SILVIA WEN-YU LEE Personal Website

SILVIA WEN-YU LEE, PHD

Contact Information

Current Position

Associate Dean, College of Education,
National Taiwan Normal University(NTNU), Taiwan  

Distinguished Professor
Graduate Institute of Information and Computer Education,
National Taiwan Normal University(NTNU), Taiwan

Education

  • Ph.D., Learning Technologies, University of Michigan, Ann Arbor, MI, USA
  • M.S., Learning Technologies, University of Michigan, Ann Arbor, MI, USA
  • B.S., Zoology, National Taiwan University, Taipei, Taiwan

Professional Employment

2022-Present

Distinguished Professor, Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan

2020-2022

Professor, Graduate Institute of Information and Computer Education,National Taiwan Normal University, Taiwan

2019-2020

Distinguished Professor, Graduate Institute of Science Education, National Changhua University of Education, Changhua, Taiwan

2017-2019

Professor and Director, Graduate Institute of Science Education, National Changhua University of Education, Changhua, Taiwan

2012-2017

Associate Professor, Graduate Institute of Science Education, National Changhua University of Education, Changhua, Taiwan

2009-2012

Assistant Professor, Graduate Institute of Science Education, National Changhua University of Education, Changhua, Taiwan

2008-2009

Post-Doctoral Research Fellow, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan

2005-2007

Research Analyst, American Institutes for Research, Washington DC, USA

Synergistic Activities

Silvia Wen-Yu Lee is a Professor of the Graduate Institute of Information and Computer Education at National Taiwan Normal  University, Taiwan. Her expertise in research includes science learning and educational technologies. Recent research interest is evaluating and facilitating students’ epistemic beliefs and competence in scientific models and modeling, and understanding how students build knowledge collaboratively online through online discussions. Her research work has been published in science education and educational technology related journals, including the International Journal of Science Education, Research in Science Education, Instructional Science, Journal of Science Education and Technology, and Journal of Biological Education, Computers and Education, Journal of Educational Technology & Society, Computers in Human Behavior, etc. Before Professor Lee came back to Taiwan, she had worked at the American Institutes for Research in Washington DC for two years where she had the opportunity to work on various educational research projects. In the past two years, she had served as the associate and executive editor for the Chinese Journal of Science Education. She is currently serving as an editorial board member for the Journal of Research in Science Teaching (JRST). She also was a visiting scholar in the CREATE for STEM Institute at Michigan State University, USA in 2014. Professor Lee’s research work was recently recognized as Ministry of Science and Technology Ta-You Wu Memorial Award (2014), National Changhua University of Education Outstanding Faculty Research Award (2019 & 2014), and National Changhua University of Education Research Excellency Award (2011).

Professional Awards or Research Grants

2020

Distinguished New Faculty Research Award, National Taiwan Normal University, Taiwan.
2018

Outstanding Faculty Research Award, National Changhua University of Education, Taiwan.
2014

Outstanding Faculty Research Award, National Changhua University of Education, Taiwan.
2014

Ta-You Wu Memorial Award, Ministry of Science and Technology, Taiwan.

2011

Research Excellency Award, National Changhua University of Education, Taiwan.
2020-2023

Ministry of Science and Technology Research Grant (3 years): STEM robotics activities and gender difference: epistemology,engagement, and prediction to computational thinking.
2019-2023

Ministry of Science and Technology Research Grant (4 years): Investigating students' epistemic curiosity, science learning engagement, and system thinking in a virtual reality learning environment.
2018-2019

Ministry of Science and Technology Research Grant (1 years): Who am I? Application of optics in the measurements of physiological indicators.

2015-2019

Ministry of Science and Technology Research Grant (4 years): Designing middle school students’ modeling assessment, and investigating the relationships between model practices, views of models, and scientific concepts.

2014-2017

Ministry of Science and Technology Research Grant (3 years): Investigating the impact of model-based inquiry and computer-supported modeling on students' higher-order thinking skills and other learning outcomes.

2011-2014

National Science Council Research Grant (3 years): Developing and validating an online Students' Views on Models questionnaire and investigating related issues.

2009-2010

National Science Council Research Grant (2 years): Investigating the relationships between students' participation in online asynchronous discussions and their scientific epistemological beliefs and learning approaches: A study of biology learning.

Selected Publications

Book Chapter

Lee, S. W.-Y. (2006). Constructing anatomy literacy: Intertextual knowledge building with computer-based learning media. In L.A.Rex (Ed.), Discourse of Opportunity: How Talk in Learning Situations Creates and Constrains. Cresskill, NJ: Hampton Press.

Journal Articles

Lee*, S. W.-Y., Tu, H. Y., Chen, G. L., & Lin, H. M. (2023). Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency. International Journal of STEM Education, 10(1), 64.  https://doi.org/10.1186/s40594-023-00455-2 (SSCI Journal) (first author, corresponding author)

Lee, S. W.-Y., Liang, J.‐C., Hsu*, C.-Y., Chien, F.-P., & Tsai, M.-J. (2023). Exploring potential factors to students‘ computational thinking: Interactions between gender and ICT-resource differences in Taiwanese junior high schools. Educational Technology & Society, 26(3), 176-189.  https://doi.org/10.30191/ETS.202307_26(3).0013 (SSCI Journal) (first author)

Cheng*, K. -H., Lee*, S. W.-Y., & Hsu, Y.-T. (2023). The roles of epistemic curiosity and situational interest in students' attitudinal learning in immersive virtual reality environments. Journal of Educational Computing Research, 61(2), 494-519.  https://doi.org/10.1177/07356331221121284 (SSCI Journal) 
(corresponding author)

Lee, S. W.-Y., Liang, J.‐C., Hsu*, C.-Y., & Tsai, M.-J. (2023). Students’ beliefs about computer programming predict their computational thinking and computer programming self-efficacy. Interactive Learning Environments, 1-21.  https://doi.org/10.1080/10494820.2023.2194929 (SSCI Journal) (first author)

Lee*, S. W.‐Y. (2022). Investigating the effects of explicit instructional approaches on students’ understanding of scientific models and modeling. Research in Science & Technological Education, 1-17. https://doi.org/10.1080/02635143.2022.2153244
(SSCI Journal) (first author, corresponding author)

Chang, H. -Y., Binali, T., Liang, J.-C., Chiou, G. -L., Cheng, K. -H., Lee, S. W.‐Y., & Tsai, C. -C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact.Computer & Education, 191, 104641. https://doi.org/10.1016/j.compedu.2022.104641 (SSCI Journal) 

Cheng, K. -H., Lee*, S. W.-Y., & Hsu, Y.-T. (2022). The roles of epistemic curiosity and situational interest in students‘ attitudinal learning in immersive virtual reality environments.Journal of Educational Computing Research, 1-26. https://doi.org/10.1177/07356331221121284(SSCI Journal) (corresponding author)

Lee*, S. W.-Y.,  Hsu, Y.‐T., & Cheng, K.‐H. (2022). Do curious students learn more science in an immersive virtual reality environment? Exploring the impact of advance organizers and epistemic curiosity. Computers & Education, 182, 104456. https://doi.org/10.1016/j.compedu.2022.104456 (SSCI Journal)(first author)

Tsai, M.-J., Chien, F.-P., Lee, S. W.-Y., Hsu, C.-Y., & Liang, J.-C. (2022). Development and Validation of the Computational Thinking Test for Elementary School Students (CTT-ES): Correlate CT Competency with CT Disposition. Journal of Educational Computing Research, 60 (1), 110-1129. https://doi.org/10.1177/07356331211051043 (SSCI Journal) 

Lee*, S. W.-Y., Luan, H., Lee,  M.‐H., Chang, H.‐Y., Liang, J.‐C., Lee, Y.‐H., Lin, T.‐J., Wu, A.‐H., Chiu, Y.‐J., & Tsai, C.‐C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105, 880–907. https://doi.org/10.1002/sce.21663 (SSCI Journal)(first author, corresponding author)

Tsai, M.-J., Liang, J. C., Lee, S. W.-Y., & Hsu, C. Y. (2022). Structural validation for the developmental model of computational thinking. Journal of Educational Computing Research, 60 (1), 56-73. https://doi.org/10.1177/07356331211017794 (SSCI Journal) 

Wang, Y.-J., Lee*, S. W.-Y., Liu, C.-C., Lin, P.-C., & Wen, C.-T.  (2021). Investigating the links between students’ learning engagement and modeling competence in computer-supported modeling-based activities. Journal of Science Education and Technology, 30(6), 751-765. https://doi.org/10.1007/s10956-021-09916-1 (SSCI Journal)(corresponding author) 

Lee*, S. W.-Y., Shih, M., Liang, J.-C., & Tseng, Y.-C. (2021). Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games. British Journal of Educational Technology, 52(3),
1197-1214. https://doi.org/10.1111/bjet.13067  (SSCI Journal)(first author, corresponding author)   *下載全文(Fulltext)

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(2), 223-248. https://doi.org/10.1007/s11251-021-09534-9(SSCI Journal)(first author, corresponding author)   *下載全文(Fulltext)

Chang,  H.-Y., Lin,T.-J., Lee, M.-H., Lee, S. W.-Y., Lin, T.-C., Tan, A.-L, & Tsai*, C.-C. (2020). A systematic review of trends and findings in research employing drawing assessment in science education. Studies in Science Education, 56(1), 77-110. https://doi.org/10.1080/03057267.2020.1735822 (SSCI Journal)

Lee*, S. W.-Y. (2018). Identifying the item hierarchy and charting the progression across grade levels: Surveying Taiwanese students’ understanding of scientific models and modeling. International Journal of Science and Mathematics Education, 16(8), 1409-1430. https://doi.org/10.1007/s10763-017-9854-y (SSCI Journal)(first author, corresponding author)

Yang*, F. Y., Tsai, M. L., Chiou, G. L., Lee, S. W. Y., Chang, C. C., & Chen, L. L. (2018). Instructional suggestions supporting science learning in digital environments based on a review of eye tracking studies. Journal of Educational Technology & Society, 21(2), 28-45. (SSCI Journal) https://www.jstor.org/stable/26388377

Yang, F. Y., Liu, Ｓ.-Y., Hsu, C.-Y., Chiou*, G.-L., Wu, H.-K., Wu, Y.-T., Chen, S.-F., Liang, J.-C., Tsai, M.-J., Lee, S. W.-Y., Lee, M.-H., Lin, C.-L., Chu, R.-J., Tsai, C.-C. (2018). High­school students’ epistemic knowledge of science and its relation to learner factors in science learning. Research in Science Education, 48(2), 325–344. https://doi.org/10.1007/s11165-016-9570-6 (SSCI Journal) 

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(2), 305-328. https://doi.org/10.1007/s11165-015-9502-x (SSCI Journal)(first author, corresponding author)

Lee*, S. W.-Y., Liang, J.-C., & Tsai, C.-C. (2016). Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning. International Journal of Science Education, 38(15), 2327–2345. https://doi.org/10.1080/09500693.2016.1240384 (SSCI Journal)(first author, corresponding author)

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. (SSCI Journal) https://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. Journal of Educational Technology & Society, 17(2), 307–320. (SSCI Journal) https://www.jstor.org/stable/10.2307/jeductechsoci.17.2.307

Lee*, S. W.-Y. (2013). Investigating students' learning approaches, perceptions of online discussions, and students' online and academic performance. Computers & Education, 68, 345–352. https://doi.org/10.1016/j.compedu.2013.05.019 (SSCI Journal)(first author, corresponding author)

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. https://doi.org/10.1016/j.compedu.2012.10.024  (SSCI Journal)

Lee*, S. W.-Y. & Tsai, C.-C. (2013). Technology-supported learning in secondary and undergraduate biological education: Observations from literature review. Journal of Science Education & Technology, 22(2), 226-233. https://doi.org/10.1007/s10956-012-9388-6 (SSCI Journal)(first author, corresponding author)

Lai, M.-L., Tsai, M.-J., Yang*, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee, S. W.-Y., Lee, M.-H., Chiou, G.-L., Liang, J.-C., Tsai, C.-C. (2013). A Review of Using Eye-Tracking Technology in Exploring Learning from 2000 to 2012. Educational Research Review, 10, 90-115. (SSCI Journal) https://doi.org/10.1016/j.edurev.2013.10.001

Wu, Y.-T., Hou, H.-T., Hwang, F.-K., Lee, M.-H., Lai, C.-H., Chiou, G.-L., Lee, S. W.-Y., Hsu, Y.-C., Liang, J.-C., Chen, N.-S., & Tsai*, C.-C. (2013). A review of intervention studies on technology-assisted instruction from 2005-2010. Journal of Educational Technology & Society, 16(3), 191–203. https://www.jstor.org/stable/10.2307/jeductechsoci.16.3.191 (SSCI Journal)

Chen, S., Lo, H.-C., Lin, J.-W., Liang, J.-C., Chang, H.-Y., Huang, 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, 020113.  https://doi.org/10.1103/PhysRevSTPER.8.020113 (SSCI Journal)

Lee, S. W.-Y., Lai, Y.-C., Yu, H.-T. A., & Lin*, Y. K. (2012). Impact of biology laboratory courses on students’ science performance and views about laboratory courses in general: Innovative measurements and analyses. Journal of Biological Education, 46(3), 173-179.  https://doi.org/10.1080/00219266.2011.634017 (SSCI/SCI Journal)(first author)

Lee*, S. W.-Y., & Tsai, C.-C. (2012). Students’ domain-specific scientific epistemological beliefs: A comparison between biology and physics. Asia-Pacific Education Researcher, 21(2), 215-229. https://doi.org/10.1007/s11251-010-9131-8 (SSCI Journal)(first author, corresponding author)

Lee*, S. W.-Y., & Tsai, C.-C. (2011). Identifying patterns of collaborative knowledge exploration in online asynchronous discussions. Instructional Science, 39,
321-347. https://doi.org/10.1007/s11251-010-9131-8 (SSCI Journal)(first author, corresponding author)

Lee*, S. W.-Y., & Tsai, C.-C. (2011). Students' perception of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27, 905-914. https://doi.org/10.1016/j.chb.2010.11.016 (SSCI Journal)(first author, corresponding author)

Lee, S. W.-Y., Tsai*, C.-C., Wu, Y.-T., Tsai, M.-J., Liu, T.-C., Hwang, F.-K., Lai, C.-H., Liang, J.-C., Wu, H.-C., & Chang, C.-Y. (2011). Internet-based science learning: a review of journal publications. International Journal of Science Education, 33(14), 1893-1925. https://doi.org/10.1080/09500693.2010.536998 (SSCI Journal)(first author, corresponding author)

Walker, D. S., Lee, W.-Y., Skov, N. M., Berger, C. F., & Athey, B. D. (2002). Investigating users' requirements: Computer-based anatomy modules for multiple-user test beds. Journal of the American Medical Informatics Association, 9(4), 311-319. https://doi.org/10.1197/jamia.M0976 (SSCI Journal)

Academic memberships and Services

Academic Journal Editorial Board

2019-Present

Editorial Board Member and for Chinese Journal of Science Education (TSSCI journal)
2017-2020

Editorial Board Member for Journal of Research in Science Teaching (JRST; SSCI journal IF= 1.65, Q1 )
2015-2016

Associate Editor and Executive Editor for Chinese Journal of Science Education (TSSCI journal)

Manuscript reviewer

  • Computers & Education (SSCI journal)
  • Computers in Human Behavior (SSCI journal)
  • Interactive Learning Environments (SSCI journal)
  • Educational Technology & Society (SSCI journal)
  • Instructional Science (SSCI journal)
  • International Journal of Science and Technology Education Research (SSCI journal)
  • Journal of Educational Computing Research (SSCI journal)
  • Personal and Ubiquitous Computing Journal (SCI journal)
  • Journal of Computers in Education
  • Journal of Research in Science Teaching (SSCI journal)
  • Science Education (SSCI journal)
  • Research in Science Education (SSCI journal)
  • International Journal of Science Education (SSCI journal)
  • International Journal of Science and Mathematics Education (SSCI journal)
  • The Asia-Pacific Education Researcher (SSCI journal)

Administration Position

2012-2013

Head of Office of Academic Development Division of National Changhua University
2009-2012

Head of Office of International Affairs Division of National Changhua University
   

Seminars & Workshops

  • 2015 ICCE Workshop: Application of innovative educational technologies in STEM education (Hangzhou, 2015/11/30)
  • 2014 ICCE Workshop: Computer-supported Visualization, Modeling, and Simulation for Learning Workshop (Nara, 2014/11/30)
  • 2012 ICCE Workshop: Computer-supported Visualization, Modeling, and Simulation for Learning Workshop (Singapore, 2012/11/26)
  • 2013 Annual International Conference of Association of Science Education Taiwan (Changhua, Taiwan, 2013/12/12-14)

Association Memberships

  • Board member of Association for Science Education in Taiwan
  • Secretary and member of The East-Asian Association for Science Education
  • Editor of The Newsletter of the EASE of The East-Asian Association for Science Education
  • Sponsor and member of Taiwan E-Learning and Digital Content Association

Conference Proceedings

Tu, H.-Y., Lee*, S. W.-Y., & Hsu, T.-Y. (2023). Examining different affective factors in learning with virtual reality. Paper presented at The 31th International Conference on Computers in Education (ICCE 2023). Shimane, Japan.

Lee*, S. W.-Y., Hsu, Y.-T., & Chang, P. (2023). Exploring the impact of design elements for self-regulated learning in immersive virtual reality–A quasi-experimental design. Paper presented at The 16th annual International Conference of Education, Research and Innovation (ICERI 2023). Seville, Spain.

Lee*, S. W.-Y. (2023). Modeling students’ learning in an immersive virtual reality environment with self-regulated learning strategies. Paper presented at 2023 EdMedia + Innovate Learning Summit Highlights. Vienna, Austria.

Lee*, S. W.-Y. (2023). The roles of gender and programming self-efficacy in predicting students’ intention to learn robotics. Paper presented at 2023 11th International Conference on Information and Education Technology (ICIET 2023). Fujisawa, Japan.

Wang*, Y.-C.& Lee, S. W.-Y. (2022). The Effects of Meta-cognitive Guidance and Scientific Inquiry Self-efficacy on Students’ Understanding of Models and Force Concepts.Paper presented at The 38th Annual International Conference of Science Education (ASET 2022). Hsinchu, Taiwan.

Tu, H.-Y., Lee*, S. W.-Y. (2022). The role of epistemic curiosity in 3D virtual game for science learning.Paper presented at The 30th International Conference on Computers in Education (ICCE 2022). Kuala Lumpur, Malaysia.

Hsu, Y.-T., Lee*, S. W.-Y., & Cheng K.-H. (2021). Investigating the impact of immersive virtual reality environment on science learning. Paper presented at 2021 International Conference of East-Asian Association for Science Education. Shizuoka, Japan.

Wang, Y.-J., Lee*, S. W.-Y ., Lin, P.-C., & Liu, C.-C. (2019). Linking the learning processes to learning engagement and learning outcomes: How well did the students learn in modeling-based computer simulation activities. Paper presented at The 27th International Conference on Computers in Education (ICCE 2019). Kenting, Taiwan.

Lee*, S. W.-Y. & Lin, H,-M. (2019). Validating an instrument for epistemic awareness of scientific model and modeling and investigating its relationship to scientific epistemic beliefs. Paper presented at Personal Epistemology and Learning conference. Taipei, Taiwan.

Lee*, S. W.-Y. (2019). Assessing ninth grade students’ understanding of force and motion models and investigating its relationship to the conception of learning Science. Paper presented at The 13th Biennial Conference of the European Science Education Research Association. Bologna, Italy.

Li, D.-R., Wu, Y.-B., Tsai, M.-J., & Lee, S. W.-Y. (2019). Gifted students’ visual behaviors of reading scratch programs: the role of computational thinking.. Paper presented at The 18th Biennial EARLI Conference. Aachen, Germany.

Wang*, Y.-C. & Lee*, S. W.-Y. (2019). The impact of modeling activity incorporating computer simulation on students’ understanding of models and modeling performance. Paper presented at The 23rd Global Chinese Conference on Computers in Education. Wuhan, China.

Lee*, S. W.-Y. (2019). Does model construction lead to better learning outcomes? A comparison of two model-based curricula. Paper will be presented at The 2019 Annual International Conference of the American Education Research Association. Toronto, Canada.

Wang, Y.-C. & Lee*, S. W.-Y. (2018). Developing a modeling-oriented test items based on force concepts in physics. Paper presented at 2018 International Conference of East-Asian Association for Science Education. Hualien, Taiwan.

Hsu, Y.-T. & Lee*, S. W.-Y. (2018). Evaluating elementary school students’ understanding of the evaporation and condensation through model-oriented questions. Paper presented at 2018 International Conference of East-Asian Association for Science Education. Hualien, Taiwan.

Lee*, S. W.-Y., Liang, J.-C., & Tsai, C.-C. (2018). A comparison of the students’ engagement in participatory and non-participatory simulations. Paper presented at The 4th International Symposium on Educational Technology. Osaka, Japan

Shih, M.-L., Huang, Y.-N., Liang, J.-C., Lee, M.-H. & Lee, S. W.-Y. (2017). The relationships of Taiwanese college students’ conceptions, approaches, and self- efficacy to learning civil engineering in a flipped classroom. Paper presented at The 25th International Conference on Computers in Education. Christchurch, New Zealand.

Lee*, S. W.-Y. (2017). Advancing students’ understanding of models and modeling through different curriculum design. Paper presented at The 12th Conference of the European Science Education Research Association. Dublin, Ireland.

Lee*, S. W.-Y. (2016). Experiences of designing and implementing model-based instruction in Taiwan. Paper presented at 2016 International Conference of East-Asian Association for Science Education. Tokyo, Japan.

Lee*, S. W.-Y. (2016). Rasch validation and measurement of students' understanding of the nature of models: A new computer-based questionnaire. Paper presented at The 2016 Annual International Conference of the National Association for Research in Science Teaching. Baltimore, USA.

Tseng, Y.-C., Lee*, S. W.-Y. & Wang, A. (2015). Comparison of students’ perceptions of small group discussion in online and face-to-face environments. Paper presented at The 23nd International Conference on Computers in Education. Hangzhou, China.

Liao, M.-T. & Lee, S. W.-Y. (2015). Investigating the Effect of Intergration of Computer Simulation and Model-Based Teaching in Eighth Grade Science Class. Paper presented at The Fifth Asian Conference on Technology in the Classroom 2015. Kobe, Japan.

Lee*, S. W.-Y., Wu, H.-K., Chang, H.-Y. (2015). Students' views of model evaluation and change of models in different science context. Paper presented at The 2015 Annual International Conference of the National Association for Research in Science Teaching. Chicago, USA.

Rosenberg, J. M., Schwarz, C. V., Lee, S. W.-Y., & Akcaoglu, M. (2015). A comparative longitudinal case study of the use of scientific modeling in the pedagogical practice of two fifth-grade science teachers. Paper presented at The 2015 Annual International Conference of the National Association for Research in Science Teaching. Chicago, USA.

Lee* , S. W.-Y., Wu, H.-K., Chang, H.-Y. (2014). Understanding middle and high school students' views of model evaluation and model change. Paper presented at The 22nd International Conference on Computers in Education. Nara, Japan.

Rosenberg, J. M., Schwarz, C. V., Akcaoglu, M., & Lee*, S. W.-Y. (2014). Comparative longitudinal case studies of two middle school teachers’ use of scientific modeling. Poster presented at 2014 Advances in Educational Psychology Conference. Alexandria, VA, USA.

Liang, J.-C., Lee*, S. W.-Y., Shih, M.-L., & Chiou, G.-L. (2013). Epistemic beliefs, conceptions of and approaches to learning biology among college students. Paper presented at The 15th Biennal Conference of the European Association for Research in Learning and Instruction. Munich, Germany.

Lee*, S. W.-Y., Liang, J.-C., Chai, C.-S., & Tsai, C.-C. (2013). Young scholars’ epistemic beliefs of biology. Paper presented at The International Conference for Science Educators and Teachers. Pattaya, Thailand.

Chou, T.-C. & Lee,* S. W.-Y. (2013). A survey Research of high school students’ epistemological believes and learning approaches to different topics of biology. Paper presented at 2013 International Conference of East-Asian Association for Science Education. Hong Kong, China.

Kuo, Y.-C., Lai, M.-L., & Lee*, S. W.-Y. (2013). An eye-movement study on solving arithmetic word problems that contain irrelevant information. Paper presented at 2013 International Conference of East-Asian Association for Science Education. Hong Kong, China.

Shih, M.-K., Lee*, S. W.-Y., & Chen, C.-T. (2012). Integrating simulations in teaching of science argumentation. Paper presented at The 20th International Conference on Computers in Education. Singapore.

Lee*, S. W.-Y., Chang, H.-Y., & Wu, H.-K. (2012). Relationships between Representational Characteristics, Students’ Education Levels, and Beliefs of Models. Paper presented at International Conference of the Learning Sciences. Sydney, Australia.

Yang, Y.-F. & Lee*, S. W.-Y. (2011). Adult Learners’ attitudes toward web-based professional development and Internet self-efficacy in Taiwan. Paper presented at The 19th International Conference on Computers in Education. ChiangMai, Thailand.

Lee*, S. W.-Y. (2011). Relationships between students’ learning approaches, views of nature of science, and performances in online discussions. Paper presented at 42nd Annual ASERA Conference of the Australasian Science Education Research Association. Adelaide, South Australia.

Lee*, S. W.-Y., Shih, M., & Tsai, C.-C. (2010). Students’ conception of and approach to blended learning. Paper presented at Asia-Pacific Conference on Technology Enhanced Learning. Osaka, Japan.

Lee*, S. W.-Y., Lin, W.-T., & Yu, H.-T. (2009). Impact of laboratory on students’ academic achievement and investigation planning. Paper presented at European Science Research Education Association (ESERA) Conference. Istanbul, Turkey.

Lee*, S. W.-Y. & Tsai, C.-C. (2009). College students' domain-specific epistemological beliefs of sciences: A comparison of students' conception of biology and physics. Paper presented at the National Association of Research in Science Teaching . Garden Grove, CA.

Yoon, K.-S., Duncan, T., Lee*, S. W.-Y., Shapley, K. (2008). Review of Evidence on the Effects of Teacher Professional Development on Student Achievement: Findings and Suggestions for Future Evaluation Designs. Paper presented at the American Education Research Association. New York, NY.

Bootel, J., Holland-Coviello, R., & Lee*, S. W.-Y. (2007). Student Progress Monitoring in a Response to Intervention World: Helping Classrooms to Implement Best Practices. Paper presented at the Annual Conference of Council for Exceptional Children. Louisville, Kentucky.

Lee*, W.-Y. (2006). The Interplay between Self-Directed Learning and Social Interactions: Collaborative Knowledge Building in Online Problem-Based Discussions. In proceedings of the International Conference of Learning Sciences. Bloomington, IN.

Lee*, W.-Y. (2004). Problem-Centered Online Asynchronous Discussions. Paper presented at the Learning Sciences Doctoral Consortium, University of Michigan, Ann Arbor

Lee*, W.-Y. (2003). Community as a framework for analyzing distance learning education. Paper presented at the International Conference on Communities and Technologies in the workshop of Ubiquitous and Mobile Computing for Educational Communities, Amsterdam, Netherlands.

Lee*, W.-Y. (2003). Interactional discourse analysis for asynchronous online discussions. Paper presented at the Third Annual Interdisciplinary Conference on Qualitative Research, Ann Arbor, MI.

Lee*, W.-Y., Skov, N., Walker, D. S., & Berger, C. (2003). Characterizing anatomy learning through design research: Formative evaluation of computer-based image browsers. Paper presented at the Annual Conference of American Education Research Association, Chicago, IL.

Technical Reports

Yoon, K. S., Duncan, T., Lee, S. W.-Y. , Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=70.

Shami, M., Kim, K., Villenas, C., Holland-Coviello, R., Lee, S. W.-Y., Short, S., et al. (2006). National Center on Student Progress Monitoring: Year Three Evaluation Report. Washington DC: Office of Special Education Programs U.S. Department of Education.

Lee, S. W. Y., Lampron, S., Tepfer, T. (2006). Performance Tracking System technical report 3. Seattle, WA: Bill & Melinda Gates Foundation. [Due to a confidentiality agreement with the client, the title of this report cannot be disclosed.]

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