Chang, H.-Y.*, Binali, T., Chang, Y.-J. (2022). Developing an instrument for metavisualization and investigating relationships among dimensions of metavisualization. Research in Science & Technological Education, 1-21. Advance online publication. https://doi.org/10.1080/02635143.2022.2128325 (SSCI)
Binali, T., Chang, C.-H., Chang, Y.-J., & Chang, H.-Y.* (2022). High school and college students’ graph-interpretation competence in scientific and daily contexts of data visualization. Science & Education. Advance online publication. https://doi.org/10.1007/s11191-022-00406-3 (SSCI)
Binali, T., Chang, H.-Y.*, Tsai, C.-C. (2022). Relating students' perceptions of web-based homework to epistemic beliefs. International Journal on Digital Learning Technology, 14(4), 25-53. (TSSCI)
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. Retrieved from http://www.ifets.info/issues.php?id=63 (SSCI)
Chang, H.-Y. *, & Chiu, M.-H. (2009). Facilitating student understanding in earth science with multiple representations. Journal of Science Education, 10(2), 69-73. (ERIC).
蔡祐翔、葉恒儀、張欣怡*（2017）。科技如何輔助科學學習？高中生的概念繪圖分析。數位學習科技期刊，9(3)，23-44。（TSSCI）。
張欣怡*、張淑苑、羅慶璋、洪振方（2015）。知識整合數位課程促進學生科學素養-以化學反應概念為例。教育科學研究期刊，60(3)，153-181。（TSSCI）。
洪蓉宜、張淑苑、張欣怡*（2014）。跨越尺度的聰明學習—知識整合數位化學探究課程。臺灣化學教育，(4)。取自http://chemed.chemistry.org.tw/wordpress2/?p=3497。
羅慶璋*、張欣怡、洪振方（2014）。國民中學自然個案教師網路探究教學的學習進程。數位學習科技期刊，6(3)，65-89。（TSSCI）
洪蓉宜、黃昭仁、張欣怡*（2012）。動態表徵課程之不同實施方式對高中生細胞分裂概念複習之影響。人文社會學報，8(1)，71-96。
蔡錕承、張欣怡*（2011）。結合實物與虛擬實驗促進八年級學生「溫度與熱」知識整合、實驗能力與學習策略之研究。科學教育學刊，19(5)，435-459。（TSSCI）。
張欣怡、劉玹伶、林君耀、陳馬克、王家琛、陳文輝（2021）。輕課程 寓教於樂科學思路 從遊戲中培養科學思維與科學素養：含科學思路桌遊包。台科大圖書。
Chang, H.-Y., Hsu, Y.-S., & Hung, J.-Y. (2016). Adapting and customizing web-based inquiry science environments to promote Taiwanese students’ learning of science. In M.-H. Chiu (Ed.), Science education research and practice in Asia: Challenges and opportunities (pp. 443-459). Springer. (ISBN: 978-981-10-0847-4)
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 best practices (pp. 373-403). Springer. (ISBN: 978-3-319-16389-5)
Shen, J., Lei, J., Chang, H.-Y., & Namdar, B. (2014). Technology-enhanced, modeling-based instruction (TMBI) in science education. In J.M. Spector, M.D., Merrill, J. Elen, & M.J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 529-540). Springer. (ISBN: 978-1461431848)
Clark, D. B., Sampson, V., Chang, H.-Y., Zhang, H., Tate, E. D., & Schwendimann, B. (2012). Research on critique and argumentation from the technology enhanced learning in science center. In M. S. Khine (Ed.), Perspectives on scientific argumentation: Theory, practice and research (pp. 157-199). Springer. (ISBN: 978-9400724709)
Linn, M. C., Chang, H.-Y., Chiu, J. L., Zhang, Z., & McElhaney, K. (2011). Can desirable difficulties overcome deceptive clarity in scientific visualizations? In A. S. Benjamin (Ed.), Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork (pp. 235-258). Psychology Press. (ISBN: 978-1848728912)
Binali, T., Chung, W.-Y., Wang, H.-W., & Chang, H.-Y. (2023). Investigating college students’ epistemic understanding of science through drawing and epistemic network analysis. In G. A. Irgens & S. Knight (Eds.), Fifth International Conference on Quantitative Ethnography: Conference proceedings supplement (pp. 120-123). International Society for Quantitative Ethnography.
Chang, H.-Y*., Wen, C.-T., Chang, M.-H. & Liu, C.-C. (2019). Pedagogy designs to augment the impact of computer simulations. In Chang, M. et al. (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 58-60). Asia-Pacific Society for Computers in Education. (ISBN: 978-9-8697214-4-8)
Wen, C.-T., Chen, S.-M., Liu, C.-C., Chang, C.-J., Chang, M.-H., Fan Chiang, S.-H., Huang, F.-K., Chang, H.-Y., & Yang, C.-W. (2019). The impact of sensory simulations on young children’s science learning. In Chang, M. et al. (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 73-78). Asia-Pacific Society for Computers in Education. (ISBN: 978-9-8697214-4-8)
Chang, H.-Y. & Hsiao, Y.-S. (2017). Students’ virtual experiment behavior using an interactive simulation. In Hayashi, Y., Mathews, M., Supnithi, T., Chen, W., Yang, J.-C., Ayub, A. F. M., Wong, S. L., & Mitrovic, A. (Eds.), Proceedings of the 25th International Conference on Computers in Education (pp. 523-528). Asia-Pacific Society for Computers in Education.
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 socio-scientific reasoning. In Spector, J. M., Tsai, C.-C., Sampson, D. G., Kinshuk, Huang, R., Chen, N.-S., & Resta, P. (Eds.), Proceedings of the 16th IEEE International Conference on Advanced Learning Technologies (pp. 312-313). IEEE Technical Committee on Learning Technology. ( ISBN: 978-1-4673-9041-5)
Chang, H.-Y., & Yu, Y.-T. (2015). Investigating the medium effect of a mobile visualization tool - “DrawScience”. In Ogata, H., Chen, W., Kong, S. -C., & Qiu, F. (Eds.), Proceedings of the 23rd International Conference on Computers in Education (pp. 425-429). Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-5-8)
Hung, J.-Y., Chang, H.-Y., & Hung, J.-F. (2015). Investigating a scientist’s use of a visualization tool to visualize the concepts of carbon cycling. In Kojiri, T., Supnithi, T., Wang, Y., Wu, Y. -T., Ogata, H., Chen, W., Kong, S. -C., & Qiu, F. (Eds.), Proceedings of the 23rd International Conference on Computers in Education. (pp. 504-510). Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-7-2)
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. In Wu, Y. -T., Supnithi, T., Kojiri, T., Liu, C.-C., Ogata, H., Kong, S. -C., & Kashihara. A. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 163-166). Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-2-7)
Chang, H.-Y., Yu, Y.-T., Hung, J.-Y. & Hsu, K.-C. (2014). Development of a mobile visualization application for constructivist learning and assessment in science. In Liu, C.-C. et al. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 560-562). Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-1-0)
Lee, S. W.-Y., Wu, H.-K., & Chang, H.-Y. (2014). Understanding middle and high school students' views of model evaluation and model change. In Liu, C.-C. et al. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 167-170). Asia-Pacific Society for Computers in Education. (ISBN: 978-4-9908014-2-7)
Chang, H.-Y. (2012). Facilitating teachers’ integrated technological pedagogical content knowledge. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, short papers, symposia, and abstracts (pp. 461-462). International Society of the Learning Sciences.(ISBN: 978-0-578-10704-2)
Lee, S. W.-Y., Chang, H.-Y., & Wu, H.-K. (2012). Relationships between representational characteristics, students’ education levels, and beliefs of models. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, short papers, symposia, and abstracts (pp. 521-522). International Society of the Learning Sciences. (ISBN: 978-0-578-10704-2)
Hsieh, F.-P., & Chang, H.-Y. (2011). Student collaboration to generate scientific principles during online peer critique versus direct feedback activities. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume III-Community Events Proceedings (pp. 1030-1031). International Society of the Learning Science.
Shen, J. & Chang, H.-Y. (Eds)(2011). Collaboration as scaffolding to learn from dynamic, interactive scientific visualizations. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume III-Community Events Proceedings (pp. 1029-1036). International Society of the Learning Science.
Chang, H.-Y., & Tsai, K.-C. (2010). Investigating the role of physical and virtual experiments in developing integrated understanding of thermal conductivity and equilibrium. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)-Volume 2 (pp. 229-230). International Society of the Learning Sciences.
Shen, J. & Chang, H.-Y., et al. (2010). Using visualization to link abstract science and everyday experience. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)-Volume 2 (pp. 228-235). International Society of the Learning Sciences.
Shen, J., Liu, L. & Chang, H.-Y. (2010). Measuring transformative modeling: A framework of formatively assessing students’ deep conceptual understanding in physical sciences. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)-Volume 1 (pp. 137-144). International Society of the Learning Sciences.
Chang, H.-Y., & Shen, J.(Eds) (2008). Improving the design and impact of interactive, dynamic visualizations for science learning. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 3, pp. 221-228). International Society of the Learning Sciences.(ISSN: 1573-4552)
洪蓉宜、黃昭仁、張欣怡 (2011)。動態表徵課程之不同實施方式對高中生細胞分裂概念複習之影響。第七屆台灣數位學習發展研討會論文集(頁847-853)。國立台灣科技大學。
Chang, H.-Y. (2024, March 17-20). Scaffolding students’ co-construction and peer-critiquing of carbon cycling models and investigating the effects [Paper presentation]. 2024 NARST Annual International Conference, Colorado, USA.
Binali, T., Chang, H.-Y., & Tsai, M.-J. (2024, April 11-14). Eye movement patterns in high- and low-metacognitive learners during visualization construction using a visualization tool [Paper presentation]. 2024 AERA Annual Meeting, Philadelphia, PA, USA.
Binali, T., Chang, H.-Y., Hung, J.-Y., Chung, W.-Y., & Wang, H.-W. (2023, December 7-9). Applying learning analytics to explore student collaboration and learning processes in co-constructing visualization models [Paper presentation]. 2023 International Conference of Science Education in Taiwan, Taipei, Taiwan.
Binali, T., Chang, C.-H., Chang, Y.-J., & Chang, H.-Y. (2023, May 4-5). Investigating possible factors relating to students’ competence in graph interpretation in daily contexts [Paper presentation]. 2023 AERA Annual Meeting, Chicago, IL, and Virtual Platform.
Chang, H.-Y. (2021, August 30-September 3). Experienced teachers’ and novice students’ metavisual competence in scientific modeling [Paper presentation]. European Science Education Research Association (ESERA) 2021 Online Conference, Braga, Portugal.
Chang, H.-Y., Binali, T., Chang, Y.-J., He, Y.-S., Chang, C.-H., & Wu, A.-Y. (2021, August 23-27). Metacognition during visualization and metavisualization practice: Constructs and instruments [Paper presentation]. European Association for Research on Learning and Instruction (EARLI) 2021 Online Conference, Gothenburg, Sweden.
Chang, H.-Y., Chang, C.-J., Wen, C.-T., Chang, M.-H., Fan Chiang, S.-H., Hwang, F.-K., Liu, C.-C., & Yang, C.-W. (2019, May 23-27) Scaffolded inquiry with interactive simulations to enhance scientific literacy [Paper presentation]. The 23rd Global Chinese Conference on Computers in Education (GCCCE 2019), Wuhan, China.
Hung, J.-Y., Chang, H.-Y., & Tsai, C.-C. (2019, August 26-30) Science teachers' metavisual strategies for scientific modeling [Paper presentation]. European Science Education Research Association (ESERA 2019), Bologna, Italy.
Wen, C.-T., Chang, C.-J., Hwang, S.-C., Chang, M.-H., Fan Chiang, S.-H., Liu, C.-C., Hwang, F.-K., Chang, H.-Y., Yang, C.-W. (2019, September 3-6). An analysis of student inquiry performances in computer supported light-weighted collaborative experiment [Paper presentation]. The Second International Cognitive Cities Conference (IC3 2019), Kyoto, Japan.
Yang, C.-W., Lin, S.-M., Liu., Y.-P., Liu, C.-C., Chang, H.-Y. (2019, August 28-30). Conversation-based assessment with virtual simulations to enhance scientific literacy [Paper presentation]. International Conference on Educatian and Learning (ICEL 2019), Osaka, Japan.
Chang, H.-Y. (2018, July). Using a knowledge-integration-based WISE unit to a facilitate Taiwanese students’ scientific literacy in learning chemical reactions[Paper presentation]. Knowledge Integration Extravaganza, San Francisco, California.
Chang, H.-Y. & Tsai, C.-C. (2018, June 19-21). Investigating graduate students’ knowledge structures for scientific models[Paper presentation]. International Science Education Conference (ISEC 2018), National Institute of Education, Singapore.
Yeh, H.-Y., Tsai, Y.-H., Chang, H.-Y., Tsai, C.-C. & Lee M.-H. (2018, June 25-29). Analysis of drawings of high school students’ conceptions of technology-assisted science learning, and their relation to their conceptions of science learning [Paper presentation]. Association for the Advancement of Computing in Education (AACE), Amsterdam, Nederland.
Chang, H.-Y., & Tsai, T.-T. (2017, August 21-25). Using simulated and real dilemmas to engage students' socio-scientific reasoning [Paper presentation]. European Science Education Research Association (ESERA 2017), Dublin, Ireland.
Hung, J.-Y., Chang, H.-Y., & Hung, J.-F. (2016, December 13-15). Experts’ epistemic understanding of metavisualization while visualizing the concept of carbon cycling [Paper presentation]. The Second International Conference for “Personal Epistemology and Learning (PEL)”, Taipei, Taiwan.
Chang, H.-Y., & Lee, S. W.-Y. (2015, August 31-September 4). Development of a survey for assessing perceptions of socioscientific reasoning about nuclear power plant development [Paper presentation]. 11th Conference of the European Science Education Research Association (ESERA), Helsinki, Finland.
Chang, H.-Y. (2015, April 11-14). Development of technology-based assessments to address science education reform: Perspectives and implementations from Taiwan [Paper presentation]. 2015 NARST Annual International Conference, Chicago, IL, USA.
Chang, H.-Y., & Tzeng, S.-F. (2015, April 11-14). Investigating high school students' visualization competence of matter [Paper presentation]. 2015 NARST Annual International Conference, Chicago, IL, USA.
Lee, S. W.-Y., Wu, H.-K. & Chang, H.-Y. (2015, April 11-14). Students' views of model evaluation and change of models in different science context [Paper presentation]. 2015 NARST Annual International Conference, Chicago, IL, USA.
Chang, H.-Y., Hsu, Y.-S., & Wu, H.-K. (2014, March 30-April 3). Designing mobile augmented reality and online discussion activities to scaffold students' socioscientific reasoning [Paper presentation]. 2014 NARST Annual International Conference, Pittsburgh, PA.
Hung, J.-Y., Chang, H.-Y., & Hung, J.-F. (2014, July 2-4). Visualization, metavisualization and metacognition: An analytic framework based on a science teacher visualizing the concept of carbon cycling [Paper presentation]. 2014 Australasian Science Education Research Association (ASERA) Conference, Melbourne, Australia.
McElhaney, K., Chang, H.-Y., Chiu, J. L., & Linn, M. C. (2013, April 27-May 1). Meta-analysis of the benefits of dynamic and static visualizations for science learning [Paper presentation]. The Annual Meeting of the American Educational Research Association (AERA), San Francisco, California.
Hung, J.-Y., Chang, H.-Y., Tzeng, S.-F., & Hung, J.-F. (2012, November 26-30). Ninth-grade students’ collaborative modelling of biomagnification through mysystem [Paper presentation]. The 20th International Conference on Computers in Education (ICCE) 2012, National Institute of Education, Singapore.
Chang, H.-Y.& Shen, J. (2011, July 4-8). Designing digital curricula and visualizations in the new WISE environment to facilitate collaborative science learning [Pre-conference tutorial presentation]. The 9th International Conference on Computer-Supported Collaborative Learning (CSCL) 2011: Connecting computer-supported collaborative learning to policy and practice, Hong Kong, China.
Clark, D. B., Nelson, B. C., Chang, H.-Y., D'Angelo, C., Slack, K., & Martinez-Garza, M. (2011, June 15-17). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States [Paper presentation]. Games+Learning+Society (GLS) Conference 7.0, The University of Wisconsin-Madison, USA.
Chang, H.-C. & Chang, H.-Y. (2010, August). Students’ critique of molecular models of chemical reactions through an online curriculum [Paper presentation]. The 21st International Conference on Chemical Education, Taipei, Taiwan.
Chang, H.-Y.,& Linn, M. C. (2010, January 19-22). Transition to inquiry: Instructional practice of inquiry-based online science curricula in Taiwan [Paper presentation]. The Sixth International Conference on Science, Mathematics and Technology Education, Hualien, Taiwan.
Shen, J. & Chang, H.-Y. (2010, December 20-21). Designing effective embedded assessments in technology-enhanced science curricula [Workshop presentation]. Global Chinese Conference on Science Education 2010, Hong Kong, China.
Chang, H.-Y. (2009, August). Critiquing and conducting virtual experiments using dynamic molecular visualization [Paper Presentation]. The Annual Retreat Meeting of the Center for Technology-Enhanced Learning in Science (TELS) 2009, Minneapolis, MN, USA
Chang, H.-Y. (2009, April 17-20). Use of critique to enhance learning with an interactive molecular visualization of thermal conductivity. In M. C. Linn (Chair), Critique to learn science. Symposium conducted at the Annual Meeting of National Association for Research in Science Teaching (NARST), Garden Grove, CA, USA
Chang, H.-Y., Chiu, J. L., McElhaney, K., & Linn, M. C. (2009, August). Can dynamic visualization improve science learning? [Paper Presentation]. The Annual Retreat Meeting of the Center for Technology-Enhanced Learning in Science (TELS) 2009, Minneapolis, MN, USA
Linn, M. C. &Chang, H.-Y. (2009, April 13-17). Spatial visualization and science learning [Paper presentation]. In the symposium on “Contemporary data on gender, mathematics and spatial performance,” the Annual Meeting of the American Educational Research Association, San Diego, CA, USA
Chang, H.-Y. (2008, June 23-28). Review of research on dynamic visualizations in science learning [Poster presentation]. International Conference for the Learning Sciences 2008, Utrecht, The Netherlands.
Chang, H.-Y. (2008, March). The impact of critique activities on learning of thermal conductivity at the molecular level [Poster presentation]. The TELS event at the Annual Meeting of the American Educational Research Association, New York, USA.
楊智為、林詩曼、劉晨鐘、張欣怡 (2019,08月)。「浮力」科學探究之人機互動對話式線上評量開發。2019全球華人教育資訊與評估研討會(GCEIA 2019)。 臺中市：國立臺中教育大學。
林祺堂、張心盈、張欣怡 (2017,11月)。學生於擴增實境英語課程之自我效能、學習動機、自我調節與學習投入的關係。論文發表於台灣教育研究學會2017學術研討會(TERA 2017)。桃園市：國立中央大學。
蕭佑珊、張欣怡 (2017,3月)。七年級學生探究游離輻射虛擬實驗其投入與成效之研究。論文發表於第十二屆台灣數位學習發展研討會(TWELF 2017)。桃園市：國立中央大學。
張心盈、林祺堂、張欣怡 (2017,3月)。發展擴增實境國中英語課程軟體與活動及其初步成效。論文發表於第十二屆台灣數位學習發展研討會(TWELF 2017)。桃園市：國立中央大學。
蔡祐翔、葉恒儀、張欣怡、林宗進 (2016,12月)。臺灣研究生之特定領域知識信念：以生物與物理學科為例。論文發表於2016第2屆PEL國際研討會。台北市：國立台灣科技大學。
曾璽芳、張欣怡 (2013,12月)。探討中學生於基本微粒概念之建構圖形表徵表現。論文發表於2013第29屆科學教育國際研討會。彰化縣：國立彰化師範大學。
羅慶璋、張欣怡、洪振方 (2013,11月)。中學自然個案教師網路探究教學的學習進程。論文發表於第九屆台灣數位學習發展研討會(TWELF 2013)。台中市：國立自然科學博物館。
洪蓉宜、曾璽芳、張欣怡、洪振方 (2012,12月)。不同科學推理能力學生利用動態表徵學習擴散與生物放大作用之研究。論文發表於2012第28屆科學教育國際研討會－多元、創新、永續。台北市：國立台北教育大學。
羅慶璋、張欣怡、洪振方 (2012,12月)。精簡型科技學科教學知識自我效能量表之編製。論文發表於2012第28屆科學教育國際研討會－多元、創新、永續。台北市：國立台北教育大學。
林均翰、曾璽芳、張欣怡 (2011, 12月)。八年級學生使用數位科學探究課程與形成科學解釋之關係。論文發表於中華民國第27屆科學教育學術研討會。高雄市：國立中山大學。
張淑苑、張欣怡 (2011, 12月)。動態視覺探究課程融入八年級化學反應單元的實施與成效。論文發表於中華民國第27屆科學教育學術研討會。高雄市：國立中山大學。
羅慶璋、張欣怡、黃柏雅、許瑛玿、洪振方 (2011, 12月)。數位評量實施方式對學生理解溫室效應與全球暖化的長期效應。論文發表於中華民國第27屆科學教育學術研討會。高雄市：國立中山大學。
黃昭仁、張欣怡 (2010, 12月)。職前教師設計與評論動態表徵融入科學課程之研究。論文發表於2010全球華人科學教育會議。香港：香港教育學院。
蔡錕承、張欣怡 (2010, 12月)。實物實驗與虛擬實驗促進學生科學探究能力之研究。論文發表於2010全球華人科學教育會議。香港：香港教育學院。
張欣怡 (2009, 12月)。美國網路探究課程對台灣學生學習科學之成效。論文發表於中華民國第25屆科學教育研討會--數位時代下的科學教育。台北市：國立台灣師範大學理學