Hsin-Hui Wang

姓名	王薪惠
職稱	助理教授
學歷	國立中山大學教育研究所博士
分機	78605
E-mail	hsinhui5885@gmail.com
研究室	應科系大樓4402A室
研究專長	探究導向教學、STEM教學、素養導向評量設計、科學學習情意因素
課表
經歷	•國立清華大學數理教育研究所助理教授(2024.8~)

教學研究特色

中小學SSI論證/科學探究/STEM教學研究

至中小學進行縱貫性SSI論證/科學探究/STEM課程，目的在探討學生學習參與度、學習興趣、學習動機、批判思考、系統性思考、探究及論證等各種情意面向以及高階認知思考能力。

高等教育的教學模組設計與學習成效

藉由多樣化的教學模組設計提升大學生學習成效，例如：探討透過EMI教學提升大學生系統性思考與科學史學習成效；探討CLIL教學法對學生學習建築藝術知能、語言溝通以及文化意識等面向的提升效果；探討過程導向引導式探究學習模式(POGIL)如何消弭不同先備知識的大學生化學實驗課學習表現落差。

學術著作及研究計畫

期刊論文發表

Jack, B. M., Chen, C. C., Wang, H. H., & Smith, T. J. (2024). Predicting learning interest among Taiwanese students in the context of big science issues. European Journal of Mathematics and Science Education.
Wang, H. H., Wilson, K., VanRooy, W., & Lin, H. S.* (2023). Pre-service primary teachers' competencies in asking and conducting researchable science questions using fair testing. Research in Science Education, 53, 155–171. https://doi.org/10.1007/s11165-022-10048-8
Wang, H. H., Hong, Z. R., She, H. C., Smith, T. J., Fielding-Wells, J., & Lin. H. S.* (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing students’ scientific and mathematical literacies. International Journal of STEM Education, 9, Article number: 14. https://doi.org/10.1186/s40594-022-00329-z
Wang, H. H., Hong, Z. R., Lin. H. S., & Tsai, C. Y. (2022). The relationships among adult sustainability attitudes, psychological well-being, nature relatedness, and interest in scientific issues. Current Psychology, 41, 1788–1799. https://doi.org/10.1007/s12144-020-00708-1
邱瑞宇、王薪惠* (2022)。探討過程導向學習法對大學生化學實驗課學習成效之影響。人文社會科學研究：教育類，16(1), 53-77。
Wang, H. H., Lin. H. S., Chen, Y. C., Pan, Y. T., & Hong, Z. R. (2021). Modelling relationships among students’ inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career. International Journal of Science Education, 43(1), 157-178. https://doi.org/10.1080/09500693.2020.1860266
Lu, Y. Y., Chen, H. T., Wang, H. H., Lawrenz, F., & Hong, Z. R. (2021). Investigating grade and gender differences in students’ attitudes toward life and well-being. Applied Research in Quality of Life, 16, 105-127. https://doi.org/10.1007/s11482-019-09746-9
韓俜亭、洪瑞兒、林煥祥、魯盈讌、王薪惠、黃愛雅 (2021)。大學運動績優排球選手自我統合與幸福感之差異與相關研究。教育科學研究期刊，66(2)，111-144。
Chen, H. T., Wang, H. H., Lu Y. Y., & Hong, Z. R. (2019). Bridging the gender gap of children’s engagement in learning science and argumentation through a modified argument-driven inquiry. International Journal of Science and Mathematics Education, 17(4), 635-655. https://doi.org/10.1007/s10763-018-9896-9
余典錡、魯盈讌、王薪惠(2019)。閱讀動機與網路素養調查對大學通識課程之啟示。通識學刊：理念與實務，7(2)，37-86。
Wang, H. H., Hong, Z. R., Liu, S. C., & Lin, H. S. (2018). The impact of socio-scientific issue discussions on student environmentalism. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), em1624. https://doi.org/10.29333/ejmste/95134
王薪惠、林煥祥、洪瑞兒 (2018). 臺灣公民科技素養、科學興趣及科學參與之探討。教育科學研究期刊，63(4)，229-259。
Wang, H. H., Chen, H. T., Lin, H. S., Huang, Y. N., & Hong, Z. R. (2017). Longitudinal study of a cooperation-driven, socio-scientific issue intervention on promoting students’ critical thinking and self-regulation in learning science. International Journal of Science Education, 39(15), 2002-2026. https://doi.org/10.1080/09500693.2017.1357087
Wang, H. H., Chen, H. T., Lin, H. S., & Hong, Z. R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216. https://doi.org/10.1080/07294360.2016.1176999
Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. S., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170-191. https://doi.org/10.1080/09500693.2015.1134849
Wang, H. H., Chen, H. T., Yore, L., & Hong, Z. R. (2015). An investigation of Taiwanese college students’ personality traits and self-worth. Journal of Happiness Studies, 16(6), 1593-1613. https://doi.org/10.1007/s10902-014-9579-3
Chen, H. T., Wang, H. H., Lin, H. S., Lawrenz, F., & Hong, Z. R. (2014). Longitudinal study of an after-school, inquiry-based science intervention on low-achieving children’s affective perceptions of learning science. International Journal of Science Education, 36(13), 2133-2156. https://doi.org/10.1080/09500693.2014.910630
Hong, Z. R., Lin, H. S., Chen, H. T., Wang, H. H., & Lin, C. J. (2014). The effects of aesthetic science activities on improving at-risk families children’s anxiety about learning science and positive thinking. International Journal of Science Education, 36(2), 216-243. https://doi.org/10.1080/09500693.2012.758394
Hong, Z. R., Lin, H. S., Wang, H. H., Chen, H. T., & Yang, K. K. (2013). Promoting and scaffolding elementary school students’ attitudes toward science and argumentation through a science and society intervention. International Journal of Science Education, 35(10), 1625-1648. https://doi.org/10.1080/09500693.2012.734935
Hong, Z. R., Lin, H. S., Wang, H. H., Chen, H. T., & Yu, T. C. (2012). The effects of functional group counseling on inspiring low achieving students’ self-worth and self-efficacy in Taiwan. International Journal of Psychology, 47(3), 179-191. https://doi.org/10.1080/00207594.2011.590494
Lin, H. S., Hong, Z. R., Wang, H. H., & Lee, S. T. (2011). Using reflective peer assessment to promote students’ conceptual understanding through asynchronous discussions. Educational Technology & Society, 14(3), 178-189.

研討會論文

Wang, H. H., Chen, H. T., & Hong, Z. R. (2015). Longitudinal study of a cooperation-based SSI intervention on promoting students’ critical thinking and self-regulation in learning science. Paper presented at (European Science Education Research Association Conference, EASERA, 2015 8/31~9/ 4, Helsinki, Finland.
Wang, H. H., Chen, H. T., Yang, K. K., Pan, Y. T., Lin, H. S., & Hong, Z. R. (2016). The impact of a short-term camp on students’ awareness and mental models towards marine environment. Paper was accepted by The 5th Biennial Conference of East-Asian Association for Science Education (EASE), By Tokyo University of Science, Tokyo, Japan, 8/26~8/28, 2016.
Chen, H. T., Wang, H. H., & Hong, Z. R. (2016). Longitudinal impact of a cooperative inquiry-based learning on children's images towards scientists and scientific self-efficacy. Paper was accepted by The 5th Biennial Conference of East-Asian Association for Science Education (EASE), By Tokyo University of Science, 8/26~8/28, 2016, Tokyo, Japan.
陳香廷、王薪惠、魯盈讌、黃于寧、洪瑞兒 (2016)。大學生自我效能與正向思考量表之發展與效化。論文發表於第六屆山海論壇研討會，2016年11月23-25日。廣州中山大學，廣州市，中國。
Wang, H. H., Chen, H. T., Lin, H. S., & Hong, Z. R. (2016). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan.論文發表於第六屆山海論壇研討會，2016年11月23-25日。廣州中山大學，廣州市，中國。
Wang, H. H., Chen, H. T., Lin, H. S., & Hong, Z. R. (2017). The impact of an environment-driven socioscientific issue intervention on undergraduate students' environmental consciousness. Paper presented at National Association for Research in Science Teaching (NARST) 90th Annual Conference, 2017/4, San Antonio, TX, USA.
Chen, H. T., Wang, H. H., Lu, Y. Y., & Hong, Z. R (2017). Effects of female role models-driven inquiry on students' images of scientists and scientific career awareness. Paper presented at National Association for Research in Science Teaching (NARST) 90th Annual Conference, 2017/4, San Antonio, TX, USA.
Smith, T. J., Walker, D. A., Chen, H. T., Wang, H. H., & Yang, K. K. (2017). Student perceptions of school climate and student attitude towards science: A cross-cultural examination. Paper presented at the 2017 MWERA Annual Meeting and Conference, October 18-21, Evanston, IL, USA.
王薪惠、林煥祥、洪瑞兒(2017)。臺灣公民科技素養、科學興趣及科學參與度之探討。臺灣教育研究學會學術研討會，2017年11月25日，高雄。
Chen, C. L., Chen, H. T., Wang, H. H., Lin, H. S., & Hong, Z. R. (2018). The Effects of a Cooperative Inquiry Teaching on Children’s Attitudes towards Science and Inquiry Competency in Taiwan. Paper will be presented at the 16th Hawaii International Conference on Education, January 4-7, 2018.
曾靜雯、徐家煌、王薪惠、洪瑞兒(2018)。探討中學生參加素養導向課程對學習態度及跨文化族群之認同研究。臺灣教育研究學會學術研討會，2018年11月9-10日，高雄。
曾靜雯、徐家煌、王薪惠(2018)。探討素養導向課程融入對中學生及師資生核心素養能力提升之差異。臺灣教育研究學會學術研討會，2018年11月9-10日，高雄。
洪瑞兒、王薪惠、魯盈讌、黃愛雅(2018)。探討不同背景師資培育學生教師專業知能差異。臺灣教育研究學會學術研討會，2018年11月9-10日，高雄。
Wang, H. H., Hong, Z. R., & Lin, H. S. (2019). The Role of Engagement, Enjoyment, and Self-efficacy in Building Students’ and Adults’ Scientific Competencies. Paper presented at National Association for Research in Science Teaching (NARST) 92th Annual Conference, March 31-April 3, 2019, Baltimore, Maryland, USA.
Wang, H. H., Hong, Z. R., & Lin, H. S. (2019). Effects of Supportive Argument-Driven Inquiry Teaching on Primary and Secondary School Students' Self-efficacy of and Engagement in Learning Science. Paper presented at the 50th annual ASERA Conference, July 2-5, 2019, Queenstown, New Zealand.
Lu, Y. Y., Hong, Z. R., Lin, H. S., Wang, H. H. (2019). Exploring Taiwanese Citizens’ Interest in, and Understanding of Science-Related Issues, Perceptions About Enjoyment in Science Learning and Well-Being. Paper presented at the 50th annual ASERA Conference, July 2-5, 2019, Queenstown, New Zealand.
Lu, Y. Y., Chen, H. T., Yang, K. K., Pan, Y. T., Wang, H. H., Lin, H. S., & Hong, Z. R. (2020). The Effects of Critique-driven Inquiry (CDI) Teaching on Elementary and Secondary School Students' Tendency of Critical Thinking and Scientific Competency. Paper presented at National Association for Research in Science Teaching (NARST) 93th Annual Conference, March 15-18, 2020, Portland, OR, USA.
Jack, B. M. & Wang, H. H. (2022). Self-efficacy, SSI Learning Interest, SSI Critical Thinking Interest as Predictors of Students’ Reflection and Performance. Paper presented at The Asian Conference on Psychology & the Behavioral Sciences (ACP2022) (online), March 29-31, Tokyo, Japan.
Lin, H. S., Hong, Z. R., & Wang, H. H. (2022). Exploring the challenges and understanding of elementary and secondary school teachers’ systems thinking. Paper presented at the 2022 International Conference on General Education, Teaching Practice Research and STEAM Education, Taipei, Taiwan.
王薪惠、林煥祥、洪瑞兒(2022)。英語授課科學課程學習成效之探究。2022通識、教學實踐研究與STEAM教育國際研討會，2022年11月18-19日，台北。
Jack, B. J. & Wang, H. H. (2023). Mediating effects of a poster activity on Taiwanese students’ self-determined learning readiness. Paper presented at The 9th Asian Conference on Education & International Development (ACEID2023), Japan.
Wang, H. H., Lin, H. S., Hong, Z. R., & Lee, L. (2023). The role of cognitive engagement, enjoyment of learning science, and epistemology beliefs in building undergraduate students’ science learning performances. Paper presented at the 2023 National Association for Research in Science Teaching (NARST) Annual International Conference, Chicago, IL, USA.
王薪惠、林煥祥、黃立婷、洪瑞兒 (2023)。探討親子共學探究科學營對國小學童之科學態度與科學學習效能之影響。2023通識、教學實踐研究與STEAM教育國際研討會，2023年11月17-18日，台北。
王薪惠、Jack, B. J. & 曾靜雯(2023)。探究數位教學課程對國中生的批判思考之潛在影響。2023通識、教學實踐研究與STEAM教育國際研討會，2023年11月17-18日，台北。

國科會研究計畫一覽表

	計畫編號	計畫名稱	計畫期間	擔任工作
•		探討科普影片反思探究教學提升高職學生系統思考、閱讀能力及科技素養之效益	2024/8-2027/7	共同主持人

教育部研究計畫一覽表

	計畫名稱	計畫期間	擔任工作
•	高級中等學校STEAM專業人才扎根和推廣養成計畫	2023/10 迄今	協同主持人

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