C. Y. (2024). Using an ocean culture course to improve students' marine life concepts and learning interest. Culture and Education, 36(3) 789–815. (SSCI)

• Jack, B. M., Hong, Z.-R., Lin, H.-s., & Smith, T. J. (2024). Ecological stimuli predicting high school students’genuine interest in SSI. Science & Education. 33, 831-851. https://doi.org/10.1007/s11191-022-00413-4 (SSCI)

• Tseng, Y.-J., Hong, Z.-R., Lin, H.-s (2024). Exploring high school students’ chemical explanatory levels of thin-layer chromatography through reflective inquiry. Journal of Chemical Education, 101, 3635-3642 (SSCI)

• Wang, C.-Y., Tseng, Y.-C., Lin, S.-S., Liu, S.-C., Reid, A., & Monroe, M. C. (2024). Addressing the climate emergency with educational approaches: a
  bibliometric analysis of climate change education scholarship. Environmental Education Research, 30(11), 1885–1912. (SSCI).

• Liu, S.-C. (2024). Exploring and narrating futures in undergraduate climate change education: an innovative teaching approach. International Journal of
  Sustainability in Higher Education, 25(9), 419-436. (SSCI).

• Eccarius, T & Liu, S.-C. (2024). Views of emerging sustainability leaders on the future of Transport: A Q study in a Taiwan tertiary education program.
  Transportation Research Part A: Policy and Practice, 190, 104290. (SSCI)

• Hsieh, F. P., Chen, Y. A., Wu, H. J., & Tsai, C. Y. (2023). Promoting first graders’ scientific thinking through picture books with the 5E model. Journal of Educational Research, 116(3), 147-158. (SSCI)

• Wang, H., Wilson, K., VanRooy, W., & Lin, H. (2023). Pre-service primary teachers' competencies in asking and conducting researchable science questions using fair testing. Research in Science Education, 53,155-171.  https://doi.org/10.1007/s11165-022-10048-8 (SSCI)

• Lu, Y., Smith, T., Hong, Z., Lin, H., & Hsu, W. (2023). Exploring the Relationships of Citizens’ Scientific Interest and Self-understanding to their Learning Enjoyment and Self-efficacy in Science. Current Psychology, 42, 15475-15487. https://doi.org/10.1007/s12144-022-02785-w (SSCI)

• 魯盈讌、林煥祥、林福來、洪瑞兒 (2022). 探討科學探究文創工作坊提升高中職學生科學探究自我效能之差異與預測力。教育科學研究期刊，67 (4)，177-219。(TSSCI) 

• 鄭立婷、曾郁然、林煥祥、洪瑞兒 (2022). 以閱讀科學文本教學模式提升高中生科學能力之探究。科學教育學刊，30(3)，217-239 。(TSSCI)

• 林煥祥 (2022). 從PISA看台灣的科學教育。台灣化學教育，48。中國化學會90周年特刊。http://chemed.chemistry.org.tw/?p=42373

• Tseng, Y.-J., Hong, Z., & Lin*, H. (2022). Advancing students’ scientific inquiry performance in chemistry through reading and evaluative reflection. Chemistry Education Research and Practice, 23, 616-627 (SSCI)

• Wang, H., Hong, Z., She, H., Smith, T., Fielding, J., & Lin*, H. (2022). The role of structured inquiry, open inquiry and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education, 9, 14. https://doi.org/10.1186/s40594-022-00329-z  (SSCI)

• Yang, K., Hong, Z., Lee, L., & Lin, H. (2022). Supportive conditions and mechanisms of teachers’ professional development on inquiry-based science teaching through a learning community. Research in Science & Technological Education, 40(1), 127-148.  (SSCI)

• 鄭瑞洲、林煥祥 (2022). 臺灣公民參訪非制式科學教育機構對公民參與科學的影響：科學興趣所扮演的中介角色。科學教育學刊，30(2), 149-170. (TSSCI)

• Smith, T., Walker, D., Chen, H., Hong, Z., & Lin, H. (2021). School belonging and math attitudes among high school students in advanced math. International Journal of Educational Development, 80, 1-7.  (SSCI)

• Cheng, L., Smith, T. J., Hong, Z., & Lin, H. (2021). Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities. International Journal of Science Education, 43(12), 1-18.  (SSCI)

• Shieh, F., Lin, H., Liu, S., & Tsai, C. (2021). Effect of peer coaching on teachers' practice and their students' scientific competencies. Research in Science Education, 51, 1569-1591.  (SSCI)

• Wang, H., Lin, H., Chen, Y., Pan, Y., & Hong, Z. (2021). Modeling Relationships among Students’ Inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career. International Journal of Science Education, 43(1), 157-178.  (SSCI)

• Li, Y. Y., & Liu, S. C. (2021). Examining Taiwanese students’ views on climate change and the teaching of climate change in the context of higher education. Research in Science & Technological Education. DOI: 10.1080/02635143.2020.1830268 (SSCI). 

• 韓俜亭、魯盈讌、林煥祥、王薪惠、黃愛雅 & 洪瑞兒(2021).大學運動績優排球選手自我統合與幸福感之差異與相關研究。教育科學研究期刊(TSSCI 第一級期刊)。

• Chen, Y. T., Shih, W. L., Lee, C. H., Wu, P. L., & Tsai, C. Y. (2021). Relationships among undergraduates’ problematic information security behavior, compulsive internet use, and mindful awareness in Taiwan. Computers & Education, 164, 104131. (SSCI/SCI) 

• Wang, H., Hong, Z., Lin, H., & Tsai, C. (2020). The relationships among adult sustainability attitudes, psychological well-being, nature relatedness, and interest in scientific issues. Current Psychology, 41, 1788-1799. (SSCI)

• 鄭瑞洲、林煥祥(2020)。臺灣公民對非制式科學教育場域的態度與參訪動機之研究。科技博物，24(3)，63-84。

• Entradas, M., Bauer, M. W., O'Muircheartaigh, C., Marcinkowski, F., Okamura, A., Pellegrini, G., ... & Li, Y. Y.(2020). Public communication by research institutes compared across countries and sciences: Building capacity for engagement or competing for visibility? PLoS ONE , 15(7): e0235191. https://doi.org/10.1371/journal.pone.0235191. (SCI).

• Shih, W. L., & Tsai, C. Y. (2020). Effect of flipped classroom with BOPPPS model on learners’ learning outcomes and perceptions in a business etiquette course. Asia-Pacific Education Researcher, 29(3), 257-268. (SSCI) 

• 吳枚瑛、洪瑞兒 (2020)。探討高雄市青少年健康知識、態度及行為素養。教育科學研究期刊，65(3), 187-223 (TSSCI) DOI: 10.6209/JORIES. 202009_65(3).0007

• Pan Y., Yang, K., Wilson, K., Hong, Z., & Lin, H. (2020). The impact of museum interpretation tour on visitors’ engagement and post-visit conservation intentions and behaviours. International Journal of Tourism Research, 22, 593-603. 

• Tsai, C. Y. (2019). Improving students’ understanding of basic programming concepts through visual programming language: The role of self-efficacy. Computers in Human Behavior, 95, 224-232. (SSCI)

• Shein, P. P., Falk, J. H, & Li, Y.-Y. (2019). The role of science identity in science center visits and effects. Science Education, 103(6), 1478-1492.

• 李偉廷、謝百淇(2019)。科學學習生態資源流通性與社會包容性。科學教育學刊，27(1)，49-72。

• 鄭瑞洲、李育諭、林煥祥 (2019)。臺灣公民參與科技議題活動與參訪科學工藝類博物館的關係及變化。科技博物，23(2)，71-96。

• Shein, P. P., Swinkels, D., & Chen, C. C. (2019). Equitable access to informal science education institutions. The Asia-Pacific Education Researcher, 28(2), 159-170.

• 林淑梤、林煥祥 (2019)。偽科學信念與科學素養的共存與抗衡? －民眾參與科學和偽科學活動之探究。教育科學研究期刊，64(2)，69-97。

• 葉雯霞，謝佩妤，李育諭 (2019)。探討服務學習課程提升學生積極公民態度與技能。通識學刊：理念與實務，7(1), 37-72。

• Pan, Y. T., Yang, K. K., Hong, Z. R., & Lin, H. S. (2018). The effect of interest and engagement in learning science on adults’ scientific competency and environmental action. Eurasia Journal of Mathematics, Science & Technology Education, 14(12), em1609.

• Lin, C. I. & Li, Y. Y. (2018). Protecting Life on Land and Below Water: Using Storytelling to Promote Undergraduate Students’ Attitudes toward Animals. Sustainability 2018, 10(7), 2479.

• 林季怡、李育諭(2018)。跨領域永續課程提升大學生整體性思考及衝突問題解決能力:以海洋永續教育為例。科學教育學刊，26(1)，1-27。

• 李育諭，林季怡(2018)。大學跨領域能力、課程參與、和問題覺知關係之研究。科學教育學刊，26(S), 419-440。

• 鄭瑞洲、黃臺珠(2018)。探討臺灣公民參訪科學與工藝博物館和其科學素養間之關係。科技博物，22(1)，43-62。

• 王薪惠、林煥祥、洪瑞兒 (2018). 臺灣公民科技素養、科學興趣及科學參與之探討。教育科學研究期刊，63(4)，229-259。

• Tsai, C. Y., Li, Y. Y., & Cheng, Y. Y. (2017). The relationships among adult affective factors, engagement in science, and scientific competencies. Adult Education Quarterly, 67(1), 30-47.

• Lin, C.I. & Li, Y.Y. (2017). An auto-photographic study of undergraduate students’conceptions of ocean sustainability. International Journal of Sustainability in Higher Education, 18(4), 554-575.

• 鄭瑞洲、謝百淇、黃臺珠 (2017)。臺灣公民參訪科學與工藝博物館趨勢之研究。科技博物，21(1)，5-24。

• Shein, P. P., Li, Y. Y., & Huang, T. C. (2015). The four cultures: Public engagement with science only, art only, neither, or both museums. Public Understanding of Science, 24(8), 943-956.

• Shein, P. P., Li, Y. Y. & Huang, T. C. (2014). Relationship between scientific knowledge and fortune-telling. Public Understanding of Science (A&HCI) ,23(3), 1-17.

• Tseng, Y. C., Tsai, C. Y., Hsieh, P. Y., Hung, J. F., & Huang, T. C. (2013). The Relationship Between Exposure to Pseudoscientific Television Programmes and Pseudoscientific Beliefs among Taiwanese University Students. International Journal of Science Education, Part B, (ahead-of-print), 1-16.

• 黃孝宗、蔡俊彥、黃臺珠(2013)。公民科學家意象與參觀博物館對科學研究利益知覺之影響。教育科學研究期刊，58(3)，1-22。

• Tsai, C. Y., Shein, P. P., Jack, B. M., Wu, K. C., Chou, C. Y., Wu, Y. Y., ... & Huang, T. C. (2012). Effects of exposure to pseudoscientific television programs upon Taiwanese citizens' pseudoscientific beliefs. International Journal of Science Education, Part B, 2(2), 175-194.

• Wu, K. C., Shein, P. P., Tsai, C. Y., Chou, C. Y., Wu, Y. Y., Liu, C. J., ... & Huang, T. C. (2012). An Investigation of Taiwan's Public Attitudes Toward Science and Technology. International Journal of Science Education, Part B, 2(1), 1-21.

■ 專書著作

• 林煥祥（2022）。本土化科技素養的萌芽與生根。載於林修澈（主編），本土文化教育：三十年回顧與前瞻(53-64頁)。教育部國民及學前教育署。
• Huang, C. J., Li, Y. Y., & Lo, Y. Y. (2020). From nationalising science to democratising science. In Toss Gascoigne et al. (eds), Communicating science: A global perspective. ANU Press. http://doi.org/10.22459/CS.
• Yen, M. F., & Li, Y. Y. (2019). Public attitude toward investment in sustainable cities in Taiwan. In Leal Filho, W., de Brito, P. R. B., & Frankenberger, F. (eds.), International business, trade and institutional sustainability (pp. 725-738). Springer. 
• Li, Y. Y., & Tsai, C. Y. (2018). The science, the paranormal, cohorts and cognitive polyphasia: the authority of science in Taiwan. In Bauer, M. W., Pansegrau, P., & Shukla, R. (Eds.), The cultural authority of science: Comparing across Europe, Asia, Africa and the Americas(pp. 190-209). Routledge.