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Current Position
NTNU Chair Professor
Graduate
Institute of Science Education, National Taiwan Normal University,
Taipei, Taiwan
Visiting Professor
Department of Science and Technology Education, Faculty of Education,
University of Johannesburg, South Africa
Academic Background
Ph.D., 2002,
University of Michigan, Ann Arbor, Michigan
School of Education,
Educational Studies, Science Education Program
Dissertation:
Middle School Students' Development of
Inscriptional Competencies in Inquiry-Based Science Classrooms
(2003 NARST Outstanding Dissertation Award)
Committee: Drs. Joseph
S. Krajcik (chair), Elizabeth A. Davis, Priti Shah, and Elliot
Soloway
M.S., 1997,
National Taiwan Normal University,
Taipei, Taiwan
B.S., 1995,
National Taiwan Normal University,
Taipei, Taiwan
Certification: Ministry of
Education, Taiwan, Teaching Certificate: Grade 10-12 Chemistry
Honors
and Awards
NTNU Chair Professor,
National
Taiwan Normal University, Taiwan, 2017 to present.
Outstanding
Research Award,
Ministry of Science and Technology,
Taiwan, 2014, 2017.
Research Chair Professor,
National Taiwan Normal University, Taiwan, 2010-2013, 2014-2016.
Distinguished Professor,
National Taiwan Normal University, Taiwan, 2013.
Outstanding
Research Award, National
Science Council, Taiwan, 2009.
NARST Early Career
Award,
National Association of Research in Science Teaching, USA, 2008.
Wu Da-Yu Memorial
Award, National Science Council, Taiwan, 2004.
NARST Outstanding
Dissertation Award, National Association of Research in Science
Teaching, USA, 2003.
Barbour Scholarship,
University of Michigan, USA, 2001-2002.
Wang Ti-Wu
Scholarship, UDN Foundation, Taiwan, 1997, 1998, 1999, 2000.
Graduate Scholarship,
Department of Education, Taiwan, 1995-1997.
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Publications
Journal
Articles
(* corresponding author)
<2023>
Chen, Y. C., Wu, H.-K.*, &
Hsin, C.-T. (2023). A systematic review of assessments for young
children’s scientific and engineering practices.
Research in Science & Technological Education.
Advance online publication.
https://doi.org/10.1080/02635143.2022.2121693
Yang, K. L.,
Wu, H.-K.*, Yeh, Y. F., Lin, K. Y., Wu, J. Y., & Hsu, Y. S. (2023).
Implementers, designers, and disseminators of integrated stem
activities: Self-efficacy and commitment.
Research in Science &
Technological Education. Advance online publication.
https://doi.org/10.1080/02635143.2021.2008343
Lin, K. Y.,
Yeh, Y. F.,* Hsu, Y. S., Wu, J. Y., Yang, K. L., & Wu, H.-K. (2023).
STEM education goals in the twenty-first century: Teachers’
perceptions and experiences.
International Journal of Technology and Design Education.
Advance online publication.
https://doi.org/10.1007/s10798-022-09737-2
Hsin, C.-T., Wu, H.-K.*,
Liang, J. C., & Luu, D. T. (2023). Factors predicting kindergarten
teachers’ integration of science into their teaching in indigenous
areas. Australasian Journal of Early Childhood, 48(1),
50–65.
https://doi.org/10.1177/18369391221120956
Hsin, C.-T.* & Wu, H.-K.
(2023). Implementing a project-based learning module in urban and
indigenous areas to promote young children’s scientific practices.
Research in Science Education,
53(1),
37–57.
https://doi.org/10.1007/s11165-022-10043-z
<2022>
Chen, Y. C., Wu, H.-K.*, &
Hsin, C.-T. (2022). Science teaching in kindergartens: Factors
associated with teachers’ self-efficacy and outcome expectations for
integrating science into teaching.
International Journal of Science Education, 44(7), 1044-1066.
https://doi.org/10.1080/09500693.2022.2062800
Hung, C.-S. &
Wu, H.-K.* (2022). High school science
teachers’ conceptions about the curriculum of
“inquiry and practice”:
Course characteristics, challenges, teaching goals and activities.
Chinese Journal of Science
Education, 30(1), 1-26.
https://doi.org/10.6173/CJSE.202203_30(1).0001
Zhang, R. C., Hung, C.-S., &
Wu,
H.-K.* (2022). Examining the validity and
measurement invariance of an assessment literacy inventory for
secondary science teachers.
Chinese Journal of Science Education, 30(4), 309-333.
https://doi.org/10.6173/CJSE.202212_30(4).0002
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<2021>
Ndumanya, E.,
Ramnarain, U.*, & Wu, H.-K. (2021). 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,
21, 539-552.
https://doi.org/10.1007/s42330-021-00169-z
Lee, S. W.-Y.*,
Wu, H.-K., & Chang, H.-Y. (2021). Examining secondary school
students’ views of model evaluation through an integrated framework
of personal epistemology. Instructional Science, 49, 223-248.
https://doi.org/10.1007/s11251-021-09534-9
Lin, C.-Y., &
Wu, H.-K.* (2021). Effects of different ways of using visualizations
on high school students’ electrochemistry conceptual understanding
and motivation towards chemistry learning.
Chemistry Education Research
and Practice, 22, 786-801.
https://doi.org/10.1039/d0rp00308e
Ramnarain, U.*, Pieters, A.
E., & Wu, H.-K. (2021).
Assessing the technological pedagogical content knowledge of
pre-service science teachers at a South African university,
International Journal of
Information and Communication Technology Education, 17(3),
123-136.
https://doi.org/10.4018/IJICTE.20210701.oa8
Lin, H. H., Kuo, C. Y., & Wu, H.-K.* (2021).
Relationship among engagement and curiosity of individual level
variables of students, group level variables of teachers, and
scientific inquiry abilities: Conference of cross-level moderated
mediation, Journal of Research
in Education Sciences, 66(2), 75-110.
https://doi.org/10.6209/JORIES.202106-66(2).0003
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<2020>
Chien, S. P.
& Wu, H.-K.* (2020). Examining influences of science
teachers’ practices and beliefs about technology-based assessment on
students’ performances: A hierarchical linear modeling approach.
Computers & Education, 157, 10396.
Open Assess at
https://doi.org/10.1016/j.compedu.2020.103986
Wu, P. H. & Wu, H.-K.*
(2020). Constructing a model of engagement in scientific inquiry:
Investigating relationships between inquiry-related curiosity,
dimensions of engagement, and inquiry abilities. Instructional
Science,
48, 79-113.
https://doi.org/10.1007/s11251-020-09503-8.
View full-text online:
https://rdcu.be/b4Eir
<2019>
Anam, R. S., Widodo, A., Sopandi, W. & Wu, H.-K. (2019). Developing
a five-tier diagnostic test to identify students’ misconceptions in
science: an example of the heat transfer concepts. Elementary
Education Online, 18(3), 1014-1029.
http://dx.doi.org/10.17051/ilkonline.2019.609690
Open Access at
https://bit.ly/2XAmNYn
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<2018>
Wu, P. H., Kuo, C. Y.*, Wu, H.-K., Jen, T. H., &
Hsu, Y. S. (2018). 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, 102(5), 917-950.
http://dx.doi.org/10.1002/sce.21456
View full-text online:
https://bit.ly/305COam
Hung, C.-S. & Wu, H.-K.* (2018). Tenth graders'
problem-solving performance, self-efficacy, and perceptions of
physics problems with different representational formats.
Physical Review Physics Education Research, 14(2), 020114-1-17.
Open Access
at
http://dx.doi.org/10.1103/PhysRevPhysEducRes.14.020114
Chien, S. P., Wu, H.-K.*, & Wu, P. H. (2018).
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, 14(10), em1594. Open Access
at
http://dx.doi.org/10.29333/ejmste/93379
Chang, H.-Y.*, Hsu, Y. S., Wu, H.-K, & Tsai, C.
C. (2018). Students’ development of socio-scientific reasoning in a
mobile augmented reality learning environment. International
Journal of Science Education, 40(12),
1410-1431.
http://dx.doi.org/10.1080/09500693.2018.1480075
Yang, F. Y., Liu, S.
Y., Hsu, C. Y., Chiou, G. L.*, Wu, H.-K., Wu, Y. T., Chen, S.,
Liang, J. C., Tsai, M. J., Lee, S. W.-Y., Lee, M. H., Lin, C. L.,
Chu, R. J., & Tsai, C. C. (2018). High school students’
epistemic knowledge of science and its relation to learner factors
in science learning. Research in Science Education.,
48(2), 325-344.
http://dx.doi.org/10.1007/s11165-016-9570-6
View full-text online:
http://rdcu.be/yzlm
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<2017>
Wang, J.-Y., Wu, H.-K.*, & Hsu, Y. S. (2017).
Using mobile applications for learning: Effects of simulation
design, visual-motor integration, and spatial ability on high school
students' conceptual understanding. Computers in Human Behavior,
66, 103-113.
http://dx.doi.org/10.1016/j.chb.2016.09.032
Yeh, Y.-F., Hsu, Y. S.*, Wu, H.-K., & Chien, S.
P. (2017). Exploring the structure of TPACK with video-embedded and
discipline-focused assessments.
Computers & Education, 140,
49-64.
http://dx.doi.org/10.1016/j.compedu.2016.10.006
Lee, S. W.-Y.*, Chang,
H.-Y., & Wu, H.-K. (2017). Students' views of scientific models
and modeling: Do representational characteristics of models and
students' educational levels matter? Research in Science
Education, 47, 305-328.
http://dx.doi.org/10.1007/s11165-015-9502-x View full-text
online:
http://rdcu.be/yzlB
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<2016>
Chang, H.-Y.*, Hsu, Y. S. & Wu, H.-K. (2016). A
comparison study of augmented reality versus interactive simulation
technology to support student learning of a socioscientific issue.
Interactive Learning Environments,
24(6), 1148-1161.
http://dx.doi.org/10.1080/10494820.2014.961486
Fang, S.-C., Hsu, Y. S.*, Chang, H.-Y., Chang, W.
H., Wu, H.-K, & Chen, C. M. (2016) Investigating the effects of
structured and guided inquiry on students’ development of conceptual
knowledge and inquiry abilities: A case study in Taiwan.
International Journal of Science Education,
38(12),
1945-1971.
http://dx.doi.org/10.1080/09500693.2016.1220688
Jen, T.-H., Yeh, Y.-F.*, Hsu, Y. S., Wu, H.-K., &
Chen, K. M. (2016). Science teachers' TPACK-Practical:
Standard-setting using an evidence-based approach.
Computers & Education, 95,
45-62.
http://dx.doi.org/10.1016/j.compedu.2015.12.009
Hsu, Y. S.*, Fang, S.-C., Zhang, W.-X., Wu,
H.-K., Wu, P. H., Hwang, F.-K. (2016). Identifying effective design
features of technology-infused inquiry learning modules: A two-year
study of students’ inquiry abilities. Educational Technology &
Society, 19(2), 228–244. Open Access
at
https://bit.ly/3gVW53V
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<2015>
Wu, H.-K.*, Kuo, C. Y., Jen, T.-H., & Hsu, Y. S.
(2015). What makes an item more difficult? Effects of modality and
type of visual information in a computer-based assessment of
scientific inquiry abilities. Computers & Education, 85,
35-48.
http://dx.doi.org/10.1016/j.compedu.2015.01.007
Kuo, C. Y., Wu, H.-K.*,
Jen, T. H., & Hsu, Y. S. (2015). Development and validation of a
multimedia-based assessment of scientific inquiry abilities.
International Journal of Science Education, 37(4), 2326-2357.
http://dx.doi.org/10.1080/09500693.2015.1078521
Wu, P. H., Wu, H.-K.*,
Kuo, C. Y. & Hsu, Y. S. (2015). Supporting scientific modeling
practices in atmospheric sciences: Intended and actual affordances
of a computer-based modeling tool. Interactive Learning
Environments,
23(6),
748-765.
http://dx.doi.org/10.1080/10494820.2013.807844
Wang, J.-Y., Wu, H.-K.*, Chien, S. P., Hwang, F.
K., & Hsu, Y. S. (2015). Designing Apps for science learning:
Facilitating high school students’ conceptual understanding by using
tablet PCs. Journal of Educational Computing Research, 51(4),
441-458.
http://dx.doi.org/10.2190/EC.51.4.d
Chang, H.-Y., Wang, C.
Y., Lee, M. H., Wu, H.-K., Liang, J. C., Lee, S. W.-Y., Chiou, G.
L., Lo, H. C., Lin, J. W., Hsu, C. Y., Wu, Y. T., Chen, S., Hwang,
F. K., & Tsai, C. C.* (2015). A review of features of
technology-supported learning environments based on participants’
perceptions. Computers in Human Behavior, 53, 223-237.
http://dx.doi.org/10.1016/j.chb.2015.06.042
Yeh, Y.-F, Lin, T.-C., Hsu, Y. S.*, Wu, H.-K., &
Hwang, F.-K. (2015). Science teachers' proficiency levels and
patterns of TPACK in a practical context. Journal of Science
Education and Technology, 24,
78-90.
http://dx.doi.org/10.1007/s10956-014-9523-7
View full-text online:
http://rdcu.be/yzlU
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<2014>
Wu, P. H., Wu, H.-K.*,
& Hsu, Y. S. (2014). Establishing the criterion-related,
construct, and content validities of a simulation-based assessment
of inquiry abilities. International Journal of Science Education,
36(9-10), 1630-1650.
http://dx.doi.org/10.1080/09500693.2013.871660
Chien, S. P., Wu,
H.-K.*, & Hsu, Y. S. (2014). An investigation of teachers’ beliefs
and their use of technology-based assessments. Computers in Human
Behavior, 31, 198-210.
http://dx.doi.org/10.1016/j.chb.2013.10.037
Eshach, H.*, Wu, H.-K., Hwang, F. K., & Hsu, Y. S. (2014). Whole
class dialogic discussion meets Taiwan's physics teachers: Attitudes
and culture. Journal of Science Education
and Technology, 23(1),
183-197.
http://dx.doi.org/10.1007/s10956-013-9462-8
View full-text online:
http://rdcu.be/yzl3
Yeh, Y.-F., Hsu, Y.
S.*, Wu, H.-K., Hwang, F. K., & Lin, T. C. (2015). Developing
and validating technological pedagogical content knowledge-practical
(TPACK-Practical) through the Delphi Survey Technique. British
Journal of Educational Technology, 24, 78-90.
http://dx.doi.org/10.1111/bjet.12078 View full-text online:
https://bit.ly/2BrXqiD
Wang, C. Y.*, Wu,
H.-K., Lee, S. W.-Y., Hwang, F. K., Chang, H.-Y., Wu, Y.-T., Chiou,
G. L., Chen, S., Liang, J.-C., Lin J.-W., Lo, H.-C., & Tsai, C. C.
(2014). A review of research on technology-assisted school science
laboratories. Educational Technology & Society, 17(2),
307-320. Open access at
https://bit.ly/2BrXhM7
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<2013>
Wu,
H.-K.*, Lin, Y. F. & Hsu, Y. S. (2013).
Effects of representation sequences and spatial ability on students’
scientific understandings about the mechanism of breathing.
Instructional Science, 41(3), 555-573.
http://dx.doi.org/10.1007/s11251-012-9244-3
View full-text
online:
http://rdcu.be/yzl7
Wu, H.-K.*, Wu, P. H., Zhang, W. X., & Hsu, Y. S.
(2013). Investigating college and graduate students’ multivariable
reasoning in computational modeling. Science Education, 97,
337-366.
http://dx.doi.org/10.1002/sce.21056
View full-text
online:
https://bit.ly/3cxJbWj
Wu, H.-K.*, Lee, S.
W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status,
opportunities and challenges of augmented reality in education.
Computers & Education,
62,
41-49.
http://dx.doi.org/10.1016/j.compedu.2012.10.024
Kuo, C. Y. & Wu, H.-K.*
(2013). Toward an integrated model for designing assessment systems:
An analysis of the current status of computer-based assessments in
science. Computers & Education, 68, 388-403.
http://dx.doi.org/10.1016/j.compedu.2013.06.002
Eshach, H.*, Hwang, F. K., Wu, H.-K., & Hsu, Y. S. (2013).
Introducing Taiwanese undergraduate students to
the nature of science through Nobel Prize stories.
Physical Review Special Topics-Physics
Education Research, 9(1), 010116.
Open access at
http://dx.doi.org/10.1103/PhysRevSTPER.9.010116
Chang, H.-Y.*, Wu, H.-K., & Hsu, Y. S. (2013). Integrating a mobile
augmented reality activity to contextualise student learning of a
socioscientific issue. British Journal of Educational Technology,
44(3), E95-E99.
http://dx.doi.org/10.1111/j.1467-8535.2012.01379.x View full-text
online:
https://bit.ly/3dC5xau
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<2012>
Wu, H.-K.* & Puntambekar, S. (2012). Pedagogical affordances of multiple external
representations in scientific processes. Journal of Science
Education and Technology, 21(6), 754-767.
http://dx.doi.org/10.1007/s10956-011-9363-7
Chen, S., Lo, H. C., Lin J. W., Liang, J. C., Chang, H.-Y., Hwang,
F. K., Chiou, G. L., Wu, Y. T., Lee, S. W.-Y., Wu, H.-K., Wang, C.
Y., & Tsai, C. C.* (2012).
Development and implications of technology in reform-based physics
laboratories.
Physical Review Special Topics-Physics Education Research, 8(2),
020113-1-020113-12.
http://dx.doi.org/10.1103/PhysRevSTPER.8.020113
Hsu, Y. S.*, Lin, L. F., Wu, H.-K., Lee, D. Y., & Hwang, F. K.
(2012).
A novice-expert study of modeling skills and knowledge structures
about air quality. Journal of Science Education
and Technology, 21(5),
588-606. doi: 10.1007/s10956-011-9349-5.
https://doi.org/10.1007/s10956-011-9349-5
<2011>
Hsin, C.-T. & Wu, H.-K.*
(2011).
Using scaffolding strategies to promote young children’s scientific
understandings of floating and sinking. Journal of Science
Education and Technology,
20(5),
656-666.
https://doi.org/10.1007/s10956-011-9310-7
Wu, H.-K.*, & Wu, C. L. (2011).
Exploring the development of fifth
graders’ practical epistemologies and inquiry skills in inquiry-based
learning classrooms.
Research in Science Education,
41(3),
319-340.
https://doi.org/10.1007/s11165-010-9167-4
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<2006-2010>
Wu,
H.-K.*, Hsu, Y. S., & Hwang, F. K. (2010).
Designing a
technology-enhanced learning environment to support scientific
modeling.
Turkish Online Journal of Educational Technology, 9(4),
58-65.
Wu, H.-K.
(2010).
Modeling a complex system: Using novice-expert analysis for developing
an effective technology-enhanced learning environment.
International Journal of Science Education,
32(2),
195-219.
https://doi.org/10.1080/09500690802478077
Hsu, Y. S.*, Wu,
H.-K., & Hwang, F. K. (2008).
Fostering high school students’ conceptual understandings about seasons:
The design of a technology-enhanced learning environment.
Research in Science Education, 38(2), 127-147.
https://doi.org/10.1007/s11165-007-9041-1
Wu, H.-K.*, Hsu, Y. S., & Hwang, F. K. (2008).
Teachers’ adoption of technology in classrooms: Does school size matter?
International Journal of Science and Mathematics Education,
6(1),
63-85.
https://doi.org/10.1007/s10763-006-9061-8
Hsu, Y. S.*, Wu, H.-K., & Hwang, F. K. (2007).
Factors influencing
junior high school teachers’ computer-based instructional practices
regarding their instructional evolution stages.
Educational Technology & Society,
10(4),
118-130.
Wu, H.-K.*, &
Huang, Y.-L. (2007).
Ninth grade student engagement in teacher-centered and student-centered
technology-enhanced learning environments. Science
Education,
91,
727-749.
https://doi.org/10.1002/sce.20216
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Wu, H.-K.*, & Krajcik, J. S. (2006b).
Exploring middle school students’ use of inscriptions in project-based
science classrooms, Science Education,
90,
852-873.
https://doi.org/10.1002/sce.20154
Wu, H.-K.*, & Krajcik, J. S.
(2006a).
Inscriptional practices in two inquiry-based classrooms: A case study of
seventh graders’ use of data tables and graphs.
Journal of Research in Science Teaching, 43(1), 63-95.
https://doi.org/10.1002/tea.20092
(Also appeared in the first JRST virtual issue: Research Informing
Practice, August 2010)
Wu, H.-K.*, &
Hsieh, C.-E. (2006).
Developing sixth graders’ inquiry skills to construct scientific
explanations in inquiry-based learning environments,
International Journal of Science Education,
28(11),
1289-1313.
https://doi.org/10.1080/09500690600621035
<2001-2005>
Wu, H.-K.*, & Shah, P. (2004).
Exploring visuospatial thinking in chemistry learning, Science
Education, 88, 465-492.
https://doi.org/10.1002/sce.10126
Wu, H.-K. (2003).
Linking the microscopic view of chemistry to real life experiences:
Intertextuality in a high-school science classroom. Science
Education, 87, 868-891.
https://doi.org/10.1002/sce.10090
Singer, J. E.*, Tal, R. T., & Wu, H.-K. (2003). Students’ understanding
the particular nature of matter. School Science and Mathematics, 103(1),
28-44 (equal authorship).
https://doi.org/10.1111/j.1949-8594.2003.tb18111.x
Hoffman, J. L., Wu, H.-K.*, Krajcik, J. S., & Soloway, E. (2003).
The nature of learners' science content understandings with the use of
on-line resources. Journal of Research in Science Teaching, 40(3),
323-346.
https://doi.org/10.1002/tea.10079
(Also appeared in Handbook of Research on New Literacies (2008)
edited by Coiro, J., Knobel, M., Lankshear, C., and Leu, D. J., New
York, NY: Routledge)
Fretz, E. B.*, Wu, H.-K.,
Zhang, B., Krajcik, J. S., Davis, E. A., & Soloway, E. (2002).
An Investigation of software scaffolds as they support modeling
practices, Research in Science Education,
32(4), 567-589.
https://doi.org/10.1023/A:1022400817926
(Also appeared in Science Education: Major Themes (2005),
edited by Gilbert, J. K., New York, NY: Routledge)
Wu, H.-K.*, Krajcik, J. S., &
Soloway, E. (2001).
Promoting conceptual understanding of chemical representations:
students' use of a visualization tool in the classroom. Journal
of Research in Science Teaching, 38, 821-842.
https://doi.org/10.1002/tea.1033
<1995-2000>
Wu, H.-K., Chuang,
W.-C., Sheu, S.-J. (1998). Separation of nine iridoids by capillary
electrophoresis and high-performance liquid chromatography.
Journal of Chromatography A, 803, 179-187.
https://doi.org/10.1016/S0021-9673(97)01227-2
Wu, H.-K., Sheu, S.-J.*
(1996). Capillary electrophoretic determination of the constituents
of Paeoniae Radix. Journal of Chromatography A, 753,
139-146.
https://doi.org/10.1016/S0021-9673(96)00525-0
Chuang, W.-C., Wu,
H.-K., Sheu, S.-J.*, Chiou, S.-H., Chang, H.-C., Chen, Y.-P. (1995) A
comparative study on commercial samples of Ginseng Radix. Planta
Medica, 61, 459-465.
https://doi.org/10.1055/s-2006-958137
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中文期刊論文
張仁誠、洪菁穗、吳心楷* (2022)。中學科學教師評量素養量表發展之信效度與恆等性分析。科學教育學刊，30(4)，309-333。https://doi.org/10.6173/CJSE.202212_30(4).0002
洪菁穗、吳心楷* (2022)。高中科學教師對「探究與實作」課程的概念：課程特徵、挑戰、教學目標、與教學活動。科學教育學刊，30(1)，1-26。https://doi.org/10.6173/CJSE.202203_30(1).0001
林小慧、郭哲宇、吳心楷* (2021)。學生學習投入、好奇心、教師集體層級變項與科學探究能力的關係：跨層級調節式中介效果之探討。教育科學研究期刊，66(2)，75-110。https://doi.org/10.6209/JORIES.202106-66(2).0003
林小慧、吳心楷*
(2019)。科學探究能力評量之標準設定與其效度檢核。教育心理學報，50(3)，473-502。http://dx.doi.org/10.6251/BEP.201903_50(3).0005
林小慧、林世華、吳心楷*
(2018)。科學能力的建構反應評量之發展與信效度分析
—以自然科光學為例。教育科學研究期刊，63(1)，173-205。http://dx.doi.org/10.6209/JORIES.2018.63(1).06
吳百興*、吳心楷
(2015)。從族群科學的觀點論原住民科學教育的取徑。科學教育月刊，381，17-36。
吳心楷、宋曜廷、簡馨瑩
(2010)。錄影分析在教育研究應用。教育科學研究期刊，55(4)，1-37。
吳百興、吳心楷
(2010)。八年級原住民學生在設計導向活動的科學學習。科學教育學刊，18(4)，277-304。
吳百興、張耀云、吳心楷
(2010)。科學探究過程中的科學推理。科學教育研究與發展季刊，56，53-74。
簡頌沛、吳心楷
(2010)。探討教學歷程中信念、知識、與實務的相互影響：一位高中實習教師的個案研究。科學教育研究與發展季刊，56，75-104。
簡頌沛、吳心楷
(2008)。高中實習教師的實務參與及身分變動：情境認知觀點的探討。科學教育學刊，16(2)，215-237。
謝州恩、吳心楷
(2006)。探究情境中國小學童科學解釋能力成長之研究。師大學報，50(2)，55-84。
吳心楷
(1997)。科學學習相關的認知能力與認知風格之性別差異探討。科學教育月刊，
204
，16-23；205，9-18。
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Book & Book Chapters
辛靜婷、吳心楷
(2021)。幼教探究取向STEM方案課程。心理出版社。
許瑛玿、吳心楷 (2016)。第十一章
科技導入科學學習環境之發展與評鑑。載於邱美虹(主編)，臺灣科學教育研究與實踐：挑戰與機會 (頁277-306)。高等教育出版社。
Hsu, Y.
S. & Wu, H.-K. (2015).
Development and evaluation of technology-infused learning environments
in Taiwan. In M. H. Chiu (Ed.), Science education research and
practices in Taiwan (pp. 211-232), Singapore: Springer.
http://dx.doi.org/10.1007/978-981-287-472-6_11
View full-text online:
http://rdcu.be/yzma
Hsu, Y.
S., Chang, H.-Y., Fang, S.-C., & Wu, H.-K. (2015). Developing
technology-infused inquiry learning modules to promote science learning
in Taiwan. In M. S. Khine (Ed.), Science education in East Asia:
Pedagogical innovations and research-informed practices
(pp. 373-403), Cham, Switzerland: Springer.
http://dx.doi.org/10.1007/978-3-319-16390-1_15
View full-text online:
http://rdcu.be/yzmf
Yeh, Y.
F., Chien, S.-P., Wu, H.-K., & Hsu, Y. S. (2015). Rubrics of TPACK-P for
teaching science with ICTs. In Y. S. Hsu (Ed.), Development of
science teachers' TPACK (pp. 53-70), Singapore: Springer.
http://dx.doi.org/10.1007/978-981-287-441-2_4
View full-text online:
http://rdcu.be/yzmk
Hsu, Y.
S., Yeh, Y. F., & Wu, H.-K. (2015). The TPACK-P framework for science
teachers in a practical teaching context. In Y. S. Hsu (Ed.),
Development of science teachers' TPACK (pp. 17-32), Singapore:
Springer.
http://dx.doi.org/10.1007/978-981-287-441-2_2
View full-text online:
http://rdcu.be/yzmw
Chiu, M. H., Tuan, H.-L., Wu, H.-K., Lin, J.-W., & Chou, C.-C. (Eds.).
(2013). Chemistry education and sustainability in the global age.
New York, NY: Springer.
吳心楷、辛靜婷
(2011)。數位學習研究中質性資料的管理與分析：以 NVivo 軟體的使用為例。載於宋曜廷(主編)，數位學習研究方法。台北市：高等教育出版社。
Chiu, M. H. & Wu, H.-K. (2009).
The roles of multimedia in the teaching and learning of the triplet
relationship in chemistry. In J. Gilbert & D. Treagust (Eds.) Multiple
Representations in Chemical Education. New York: Spring.
http://dx.doi.org/10.1007/978-1-4020-8872-8_12
Wu, H.-K. (2006). Connecting the microscopic view of chemistry to real
life experiences. In L. A. Rex (Ed.)
Discourse of opportunity: How
talk in learning situations creates and constrains
(pp. 297-327).
Cresskill, NJ: Hampton Press.
Wu, H.-K. (2003). Middle School Students’ Development of
Inscriptional Practices in Inquiry-Based Science Classrooms,
Unpublished Dissertation, University of Michigan, Ann Arbor, Michigan (NARST
Outstanding Dissertation Award).
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Presentations
Hsin, C.-T., Wu, H.-K., Luu,
D. T., & Wei, M.-R.
(2023, August 28-September 1).
Fostering young children’s scientific practices in urban and
indigenous areas: an investigation of instructional strategies.
[Paper presentation]. The biannual conference of the European Science Education Research
Association,
Cappadocia,
Turkey.
Zhang, R.-C., Hung, C.-S., & Wu, H.-K. (2023, August 28-September 1).
The influence of contextual factors on the assessment practices of
high school science teachers.
[Poster presentation]. The
biannual conference
of the European Science Education Research Association,
Cappadocia, Turkey.
Hung, C.-S. & Wu, H.-K. (2023, August 28-September 1).
High school science teachers’ assessment literacy for inquiry-based
science instruction.
[Paper presentation]. The
biannual conference
of the European Science Education Research Association,
Cappadocia, Turkey.
Kayser, C., Penn, M.,
Ramnarain, U., & Wu, H.-K. (2023, June 24-26).
Measuring inquiry abilities of
young learners using a performance-based assessment.
[Paper presentation]. International
Conference on Education and New Developments (END), Lisbon,
Portugal.
Hsin, C.-T., Chuang, C.-Y., & Wu, H.-K. (2022, June 28-July 1).
Development of a project-based
early STEM module and a teacher workshop integrating biomedical
engineering and medical care. [Paper presentation]. Australasian
Science Education Research Association (ASERA) Conference, Perth,
Australia.
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Hung, C.-S. & Wu, H.-K. (2022, June 28-July 1).
High school science teachers’ conceptions about inquiry teaching in
Taiwan: Curriculum challenges, teaching goals and activities. [Paper presentation]. Australasian Science
Education Research Association (ASERA) Conference, Perth, Australia.
Hsin, C.-T., Wu, H.-K., &
Liang, J.-C. (2021, June 30-July 2).
Factors predicting the science
teaching practices of kindergarten teachers in Indigenous areas in
Taiwan.
[Paper presentation]. Australasian Science
Education Research Association (ASERA) Conference, Adelaide,
Australia.
Hsin, C.-T., Luu, D. T., &
Wu, H.-K. (2020, November 13-14).
Developing and validating a
questionnaire to measure young indigenous children’s ethnic identity.
[Paper presentation]. 11th International
Conference on Educational Innovation (ICEI), Hsinchu, Taiwan.
Chien, S. P., Wu, H.-K., &
Hsin, C.-T. (2020, June 24-26).
Assessing kindergarteners’
scientific inquiry abilities: Development and validation of a
performance-based assessment.
[Paper presentation]. Australasian Science
Education Conference (online), Wollongong, Australia.
Hsin, C.-T., Wu, H.-K., &
Chien, S. P. (2020, June 24-26).
The development and effects of
an inquiry-based early stem curriculum on kindergarteners’ science
and engineering practices.
[Paper presentation]. Australasian Science
Education Conference (online), Wollongong, Australia.
Hung, C.-S. & Wu, H.-K.
(2020, June 24-26). The relations between epistemic beliefs, metacognition, and
self-regulated learning of science learning: A review of studies
from 2010 to 2019.
[Paper presentation].
Australasian Science Education Conference (online), Wollongong,
Australia.
Hsin, C.-T., & Wu, H.-K. (2019). Young indigenous children’s
performances on a funds of knowledge integrated phonological
curriculum in Taiwan. Paper presented at the European Conference
on Educational Research (EERA: ECER), September 3-6, Hamburg,
Germany.
Ndumanya, E., Ramnarain, U., & Wu, H.-K. (2019).
Learner-centredness of science practices as depicted in South
African Grade 12 Physical Sciences textbooks. Paper presented at
the International Council on Education for Teaching (ICET) 63rd
World Assembly, July 9-11, Johannesburg, South Africa.
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Penn, M., Ramnarain, U., & Wu, H.-K. (2019). The relationship
between grade 12 learners’ understandings about scientific inquiry
and achievement in physical sciences. Paper presented at the
27th Annual Conference of the Southern African Association for
Research in Mathematics, Science and Technology Education (SAARSTE),
January 15-17, Durban, South Africa.
Hsin, C.-T., & Wu, H.-K. (2018). Children’s performances on
phonological processing skills and teachers’ teaching strategies of
a bicultural phonics curriculum. Paper presented at the European
Conference on Educational Research (EERA: ECER), September 4-7,
Bolzano, Italy.
Ndumanya, E., Ramnarain, U., & Wu, H.-K. (2018). Developing a
rubric for analyzing the inclusion of “scientific practices” in
physical sciences textbooks. Paper presented at the
International Conference on Education and New Developments (END),
June 23-25, Budapest, Hungary.
Chien, S.-P., Lin, H. H., Wu, H.-K., & Wu, P.-H. (2017).
Examining the impacts of science teachers’ practice and beliefs
about technology-based assessments on student’ performance: A
hierarchical linear modeling approach. Poster presented at the
Australasian Science Education Conference, June 27-30, Sydney,
Australia.
Lin, H. H., Lin, S. H. & Wu, H.-K. (2017). Developing and
validating a constructed-response assessment of scientific
abilities: A case of the optics unit. Poster presented at the
Australasian Science Education Conference, June 27-30, Sydney,
Australia.
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Wu, H.-K. (2017). High school science teachers’ conceptions of
teaching and assessment for inquiry: Messages from Taiwan.
Presented at Gordon Research Conference: Chemistry Education
Research & Practice, June 20, Bates College, Lewiston, Maines, USA.
Chang, H.-Y., Yu, Y. T., Wu, H.-K., & Hsu, Y. S. (2016).
The impact of a mobile augmented reality game: changing students'
perceptions of the complexity of socioscientific reasoning.
Paper presented at the IEEE 16th
International Conference on Advanced Learning Technologies, July
25-28, Austin, Texas, USA. doi: 10.1109/ICALT.2016.131
Hung, C.-S. & Wu,
H.-K. (2016). 11th graders’ problem-solving performances,
self-efficiency and perceptions about physics problems with
different representational formats. Paper presented at the
international conference of the East-Asian Association for Science
Education, August 26-August 28, Tokyo, Japan.
Wu, P. H., Kuo, C.
Y., Wu, H.-K., Jen, T. H., & Hsu, Y. S. (2015). Effect of science
interest on secondary school students’ inquiry abilities: A
comparison of the structural relationships between engagement and
curiosity about inquiry activities. Paper presented at the
biannual conference of the European Science Education Research
Association, August 31-September 4, Helsinki, Finland.
Kuo, C. Y., Wu,
H.-K., Jen, T. H., & Hsu, Y. S. (2015). Analysis of assessment
items to describe a learning progression of scientific inquiry.
Paper presented at the biannual conference of the European Science
Education Research Association, August 31-September 4, Helsinki,
Finland.
Zhang, W. X., Hsu,
Y. S., Wu, H.-K., Kuo, C. Y., & Jen, T. H. (2015). The effect of
metacognition on student inquiry abilities in a simulation-based
assessment system. Paper presented at the biannual conference of
the European Science Education Research Association, August
31-September 4, Helsinki, Finland.
Yeh, Y.-F., Hsu, Y.
S., Wu, H.-K., & Chien, S.-P. (2015). Assessing science teachers'
TPACK through video-based questionnaires. Poster presented at
the biannual conference of the European Science Education Research
Association, August 31-September 4, Helsinki, Finland.
Lee, W. Y. S., Wu,
H.-K., & Chang, H. Y. (2015). Students' views of model evaluation
and change of models in different science context. Paper
presented at
the annual
international conference of the National Association for Research in
Science Teaching, April 11-14, Chicago, USA.
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Chang,
H.-Y., Hsu, Y. S., Wu, H.-K., & Chen, C. M. (2014). Path analyses
of how students develop conceptual knowledge and inquiry skills in a
simulation-based inquiry environment.
Paper presented at
the 22nd
International Conference on Computers in Education,
November 30-December 4, Nara, Japan.
Chang, H.-Y., Hsu, Y. S., & Wu, H.-K. (2014).
Designing mobile
augmented reality and online
discussion activities to scaffold
students' socioscientific reasoning.
Paper presented at the
annual meeting of the National Association for Research in Science
Teaching, March 30-April 2, Pittsburgh, PA.
Chien, S.-P., Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2013). An
investigation of teachers’ beliefs and their use of technology-based
assessments. Paper presented at the biannual conference of the
European Science Education Research Association, September 2-7,
Nocosia, Cyprus.
Wu, P. H., Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2013).
Validation of a simulation-based assessment of inquiry abilities.
Paper presented at the biannual conference of the European Science
Education Research Association, September 2-7, Nicosia, Cyprus.
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Top
Hsu, Y. S., Wu, H.-K., Hwang, F. K., Yeh, Y. F., & Chien, S. P.
(2012).
The development of an evaluative instrument for teachers’
practical technological pedagogical content knowledge. Paper
presented at the International Science Education Conference,
December 13-15, Taipei, Taiwan.
Jen, T. H., Hsu, Y.
S., Wu, H.-K., Hwang, F. K., & Yeh, Y. F. (2012). The development
and validation of a survey instrument in TPACK-practical. Paper
presented at the International Science Education Conference,
December 13-15, Taipei, Taiwan.
Kuo, C-Y. & Wu,
H.-K. (2012). The current applications of simulations in
computer-based science assessments. Paper presented at
the
20th International Conference on Computers in Education,
November 26-30, Singapore.
Lee, W. Y. S.,
Chang, H. Y., & Wu, H.-K. (2012). Relationships between
representational characteristics, students’ education levels, and
beliefs of models. Paper presented at
the
International Conference on the Learning Sciences 2012,
July 2-7, Sydney, Australia.
Wu, H.-K., Wu, P.
H., Zhang, W. X., Chang, Y. Y., Hsu, Y. S., & Hwang, F. K. (2011).
College and graduate students' multivariable reasoning practices
in computational modeling. Paper presented at the annual meeting
of the European Science Education Research Association, September
5-9, Lyon, France.
Wu, P. H., Wu,
H.-K., Hsu, Y. S., & Hwang, F. K. (2011). Designed features and
actual affordances of a computer-based modeling tool. Paper
presented at the annual meeting of the European Science Education
Research Association, September 5-9, Lyon, France.
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Top
Hsu, Y. S., Wu,
H.-K., Zhang, W. X., Wu, P. H., & Hwang, F. K. (2011).
Development of students' inquiry ability in a technology-infused
learning environment. Paper presented at the annual meeting of
the European Science Education Research Association, September 5-9,
Lyon, France.
Wu, H.-K., & Wu, C. L. (2009).
Exploring the development of fifth graders’ practical epistemologies
and inquiry skills in inquiry-based learning classrooms.
Paper presented at the annual meeting of the European Science
Education Research Association, August 31-September 4, Istanbul,
Turkey.
Hsu, Y. S., Wu, H.-K., Hwang, F. K. & Lin, L. F., (2009). Design
distributed scaffolding for modeling a complex system. Paper
presented at the 9th International Conference Computer
Supported Collaborative Learning, June 8-13, Rhodes, Greece.
Lin, L. F., Hsu, Y. S., Wu, H.-K., & Hwang, F. K. (2008).
Development of senior high school students’ modeling about air
quality. Paper presented at the annual meeting of the National
Association for Research in Science Teaching, March 31-April 2,
Baltimore, MD.
Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2007).
Modeling a
complex system: Using novex analysis for developing an effective
learning module.
Paper presented at the annual meeting of the National Association
for Research
in Science Teaching,
April 15-18, New Orleans, LA.
Huang, Y.-L. & Wu, H.-K. (2007). Ninth graders’ conceptual
understanding and cognitive engagement in teacher-centered and
student-centered technology-enhanced learning environments.
Paper
presented at the annual meeting of the National Association for
Research
in Science Teaching,
April 15-18, New Orleans, LA.
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Hsu, Y. S., Lin, L. F., Ke, I. C., Wu, H.-K. & Hwang, F. K. (2007).
A comparison
of experts, intermediates, novice, and naives in modeling.
Paper presented at the annual meeting of the National Association
for Research
in Science Teaching,
April 15-18, New Orleans, LA.
Wu, H.-K., & Huang,
Y.-L. (2006). Ninth graders’ conceptual understanding and
cognitive engagement in teacher-centered and student-centered
technology-enhanced learning environments. Paper presented at
the World Conference on Educational Multimedia, Hypermedia &
Telecommunications, June 26-June 30, Orlando, Florida.
Hsu, Y. S., Ho, Y.,
& Wu, H.-K. (2006). Examining Instructional Designs in Technology
Enhanced Learning Environment. Paper presented at the World
Conference on Educational Multimedia, Hypermedia &
Telecommunications, June 26-June 30, Orlando, Florida.
Hsin, C.-T. & Wu,
H.-K. (2005). Scaffolding preschoolers’ scientific learning of
floating and sinking. Paper presented at the Pacific Early
Childhood Education Research Association Sixth Conference, July
15-18. Taipei, Taiwan.
Wu, H.-K., Hsu, Y.
S., & Hwang, F. K. (2005). Teachers’ adoption of technology in
classrooms: Does school size matter? Paper presented at the
World Conference on Educational Multimedia, Hypermedia &
Telecommunications, June 27-July 2, Montreal, Canada.
Hsu, Y. S., Wu,
H.-K., & Hwang, F. K. (2005).
Do Teachers’ Instructional Evolution and Teaching Seniority Affect
Educational Innovation with Technology?
Paper presented at the World Conference on Educational Multimedia,
Hypermedia & Telecommunications, June 27-July 2, Montreal, Canada.
Wu, H.-K., &
Hsieh, C.-E. (2005).
Developing
sixth graders’ inquiry skills to construct scientific explanations
in inquiry-based learning environments.
Paper presented at the Annual Meeting of the National
Association for Research
in Science Teaching, April 4-7,
Dallas, TX.
Wu, H.-K., & Krajcik, J. S. (2004). Exploring middle school
students’ use of inscriptions in an inquiry-based science classroom.
Paper presented at the Annual Meeting of the National Association
for Research in Science Teaching, April 1-4, Vancouver, Canada.
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Wu, H.-K., & Krajcik,
J. S. (2003). Inscriptional practices in inquiry-based
classrooms: How do seventh graders construct and interpret data
tables and graphs?
Paper presented at the Annual Meeting of the National Association
for Research in Science Teaching, March 23-26, Philadelphia, PA.
Zhang, B., Wu, H.-K.,
Krajcik, J. S., Fretz, E. B., & Soloway, E. (2002). Comparison of
modeling practices between experts and novice learners using a
dynamic, learner-centered modeling tool. Paper presented at the
Annual Meeting of the National Association for Research in Science
Teaching, April 7-10, New Orleans, LA.
Wu, H.-K. (2001). Connecting the
Microscopic View of Chemistry to Real Life Experiences. Paper
presented at the Annual Meeting of the National Association for
Research in Science Teaching, March 26-28, 2001, St. Louis, MO.
Fretz, E. B., Wu, H.-K., Zhang, B.,
Krajcik, J. S., & Soloway, E. (2001). An Investigation of
Scaffolding Design and Use in a Dynamic Modeling Tool. Paper
presented at the Annual Meeting of the National Association for
Research in Science Teaching, March 26-28, 2001, St. Louis, MO.
Zhang, B., Wu, H.-K., Fretz, E. B.,
Krajcik, J. S., & Soloway, E. (2001). Exploring Middle School
Science Students' Modeling Process and Strategies When Using a
Computational Modeling Tool. Paper presented at the Annual
Meeting of the National Association for Research in Science
Teaching, March 26-28, 2001, St. Louis, MO.
Wu, H.-K., Krajcik, J. S., & Soloway,
E. (2000). Using Technology to Support the Development of
Conceptual Understanding of Chemical Representations. Paper
presented at the International Conference on the Learning Sciences,
June 14-17, 2000, Ann Arbor, MI.
Wu, H.-K., Krajcik, J. S., & Soloway,
E. (2000). Promoting Conceptual Understanding of Chemical
Representations: Students' Use of a Visualization Tool in the
Classroom.
Paper presented at the Annual Meeting of the National
Association for Research in Science Teaching, April 28-May 1, 2000,
New Orleans, LA.
Wu, H.-K., Krajcik, J. S., & Soloway,
E. (2000). Students' Use of a Visualization Tool in the
Classroom.
Paper presented at the Second International Conference on
Science, Mathematics, and Technology Education, January 10-13, 2000,
Taipei, Taiwan.
Wu, H.-K., & Krajcik, J. S. (1999).
Explore eChem: A Virtual 3D Chemical Experience. Presented at the
National Science Teacher Association Area Convention, Oct 21-23,
1999, Detroit, MI.
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Academic
Experience
2022-2027:
Visiting Professor
Faculty
of Education, University of
Johannesburg, South Africa
2020-2023:
Director
Graduate Institute of Science
Education, National Taiwan
Normal University, Taipei, Taiwan
2016-2021:
Distinguished Visiting Professor
Faculty
of Education, University of
Johannesburg, South Africa
2006-2010:
Associate Professor
Graduate Institute of Science
Education, National Taiwan
Normal University, Taipei, Taiwan
2008 January-September: Honorary Fellow
Learning Sciences Program, Department of Educational Psychology,
University of Wisconsin-Madison, Wisconsin, USA
2003-2006:
Assistant Professor
Graduate Institute of Science
Education, National Taiwan
Normal University, Taipei, Taiwan
Fall 2002-Winter 2002: Research
Associate
School of Education,
University of Michigan, Ann
Arbor, MI
Primary project: IMD
Fall 1997-Summer 2002: Graduate
Student Research Assistant
School of Education,
University of Michigan, Ann
Arbor, MI
Primary project:
Middle Year Digital Library (MYDL),
eChem,
LeTUS,
ASSESS/KDI
Fall 1995-Summer 1996: Graduate
Student Research Assistant
Department of Chemistry,
National Taiwan Normal University,
Taipei, Taiwan
Fall 1994-Summer 1995: Chemistry
Teacher and Science Club Moderator
Lan-Yang Senior High School,
I-lan, Taiwan
Fall 1993-Summer 1994: Research
Assistant
Department of Chemistry,
National Taiwan Normal University,
Taipei, Taiwan
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Service
to Professional Organizations
2022-2025:
Editor in Chief,
International Journal of Science and Mathematics Education
(IJSME)
2020-2025: Associate Editor, Journal of Research in Science
Teaching (JRST)
2017-2022: Senior Editor, International Journal of
Science and Mathematics Education (IJSME).
2014-2017: Associate Editor, International Journal of
Science and Mathematics Education (IJSME).
2012-2015: Editorial Board Member, Journal of Research in
Science Teaching (JRST).
2006-2022: Editorial Board Member, Science Education.
2006-present: Consulting Editor (Research Section), Educational Technology
Research and Development
(ETR&D).
2012-2013: Editorial Board Member, International Journal of
Science and Mathematics Education (IJSME).
2008-2013: Editorial Board Member,
International Journal of Environmental and Science Education
(IJESE).
2003-2006: International Contributing Editor, Science
Education.
2002-2003: Paper reviewer,
Educational Technology Research and Development (ETR&D).
2001-present: Paper reviewer,
Journal of Research in Science Teaching (JRST).
2001, 2002: Proposal reviewer,
The Annual Meeting of American Education Research Association (AERA).
2000, 2001, 2002: Proposal reviewer,
The Annual Meeting of National Association of Reseach in Science
Teaching (NARST).
2000: Paper reviewer,
International Conference on the Learning Sciences (ICLS).
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