期刊論文

Qin, T., & Wu, C. J. (2025). Graphic organizers’ optimized design through segmenting and signaling principles: Based on generative learning theory. Computers & Education. https://doi.org/10.1016/j.compedu.2025.105416 (SSCI)[Impact Factor: 10.1, ranking: 5/756 in Education & Educational Research, Q1)/(Scopus) [SJR: 1.842, Ranking: 57/1543 (Social Sciences_Eduation, 96%)]

Wu, C. J., & Liu, C. Y. (2025). Using eye-movement modelling examples with reading strategies to improve adults' reading performances of illustrated texts. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.70037 (SSCI)[Impact Factor: 5.1, ranking: 13/761 in Education & Educational Research, Q1)/(Scopus) [SJR: 1.842, Ranking: 57/1543 (Social Sciences_Eduation, 96%)]

Liu, C. Y., & Wu, C. J. (2025). Extracting the actions of contextual understanding in STEAM research: Direction for STEAM course design and assessment. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2025.101770 (SSCI) [Impact Factor: 3.5, ranking: 53/760 in Education & Educational Research, Q1)/ (Scopus) [SJR: 0.923, Ranking: 211/1382 (Education, Q1)]

Wu, C. J., & Liu, C. Y. (2024). An eye-tracking study of college students’ infographic-reading processes. Journalism and Mass Communication Quarterly. 102(3), 853-883 https://doi.org/10.1177/10776990241255974 (SSCI) [Impact Factor: 3.4, ranking: 25/228 in Communication, Q1/(Scopus) [SJR: 1.603, Ranking: 41/511 (Social Sciences_Communication, 92%)]

吳昭容、張凌嘉、鄭光閔（2023）。國中小學生的數學詞彙知識與數學成就之相互影響。清華教育學報，40（2），49-89。https://doi:10.6869/THJER.202312_40(2).0002 [ Wu, C. J., Chang, L. C.,& Cheng, K. M. (2023). Reciprocal effects of mathematics vocabulary knowledge and mathematics achievement among elementary and middle school students (in Chinese). Tsing Hua Journal of Educational Research, 40(2), 49-89. https://doi:10.6869/THJER.202312_40(2).0002 ]

邱怡靜、曾建銘、吳昭容（2023）。三至八年級學生數學文字題的表徵轉換與等價能力。臺灣數學教育期刊，10（2），1-25。doi: 10.6278/tjme.202310_10(2).001 [Chiu, Y. C., Cheng, C. M., & Wu, C. J. (2023). Analyzing representation transformation and equivalence abilities across students in grades three to eight in mathematical word problems. Taiwan Journal of Mathematics Education, 10(2), 1-25. doi: 10.6278/tjme.202310_10(2).001]

Liu, C. Y., & Wu, C. J.,(2023). Not just for decoration: How the arts complement STEM learning. Psychology of Aesthetics, Creativity, & the Arts. (SSCI) [Impact Factor: 6.14, ranking: 2/97 in Psychology, Experimental, Q1;1/395 in Humanities, Multidisciplinary, Q1)/(Scopus) [SJR: 0.923, Ranking: 211/1382 (Education, Q1)]

Liu, C. Y., Wu, C. J., Chien, Y. H., Tzeng, S. Y., & Kuo, H. C, (2023). Examining the quality of art in STEAM learning activities. Psychology of Aesthetics, Creativity, & the Arts, 17(3), 382-393. http://dx.doi.org/10.1037/aca0000404 (SSCI) [Impact Factor: 6.14, ranking: 2/97 in Psychology, Experimental, Q1;1/395 in Humanities, Multidisciplinary, Q1)/(Scopus) [SJR: 0.923, Ranking: 211/1382 (Education, Q1)]

Liu, C. Y., & Wu, C. J. (2022). Effects of working memory and relevant knowledge on reading texts and infographics. Reading and Writing (SSCI) https://doi.org/110.1007/s11145-022-10368-1 [Impact Factor: 2.795, Ranking: 102/267 (Education & Educational Research, Q2); 25/61(Psycholog_Education, Q2)] (Scopus) [SJR: 1.219, Ranking: 47/1032 (Linguistics and Language, 95%)]

李岳霖、鍾涵瀜、吳昭容（2022）。從教科書建置國中學術詞彙表。教科書研究，15（2），77-111。https://doi.org/10.6481/JTR.202208_15(2).03（TSSCI）[Li, Y. L., Zhong, H. R., & Wu, C. J. (2022). Compiling a list of middle school academic vocabulary from textbooks. Journal of Textbook Research, 15(2), 77-110. https://doi.org/10.6481/JTR.202208_15(2).03]

陳映涵、吳昭容、張凌嘉（2022）。小學中、高年級學生一般詞彙知識與數學詞彙知識的預測：數學成就的學習路徑。科學教育學刊，30（2），101-120。https://doi.org/10.6173/CJSE.202206_30(2).0001（TSSCI）[Chen, Y. H., C. J. Wu, & Chang, L. C. (2022). Longitudinal prediction of general vocabulary and mathematics vocabulary among fourth and sixth graders: Pathways to mathematics achievement. Chinese Journal of Science Education, 30(2), 101-120. https://doi.org/10.6173/CJSE.202206_30(2).0001]

Liu, C. Y., Wu, C. J., Chiou, G. L., & Wong, W. K. (2022). A Tool of technology-based laboratory enabled students to precisely describe scientific phenomena. Journal of Baltic Science Education, 21(3), 495-512. https://doi.org/10.33225/jbse/22.21.495 (SSCI) [Impact Factor: 1.182, Ranking: 227/265 (Education & Educational Research, Q4)] (Scopus) [SJR: 0.416, Ranking: 367/1319 (Education, Q2)]

Ng, C. T., Chen, Y. H., Wu, C. J., & Chang, T. T. (2022). Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders. Brain and Behavior, 12(5), e2557. https://doi.org/10.1002/brb3.2557 (SCIE) [Impact Factor: 2.708, Ranking: 197/273 (Neurosciences, Q3); 33/53 (Behavioral Sciences, Q3)]

Wu, C., J., & Liu, C. Y. (2022). Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations. Instructional Science, 50, 551-569. https://doi.org/10.1007/s11251-022-09581-w (SSCI) [Impact Factor: 2.620, Ranking: 109/265 (Education & Educational Research, Q2); 31/61 (Psychology, Educational, Q3)]

Liu, C. Y., & Wu, C. J. (2022). STEM without art: A ship without a sail. Thinking Skills and Creativity, 43, 100977. https://doi.org/10.1016/j.tsc.2021.100977 (SSCI) [Impact Factor: 3.106, Ranking: 74/265 (Education & Educational Research, Q1)]

Wang, T. N., Jian, Y. C., Wu, C. J., & Li, P. (2022). Science reading and self-regulated learning: Evidence from eye movements of middle-school readers. The Journal of Educational Research. https://doi.org/10.1080/00220671.2021.2012637 (SSCI) [Impact Factor: 1.871, Ranking: 172/264 in Education & Educational Research, Q3]

陳易佃、吳昭容（2022）。眼動輔助教學對統計圖閱讀與解題之影響。教育傳播與科技研究，128，43-62。https://doi.org/10.6137/RECT.202204_(128).0004【Chen, Y. T., & Wu, C. J. (2022). Effects of Eye-Tracking Assistive Teaching on Reading and Solving Statistical Graph Problems Research of Educational Communications and Technology, 128, 43-62. https://doi.org/10.6137/RECT.202204_(128).0004】

Jian, Y. C., & Wu, C. J. (2022). Conveying spatial and kinematic representations in text reading via words and pictures: An eye-movement analysis. Chinese Journal of Psychology, 64(1), 57-76. http://doi.org/10.6129/CJP.202203_64(1).0003 (TSSCI)

Liu, C. Y., Lin, W. W., & Wu, C. J. (2022). Understanding the properties and team creativity process of a creative teacher team. International Journal of Educational Research, 101909. https://doi.org/10.1016/j.ijer.2021.101909 (SSCI) [Impact Factor: 1.976, Ranking: 166/265 (Education & Educational Research, Q2)]

吳宜玲、楊心怡、吳昭容、陳柏熹（2021）。三至九年級學生數學運算能力等化測量與多向度分析。清華教育學報，38（2），111-150。https://doi.org/10.6869/THJER.202112_38(2).0004【Wu, Y. L., Yung, H. I., Wu, C. J., Chen, P. H. (2021). Multidimensional Test Equating the Arithmetical Abilities of Third to Ninth Grade Students. Tsing Hua Journal of Educational Research, 38(2), 111-150. https://doi.org/10.6869/THJER.202112_38(2).0004】

Liu, C. Y., Wu, C. J., Chien, Y. H., Tzeng, S. Y., & Kuo, H. C, (2021). Examining the quality of art in STEAM learning activities. Psychology of Aesthetics, Creativity, & the Arts. http://dx.doi.org/10.1037/aca0000404 (SSCI) [Impact Factor: 4.349, Ranking: 11/90 in Psychology, Experimental, Q1; 1/149 in Humanities, Multidisciplinary, Q1)

Wu, C. J., & Liu, C. Y. (2021). Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations. Physical Review Physics Education Research, 17(1), 010125. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125 [Impact Factor:2.412, Ranking: 20/44 (Education, Scientific Disciplines, Q2); 120/264 (Education & Educational Research, Q2)]

吳昭容、鄭鈐華、張凌嘉（2021）。從算式或文字閱讀數學科普文章：共變數分析與階層線性模式的比較。教育科學研究期刊，66（1），107-139。https://doi.org/10.6209/JORIES.202103_66(1).0004【Wu C. J, Cheng C. H., & Chang, L. C. (2021). Reading popular mathematics from equations or words: Comparison of analysis of covariance and hierarchical linear modeling. Journal of Research in Education Science, 66(1), 107-139. https://doi.org/10.6209/JORIES.202103_66(1).0004】(TSSCI; Scopus)

Wu, C. J., Liu, C. Y., Yang C. H., Wu C. Y. (2021). Children’s reading performances in illustrated science texts: Comprehension, eye movements, and interpretation of arrow symbols. International Journal of Science Education. 43(1), 105-127. https://doi.org/10.1080/09500693.2020.1858515 (SSCI) [Impact Factor: 2.518, Ranking: 127/267 (Education & Educational Research, Q2)

連宥鈞、吳昭容（2020）。手勢融入範例對低能力學生運算與幾何學習的影響。臺灣數學教育期刊，7（2），45-70。https://doi.org/10.6278/tjme.202010_7(2).003【Lien, Y. C., & Wu, C. J. (2020). The effects of gesture on low-ability students’ learning of arithmetic and geometry using worked examples. Taiwan Journal of Mathematics Education, 7(2), 45-70. https://doi.org/10.6278/tjme.202010_7(2).003】

Wu, C. J., Liu, C. Y., Yang, C. H., & Jian, Y. C. (2021). Eye movements reveal children’s deliberative thinking and predict their performance in arithmetic word problems. European Journal of Psychology of Education, 36, 91-108. https://doi.org/10.1007/s10212-020-00461-w (SSCI; Scopus) [Impact Factor: 2.663, Ranking: 28/61 (Psychology, Educational, Q2)]

吳昭容（2019）。眼球追蹤技術在幾何教育的應用與限制。臺灣數學教育期刊，6（2），1-25。https://doi.org/10.6278/tjme.201904_6(2).001.【Wu, C. J. (2019). Applications and limitations of eye tracking in geometry education. Taiwan Journal of Mathematics Education, 6(2), 1-25. https://doi.org//10.6278/tjme.201910_6(2).001】

劉家瑜、林偉文、吳昭容（2019）。團隊創造力互動歷程模式」之建構－科學領域教學團隊的創意互動。教育心理學報，51（1），109-134。https://doi.org/10.6251/BEP.201909_51(1).0005 【Liu, C. Y., Lin W. W, & Wu, C. J. (2019). Exploring the process of generating group creativity within a science teacher group. Bulletin of Educational Psychology, 51(1), 109-134. https://doi.org/10.6251/BEP.201909_51(1).0005】(TSSCI)

吳昭容、曾建銘、鄭鈐華、陳柏熹、吳宜玲（2018）。領域特定詞彙知識的測量：三至八年級學生數學詞彙能力。教育研究與發展期刊，14（4），1-40。https://doi.org/10.3966/181665042018121404001【Wu, C. J., Cheng, C. M., Cheng, C. H., Chen, P. H., Wu, Y. L. (2018). The Measurement of Domain-Specific Vocabulary Knowledge: The Mathematical Vocabulary Ability of Third to Eighth Grade Students, 14(4), 1-40. https://doi.org/10.3966/181665042018121404001】(TSSCI)

Lee, W. K., & Wu, C. J. (2018). Eye movements in integrating geometric text and figure: Scanpaths and given-new effects. International Journal of Science and Mathematics Education, 16(4), 699-714. https://doi.org/10.1007/s10763-016-9790-2 (SSCI; Scopus) [Impact factor: 1.474; Ranking: 70/235 (Education & Educational Research)]

黃佳君、吳昭容（2017）。趨向精熟目標與趨向表現目標對提取引發遺忘現象的影響。教育科學研究期刊，62（2），153-178。https://doi.org/10.6209/JORIES.2017.62.62(2).06【Huang, C. C., & Wu, C. J. (2017) Roles of Mastery- Approach Goal and Performance-Approach Goal in Retrieval-Induced Forgetting. Journal of Research in Education Sciences, 62(2), 153-178. https://doi.org/10.6209/JORIES.2017.62.62(2).06】 (TSSCI; Scopus)

Liu, C. Y, Wu, C. J., Wong, W. K., Lien, Y. W., Chao, T. K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44-56. https://doi.org/10.1016/j.compedu.2016.11.004 (SSCI; Scopus) [Impact factor: 3.819; Ranking: 7/235 (Education & Educational Research)]

林寀雯、吳昭容（2016）。從眼動型態探討閱讀幾何文本的視覺化與推理歷程。教育學刊，47（2），41-77。https://doi.org/10.3966/156335272016120047002（TSSCI）【Lin, T. W., & Wu, C.J. (2016). Examining Eye Movement to Explore Visualization and Reasoning During the Reading of Geometric Texts. Educational Review, 47(2), 41-77. https://doi.org/10.3966/156335272016120047002】

Jian, Y. C., & Wu, C. J. (2016). The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests. Computers in Human Behavior, 61,622–632. https://doi.org/10.1016/j.chb.2016.03.063 (SSCI; Scopus)【Impact factor: 2.694; Ranking: 20/129 (Psychology, Multidisciplinary)】

Wong, W. K., Chao, T. K., Chen, P. R., Lien, Y. W., Wu, C. J. (2016). Pendulum experiments with three modern electronic devices and a modeling tool. Journal of Computers in Education, 2(1), 77-92. https://doi.org/10.1007/s40692-015-0026-1

Jian, Y. C., & Wu, C. J. (2015). Using eye tracking to investigate semantic and spatial representations of scientific diagrams during text-diagram integration. Journal of Science Education and Technology, 24(1),43–55. https://doi.org/10.1007/s10956-014-9519-3 (SSCI; Scopus)【Impact factor: 1.214; Ranking: 55/225 (Education & Educational Research)】

Wong, W. K., Chao, T. K., Chen, P. R., Lien, Y. W., & Wu, C-J. (2015). Mobile devices and a modelling tool for physics experiments in high school. Lecture Notes in Educational Technology, (9783662441879), 239-246. https://doi.org/10.1007/978-3-662-44188-6_33

Jian, Y. C., Wu, C. J., & Su, J. H. (2014). Learners’ eye movements during construction of mechanical kinematic representations from static diagrams. Learning & Instruction, 32, 51–62. https://doi.org/n10.1016/j.learninstruc.2014.01.005（SSCI; Scopus）【Impact factor: 3.585; Ranking: 3/225(Education & Educational Research), 2/51 (Educational Psychology)】

吳昭容、鄭鈐華、陳柏熹、許志農（2014）。數學素養調查的實施現況與國際借鏡。教育人力與專業發展，31（6），5-20。

黃淑華、鄭鈐華、王又禾、吳昭容（2014）。一元一次方程式應用問題的補救教學。台灣數學教師(電子)期刊，35（1），1-16。

林寀雯、鄭鈐華、王又禾、吳昭容（2013）。從課前診斷的觀點省視七年級數學補救教材暑期推廣的教學成效 。科學教育月刊，362（9），32-42。

鄭鈐華、吳昭容（2013）。與八年級課程同步實施的數學補救教學：成效與反思。國立臺東大學教育學報，24（2），1-31。（TSSCI）

姜自強、吳昭容、蕭世朗、劉金昌（2013）。幾何圖形歸類判斷作業的認知行為表現與神經活動區域。教育心理學報，45（2），141-156。（TSSCI）

鄭舒方、吳昭容（2013）。訪談課程對泰雅族國中生訊息溝通能力與文化認同之影響。國立臺東大學教育學報，24（1），1-23。（TSSCI）

孔淑萱、吳昭容、蘇宜芬、洪儷瑜（2013）。偏遠地區漢族與泰雅族國中生識讀能力及相關因素的探討。教育心理學報，44（專刊），561-578。（TSSCI）

陳琪瑤、吳昭容（2012）。幾何證明文本閱讀的眼動研究：圖文比重及圖示著色效果。教育實踐與研究，25（2），35-66。（TSSCI）

簡郁芩、吳昭容（2012）。以眼動型態和閱讀測驗表現探討箭頭在科學圖文閱讀中的圖示效果。中華心理學刊，54（3），385-402。（TSSCI）

孔淑萱、白芸凌、蘇宜芬、吳昭容（2012）。偏遠地區泰雅族與漢族中學生中文識讀能力之分析。當代教育研究，22（2），135-169。（TSSCI; Scopus）

吳昭容、徐千惠（2010）。兒童如何在重複中找到規律？重複樣式的概念性與程序性知識。教育科學研究期刊，55（1），1-25。（TSSCI）

吳毓瑩、呂金燮、吳昭容（2009）。重讀幾何思維的階層論：載體理論的啟示。科學教育學刊，17（2），157-177。（TSSCI）

張碧芝、吳昭容（2009）。影響六年級學生立方體計數表現的因素—空間定位與視覺化的角色。教育心理學報，41（1），125-145 。（TSSCI）

吳昭容（2008）。要快樂，還是要成功—從正向心理學談學習。學生輔導，44（3），8-17。

吳昭容、嚴雅筑（2008）。樣式結構與回饋對幼兒發現重複樣式的影響。科學教育學刊，16（3），303-324。（TSSCI）

劉宜芳、吳昭容（2008）。兒童在數位式數學實驗情境下的發現學習。師大學報：科學教育類，53（1），87-111。

梁芸欣、吳昭容（2007）。轉彎數與注意力對兒童及成人之空間距離感與時間感的影響。中華心理學刊，49（1），19-33。（TSSCI）

黃永廣、連韻文、吳昭容、蘇順隆、殷聖楷、楊晰勛、陳亦媛（2005）。訓練歸納與學習幾何概念的數位環境之鷹架輔助, 全球華人計算機教育應用學報 (GCJCE)，2（2）,31-43.

吳昭容（2004）。「理解」與「計算」，有何兩難？國民教育，44（2），36-41。

吳昭容、黃一蘋（2003）。怎樣「簡化」數學文字題？國民教育，43（3），29-32。

吳昭容（2000）。國小數學課討論式教學中增強物使用的經驗與分析。國民教育，40（4），20-24。

Wu, C. J., & Lin, F. L. (1999). The dichotomizing views of research methodology on the study of values: Dynamic interview and reflective constructing. Proceedings of the National Science Council, ROC(D), 9(3), 1-10.

吳昭容（1993）。從認知理論看「自我基模」在認知治療中的角色。輔導季刊，29（5），80-91。

吳昭容（1992）。畫人測驗與兒童性格之衡鑑。國民教育，32（12），18-29。

吳昭容（1990）。輔導信念與與執行的鴻溝。學生輔導通訊，8，31-34。

吳昭容（1990）。孩子不愛讀書，怎麼辦？人本教育札記，9，20-23。

吳昭容（1989）。認知模式的算數學習診斷。諮商與輔導月刊，27，20-22。

吳昭容（1987）。認知心理學與教學研究。國民教育月刊，28(4、5)，41-47。

吳昭容（1987）。圖形結構特性與數量化歷程。省北師專學報，14，42-73。

吳昭容（1986）。團體催化員的道德守則訓練計畫。測驗與輔導雙月刊，77，1438-1440。