Ying‐Chih Chen

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Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach

B. Hand, Ying‐Chih Chen, J. K. Suh, 2020, Educational Psychology Review.

Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation

Ying‐Chih Chen, 2020 .

Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation

Ying‐Chih Chen, Xue Qiao, 2020 .

The Effects of Writing-to-Learn Activities on Elementary Students' Conceptual Understanding: Learning about Force and Motion through Writing to Older Peers.

Brian Hand, B. Hand, Ying‐Chih Chen, 2013 .

A Negotiation Cycle to Promote Argumentation in Science Classrooms

Ying‐Chih Chen, J. Steenhoek, 2013 .

Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

B. Hand, Ying‐Chih Chen, Soonhye Park, 2016 .

Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments

Brian Hand, Soonhye Park, B. Hand, 2016 .

Using Models to Support Argumentation in the Science Classroom

M. B. Yarker, Ying‐Chih Chen, Mathew J. Benus, 2016, The American Biology Teacher.

Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

B. Hand, Ying‐Chih Chen, Lori Norton-Meier, 2017 .

Managing uncertainty in scientific argumentation

Ying‐Chih Chen, Matthew Benus, Jaclyn Hernandez, 2019, Science Education.

An educational research course facilitated by online peer assessment

Chin-Chung Tsai, Chin-Chung Tsai, Ying‐Chih Chen, 2009 .

Teaching Scientific Core Ideas through Immersing Students in Argument: Using Density as an Example

Ying‐Chih Chen, Yen-Ting Chen, Jia-Ling Lin, 2014 .

Writing as an Epistemological Tool: Perspectives from Personal, Disciplinary, and Sociocultural Landscapes

Ying‐Chih Chen, 2019, Theorizing the Future of Science Education Research.

Scaling and assessment of an evidence-based faculty development program for promoting active learning pedagogical strategies

Casey J. Ankeny, K. Hjelmstad, S. Krause, 2019 .

Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

B. Hand, Ying‐Chih Chen, Lori A. Norton-Meier, 2016, Research in Science Education.

Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation

Ying‐Chih Chen, 2020, Science & Education.

Moving Past Curricula and Strategies: Language and the Development of Adaptive Pedagogy for Immersive Learning Environments

B. Hand, Ying‐Chih Chen, Soonhye Park, 2016, Research in Science Education.

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

Soonhye Park, Jinhong Jung, Ying‐Chih Chen, 2011 .

Mapping out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples from High School Biology Classrooms.

Soonhye Park, Ying‐Chih Chen, Soonhye Park, 2012 .

Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

B. Hand, Ying‐Chih Chen, Soonhye Park, 2016, Science & Education.

Promoting argumentative practice in socio-scientific issues through a science inquiry activity

Ying‐Chih Chen, Y. Nam, 2017 .

Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms

Ying‐Chih Chen, Takeshi Terada, 2021 .

“Talking Science” to “Discourse Strategies”: Perspective Shifting from “Knowing” to “Doing” the Language of ScienceTang, K. S. (2021). Discourse strategies for science teaching and learning: Research and practice. New York, NY: Routledge. ISBN 9780367344245. 212 Pages, 34 B/W illustrations

Ying‐Chih Chen, 2021 .

Moving Past Curricula and Strategies: Language and the Development of Adaptive Pedagogy for Immersive Learning Environments

Brian Hand, Soonhye Park, Andy Cavagnetto, 2016 .

Examining Relationships and Patterns in Pedagogical Beliefs, Attitudes, and Classroom Practices for Faculty of Undergraduate Engineering, Math, and Science Foundational Courses

Stephen Krause, James A. Middleton, John Ernzen, 2015 .

Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion

Ying‐Chih Chen, Ratrapee Techawitthayachinda, 2021 .

Thinking and Practicing Like a Scientist?

H. She, Ying‐Chih Chen, Guangxi He, 2023, Asia-Pacific Science Education.

Argumentative writing as a tool to develop conceptual and epistemic knowledge in a college chemistry course designed for non-science majors

Ying‐Chih Chen, Claudia Aguirre-Mendez, Takeshi Terada, 2020 .

Unpacking the Use of Talk and Writing in Argument-based Inquiry: Instruction and Cognition

B. Hand, Ying‐Chih Chen, Soonhye Park, 2012, ICLS.

The Roles of Teacher Questioning in Argument-based Inquiry (ABI): Approaches that Promote Cognitive Thinking and Dialogical Interaction

B. Hand, Ying‐Chih Chen, 2014, ICLS.

Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn

Ying‐Chih Chen, Claudia Aguirre-Mendez, Takeshi Terada, 2022, Reading and Writing.

Predicting Components of Argumentative Writing and Achievement Gains in a General Chemistry Course for Nonmajor College Students

Ying‐Chih Chen, Claudia Aguirre-Mendez, Ratrapee Techawitthayachinda, 2020 .

Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development

Ying‐Chih Chen, 2021, Journal of Research in Science Teaching.

Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy

Ying‐Chih Chen, 2019, The Reading Teacher.

The Use of a Digital Problem-Based Learning Module in Science Methods Courses.

Ying‐Chih Chen, Peter Rillero, 2019 .

Arguing Like a Scientist: Engaging Students in Core Scientific Practices

Ying‐Chih Chen, J. Steenhoek, 2014 .

What is the effect of establishing programs that address sense of belonging on undergraduate engineering retention?

Stephen Krause, James A. Middleton, John Ernzen, 2015, 2015 IEEE Frontiers in Education Conference (FIE).

Effect of Student-Centered Programs on Retention of Engineering Students

S. Krause, Ying‐Chih Chen, E. Judson, 2015 .

Factors Impacting Retention and Success of Undergraduate Engineering Students

Stephen Krause, James A. Middleton, John Ernzen, 2015 .