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Hsin-Hui Wang

王薪惠
Name Hsin-Hui Wang
Title Assistant Professor
Education   Ph.D., Institute of Education, National Sun Yat-sen University
Extension 78605
E-mail hsinhui5885@gmail.com
Office Room 4022A, Department of Applied Science Building
Research Inquiry-based teaching, STEM teaching, Literacy-oriented assessment design, Affective factors in learning science
Class  
Experience •Assistant professor, Institute of Mathematics and Science Education, National Tsinghua University (2024.8 present)

 

 

Teaching and Research Feature

Argumentation, inquiry, and STEM teaching in primary and secondary schools

王薪惠教學特色

Conduct longitudinal SSI argumentation/scientific inquiry/STEM courses in primary and secondary schools. Focuses on exploring the learning outcomes of students' affective attitudes (ex. self-efficacy of and engagement in learning science) and scientific competency.

Teaching model design and learning outcomes in higher education

王薪惠教學特色

Improving the learning outcomes of college students through teaching model design. For example, explore whether process-oriented guided-inquiry learning (POGIL) can eliminate the gap in the learning of chemical knowledge among undergraduate students with different levels of prior knowledge.

Academic Publications and Research Projects

  • 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.
  • Hong, Z. R., Chen, H. T., Wang, H. H., & Yang, K. K. (2009). The Effects of Promoting Elementary School Students’ Reading Critical Thinking and Self-development through Inquired-based Teaching. Paper was presented at the Hawaii International Conference on Education, January 4-7, 2009.
  • Wang, H. H. & Hong, Z. R. (2010). The investigation on creativity related factors of urban indigenous students. Paper was presented at the Hawaii International Conference on Education, January 7-10, 2010.
  • Hong, Z. R., Lin, H. S., Chen, H. T., Wang, H. H., Zheng, M. S., & Yu, T. C. (2010). An investigation of elementary school students’ self-expectation, involvement, and interest in learning science. Paper was presented at the Australasian Science Education Research Association 41th Conference (ASERA), June 30- July 3, 2010, Newcastle, New South Wales, Australia.
  • Hong, Z. R., Lin, H. S., Cheng, M. S., Chen, H. T., & Wang, H. H. (2010). Using cooperative reading club to improve parent-children positive interaction, positive thinking, and decrease stereotypic thinking in learning science in Taiwan. Paper was presented at IASCE conference 2010—Pedagogy, Policy and Practice, 25-27 November, 2010, Brisbane, Australia.
  • Hong, Z. R., Lin, H. S., Chen, H. T., Wang, H. H., & Yang, K. K. (2010). The investigation of Taiwanese elementary school students’ self-efficacy and learning in science. Paper was presented at Global Chinese Conference on Science Education 2010 (GCCSE), 20-21 December, 2010, Hong Kong Institute of Education.
  • Hong, Z. R., Lin, H. S., Wang, H. H., Chen, H. T., & Yang, K. K. (2011). Effects of cooperative small group discussion on boys’ and girls’ argumentation and attitudes toward science. Paper was presented at East-Asian Association for Science Education Conference (EASE), October 26- 29, 2011, Gwangju, Chosun University, Korea.
  • Hong, Z. R., Wang, H. H., Chen, H. T., Chung, Y. M., & Wu, Y. C. (2011). Effects of integrating science and aesthetic scaffolding intervention on promoting junior high school under-representative students’ learning in science. Paper was presented at East-Asian Association for Science Education Conference (EASE), October 26- 29, 2011, Gwangju, Chosun University, Korea.
  • Hong, Z. R., Lin, H. S., Chen, H. T., Wang, H. H., Lin, C. J., & Yu, T. C. (2012). Enhancing elementary school students’ active learning, positive thinking and decreasing their anxiety in learning science. Paper was presented at the Australasian Science Education Research Association 43th Conference (ASERA), June 27- 30, 2012, University of the Sunshine Coast, Queensland, Australia.
  • Hong, Z. R., Lin, H. S., Chen, H. H., Wang, H. H., Yu, T. C., & Lin, C. J. (2013). The effects of aesthetic science activities on improving at-risk families children’s anxiety about learning science and positive thinking. Paper presented at The 3rd Biennial Conference of East-Asian Association for Science Education (EASE), 4-6 July 2013, Hong Kong.
  • Hong, Z. R., Lin, H. S., Chen, H. T., Wang, H. H., & Yu, T. C. (2013). Effects of aesthetic science intervention on children’s anxiety about learning science. Paper presented at (European Science Education Research Association Conference) EASERA, 2013. 2-7 September, 2013, Nicosia, Cyprus.
  • Hong, Z. R., Liang, T. S., Fang, Y. W., & Wang, H. H. (2014). Development and validation of attitudes toward English and English Self-efficacy scale. Paper presented at the 2014 Hawaii International Conference on Education, January 5-8, 2014, Honolulu, Hawaii.
  • Hong, Z. R., Lin, H. S., Chen, H. T., & Wang, H. H. (2014). Longitudinal study of effects of inquiry-based science camp on underachieving children’s affective perceptions of learning science and positive thinking. Paper presented at the National Association for Research in Science Teaching (NARST) 87th Annual Conference, March 30-April 2, 2014, Pittsburgh, Pennsylvania, USA.
  • 余典錡、陳香廷、王薪惠、洪瑞兒(2014)。大學生網路素養與閱讀動機研究。論文發表於第四屆山海論壇研討會，2014年10月22-24日。國立中山大學，高雄市。
  • Huang, Y. N., Wang, H. H., Chen, H. T., Yang. K. K., & Hong, Z. R. (2014). What do graduate students gain from a three-week summer camp? Youth perceptions and design of an immersive, love-oriented, intercultural camp. Paper presented at the 第四屆山海論壇研討會, October 22-24, 2014, National Sun Yat-sen University, Kaohsiung. Taiwan.
  • Wang, H. H., Chen, H. T., Yore, L., & Hong, Z. R. (2014). An investigation of Taiwanese college students’ personality traits and self-worth. Paper presented at the 第四屆山海論壇研討會, October 22-24, 2014, National Sun Yat-sen University, Kaohsiung. Taiwan.
  • Hong, Z. R., Chen, H. T., Wang, H. H., & Lu, Y. Y. (2015). Promoting elementary school students’ attitude toward science and argumentation through a science inquiry intervention. Paper presented at National Association for Research in Science Teaching (NARST) 88th Annual Conference, 2015/4, Chicago, IL, USA.
  • 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。
  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
  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
  • 瑞兒、魯盈讌、王薪惠 (2020)。臺灣民眾對科學與科技相關議題興趣及幸福感之探討。載於林煥祥 (主編)，2018年臺灣公民科技素養概況 (19-33頁)。高雄市：國立中山大學。ISBN:9789579014854
  • 王薪惠 (2020)。民眾的科學能力。載於林煥祥 (主編)，2018年臺灣公民科技素養概況(115-134頁)。高雄市：國立中山大學。ISBN:9789579014854
  • 洪瑞兒、王薪惠、魯盈讌 (2017)。學生問卷分析結果。載於佘曉清、林煥祥 (主編)，PISA2015臺灣學生的表現 (201-285頁)。新北市：心理出版社。ISBN:978-986-191-776-4
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