Hsin-Kai Wu's Publications

 

 

|Augmented Reality| Chemistry Education | Computer-based Assessment | Classroom Discourse | Design of Learning Environments | Inquiry Ability and Scientific Explanation | Modeling | Multiple Representations and Representational Practices | Teacher, Technology, and TPACK | Physics Education | Review Papers | Scaffolding|


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Augmented Reality

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

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

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

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

Chemistry Education

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., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning, Science Education, 88, 465-492.

 

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.

 

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.

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Computer-based Assessment

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

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.*, & 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

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

Classroom Discourse

Eshach, H.*, Wu, H.-K., Hwang, F. K., & Hsu, Y. S. (in press). Whole class dialogic discussion meets Taiwan's physics teachers: Attitudes and culture. Journal of Science Education and Technology. http://dx.doi.org/10.1007/s10956-013-9462-8

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). Linking the microscopic view of chemistry to real life experiences: Intertextuality in a high-school science classroom. Science Education, 87, 868-891.

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Design of Learning Environments

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

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.

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

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.

 

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.

 

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.

 

Inquiry Ability and Scientific Explanations

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

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

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

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.

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.

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Modeling

Lee, S. W.-Y.*, Chang, H.-Y., & Wu, H.-K. (in press). Students' views of scientific models and modeling: Do representational characteristics of models and students' educational levels matter? Research in Science Education, 0, 00-00.

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

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

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.

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.

 

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.

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Multiple Representations and Representational Practices

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

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

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

Wu, H.-K., & Krajcik, J. S. (2006b). Exploring middle school students’ use of inscriptions in project-based science classrooms, Science Education, 90, 852-873.

 

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.

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Teachers, Technology, and TPACK

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

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

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

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

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

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.

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.

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Physics Education

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

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

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

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. http://dx.doi.org/10.1103/PhysRevSTPER.9.010116

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

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Review Papers

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

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.

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

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

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

Wu, H.-K., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning, Science Education, 88, 465-492.

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Scaffolding

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.

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.

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.

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