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Faculty - 鄭嘉惠

ENG

Name Cheng, Chia-Hui
Academic title Assistant Professor
Educational Background Ph.D. in science education at National Taiwan Normal University
Extension 78605
E-mail ch.cheng@mx.nthu.edu.tw
Office Applied Science Building 4402A
Specialty Scientific Epistemic Beliefs and Justification, Cognition and Science Learning, Science Classroom Analyses, Integration of Learning Technology in Science Teaching and Learning
Exclusive website  

Academic works and research projects

Academic works and research projects
  1. Liu, C. C., Lin, T. W., Cheng, C. H.*, Wen, C. T., Chang, M. H., Fan Chiang, S. H., Tsai, M. J., Lin, H. M., Hwang, F. K. (2021). The Impact of Functional Interdependencies of Computer Simulations on Collaborative Learning: Evidence from Multiple Sources. Journal of Computer Assisted Learning, 1-15. (SSCI) (corresponding author)
  2. Bhagat, K. K., Yang, F. Y.*, Cheng, C. H., Zhang, Y., & Liou, W. K. (2021). Tracking the process and motivation of math learning with Augmented Reality. Educational Technology Research and Development, 1-26. (SSCI) (third author)
  3. Bhagat, K. K.*, Cheng, C. H., Koneru, I., Fook, F. S., & Chang, C. Y. (2021). Students’ Blended Learning Course Experience Scale (BLCES): development and validation. Interactive Learning Environments, 1-11. (SSCI) (second author)
  4. Cheng, C. H., Bråten, I. *, Yang, F. Y., Brandmo, C. (2021). Investigating structural relationships among upper-secondary school students' beliefs about knowledge, justification for knowing, and Internet-specific justification in the domain of science. Journal of Research in Science Teaching, 58, 980-1009. (SSCI) (first author)
  5. Yang, F. Y. *, Bhagat, K. K., & Cheng, C. H. (2019). Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India. International Journal of Science Education, 41(10), 1347-1365. (SSCI) (third author)
  6. Cheng, C. H., Yang, F. Y., Bhagat, K. K. *, Liou, W. K., Chang, C. Y., & Zhang, Y. (2018). Investigating the learning performance toward geometry learning in an augmented reality system. In 26th International Conference on Computers in Education, ICCE 2018 (pp. 337-339). Asia-Pacific Society for Computers in Education. (first author)
  7. 鄭嘉惠*、楊芳瑩、連筱萍、洪逸文。(2019)。科學課室教學之教師提問模式分析：以地球科學課室為例。科學教育學刊，27(3)，167-184。(TSSCI) (first & corresponding author)
Seminar papers
  1. Cheng, C. H., Bråten, I., Yang, F. Y., & Brandmo, C. (2020). Investigating relationships among epistemic beliefs, visual attention during argument identification training, and performance on an argument identification task. Poster presented at the Workshop on Multiple Document Literacy, January 15-17, Valencia, Spain.
  2. Yang, F. Y., Cheng, C. H., Bhagat, K. K., Liou, W. K., Tsai, M. L. (2019). Tracking geometry learning in the AR environment. Poster presented at the biannual conference of European Association of Research on Learning and Instruction, August 12-16, Aachen, Germany.
  3. Cheng, C. H., Yang, F. Y., Liang, J. C. (2019) Associations of scientific epistemic beliefs, justification for knowing, and Internet-specific epistemic justification in Taiwanese high school students. Paper presented at the International Learning Sciences Forum: International Trends for AI and Big Data in Learning Sciences, July 11-13, Taipei, Taiwan
  4. Cheng, C. H., Yang, F. Y., Bhagat, K. K., Liou, W. K., Chang, C. Y., & Zhang, Y.  (2018). Investigating the learning performance and learning motivation toward geometry learning in an augmented reality system. Poster presented at the annual international conference of the 26th International Conference on Computers in Education, November 26-30, Manila, Philippines.
  5. Cheng, C. H., & Yang, F. Y. (2017). Analyzing teacher questioning behaviors in the Earth Science classrooms. Paper presented at the HU-SNU-NTNU-KU Joint Symposium for Science Education, December 18-21, Hokkaido, Japan.
  6. Cheng, C. H., Yang, F. Y. (2017). Investigating the interaction between science reading and note taking. Paper presented at the at the biannual conference of the European Science Education Research Association, August 21-25, Dublin, Ireland.
  7. Yang, F. Y., Ohno, E., & Cheng, C. H. (2017). Tracking the process of solving physics problems and a preliminary cross-country comparison. Poster presented at the biannual conference of the European Science Education Research Association, August 21-25, Dublin, Ireland.
  8. Cheng, C. H., & Yang, F. Y. (2016). 探究科學認識信念與生物學文本閱讀歷程之關係. Paper presented at the Second International Conference for Personal Epistemology and Learning, December 13-15, Taipei, Taiwan.
  9. Cheng, C. H., & Yang, F. Y. (2016). Using the eye tracking method to investigate the relationships between text reading, comprehension and information integration. Poster presented at the HU-SNU-NTNU-KU Joint Symposium for Science Education, December 7-10, Seoul, South Korea.
  10. Yang, F. Y., & Cheng, C. H. (2016). Examining the process of solving physics problems. Invited speech presented at the HU-SNU-NTNU-KU Joint Symposium for Science Education, December 7-10, Seoul, South Korea.
  11. Cheng, C. H., & Yang, F. Y. (2016). Using the eye tracking method to reveal students’ cognitive conflicts. Paper presented at the at the annual international conference of the National Association for Research in Science Teaching, April 14-17, Baltimore, MD, USA.
Research project

 

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