Ya Chun Chen, Assistant Professor

陳雅君 助理教授 (科學教育組)
yachunchen@nctu.edu.tw

辦公室電話: 03-5712121#58052


陳雅君博士現任國立交通大學教育研究所助理教授,曾任數個科技部專題研究計畫研究助理,並於2019年獲科技部補助博士生赴澳洲Australia Catholic University進行國外研究。目前主要研究領域為大型資料庫分析與研究、系統思考、STEM跨域整合的課程設計與教學、科學與閱讀素養評量、科學探究與論證、教師專業發展等等。陳博士曾經參與多次國際大型評量計畫及與國外機構合作的實務經驗,曾擔任台灣PISA 2006、2015國際學生能力評量計劃Reading Coding Manager,並協助辦理情境式能力導向評量試題研習,與高中校長、主任及國高中在職教師分享如何設計評量學生科學與閱讀素養的試題。

陳博士亦關注探究導向的STEM跨領域教學對科學教師專業能力成長與學生科學能力提升之效益。陳博士曾協助中山大學博雅教育中心林煥祥講座教授在中小學成立跨校及跨區的教師專業成長社群,並辦理了一系列的素養導向教學與評量的教師專業成長工作坊,除了支援相關的研習演講外,也協助參與發展在職教師發展科學素養導向的教學模組。陳博士有將近8年培訓小學、國中及高中科學教師科學素養導向教學專業能力的經驗,對於科學教育與師資培育具有相當豐富的實務與研究經驗。


 

學歷
  • 國立中山大學教育研究所 教育學博士
  • 國立高雄師範大學科學教育研究所 理學碩士
  • 國立高雄師範大學化學系 理學學士

 

經歷
  • 國立中山大學科技部專題研究計畫兼任研究助理 (2015~2019)
  • 國立中山大學科技部專題研究計畫專任研究助理 (2008~2015)
  • 國立花蓮教育大學國科會專題研究計畫專任研究助理 (2004~2008)
  • 國立高雄師範大學國科會專題研究計畫專任研究助理 (2000~2002)
  • 台南市立民德國民中學實習理化教師 (1999~2000)

 

研究專長
  • 系統思考在科學教學與評量之應用
  • STEM跨域整合課程設計與教學
  • 科學探究
  • 科學論證
  • 大型資料庫分析與研究
  • 科學與閱讀素養導向教學與評量

 

授課
  • 科學探究與實作課程設計
  • 科學史與科學本質
  • 教學實習(化學)
  • 科學教育論文研討

 

榮譽
  • 108年度科技部補助博士生赴國外研究計畫 (千里馬計畫)
  • 108年度中山大學補助博士生赴國外大學(機構)研究
  • 106年度國立中山大學「優秀教學助理獎」

 

導生
108學年度 109學年度

 

發表
著作發表
期刊論文
1. Wang, H., Chen, Y., Pan, Y., & Hong, Z. (2021). Modeling relationships between students’ inquiry-related learning activities and their choice of future STEM career. International Journal of Science Education, 43(1), 1-22. (SSCI) doi.org/10.1080/02635143.2019.1601075. (Rank=146/263=56% in Education & Educational Research category. Impact Factor=1.485)
2. Chen, Y., Pan, Y., Hong, Z., Weng, X., & Lin*, H. (2020). Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching. Research in Science & Technological Education, 38(2), 185-207. doi.org/10.1080/02635143.2019.1601075. (SSCI). (Rank=191/263=73% in Education & Educational Research category. Impact Factor=1.111)
3. Chen. Y. C., Wilson, K., & Lin, H. S. (2019). Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws. Chemistry and Education Research and Practice, 20, 594-605. (SSCI) (Rank=51/243=21% in Education & Educational Research category. Impact Factor=2.285)
4. 潘怡如、陳雅君、林煥祥 (2018)。以科學新聞融入教學提升中學生自我效能及論證能力之探討。科學教育學刊,26(1),71-96。(TSSCI)
5. 陳雅君、洪瑞兒、佘曉清、林煥祥 (2016)。臺灣學生科學素養與科教學者研究成果表現之發展趨勢探討。科學教育學刊,24(4),333-354。(TSSCI)
6. 楊桂瓊、陳雅君、洪瑞兒、林煥祥 (2015)。新興科技融入探究式教學的成效探討。科學教育學刊,23(2),111-127。(TSSCI)
7. Lin, H., Hong, Z., & Chen, Y. (2013). Exploring the development of college students’ situational interest in learning science. International Journal of Science Education, 35(13), 2152-2173. (SSCI) (Rank=31/219=14.16% in Education & Educational Research category. Impact Factor=1.516)
8. 陳雅君(2007)。職前化學教師自發性類比之探討。科學教育學刊,15(3),265-294。(TSSCI)
研討會論文
1. Chen, Y., & Lin, H. (2021). Impacts of Inquiry-based Teaching on Undergraduate Students’ Engagement in Science and Environmental Awareness. Paper presented at the annual conference of the National Association for Research in Science Teaching, Virtual Conference, April 7-10.
2. Chen, Y., & Lin, H. (2020). Impacts of Inquiry-based Teaching on Undergraduate Students' Contextualized Problem-solving through the Lens of Systems Thinking. Paper presented at the annual conference of the National Association for Research in Science Teaching, Portland, Oregon, March 15-18.
3. Chen, Y. C., & Lin, H. S. (2019). Investigating college students' translation and representation of gas laws through the lens of systems thinking. Paper presented at the annual conference of the National Association for Research in Science Teaching, Baltimore, MD, March 31-April 3.
4. Chen, Y. C., & Lin, H. S. (2018). Exploring the development and implementation of integrating essential competencies of scientific inquiry in teaching. Paper presented at the annual conference of the National Association for Research in Science Teaching, Atlanta, GA, March 10th-13th.
5. Chen, Y. C., & Lin, H. S. (2016). Taiwan students’ engagement in science: Analysis of data from PISA 20006 and 2015 field trial test. Paper presented at the biennial conference of the East-Asian Association for Science Education, Tokyo, August 26th-28th.
6. Lin, H. Hong, Z., Chen, Y., & Yang, K. (2011). From situational interest to individual interest: The impact of a classroom intervention on college students’ perception of learning science. Paper presented at the EASE Conference. Gwangju, Korea, October, 26th-28th.
7. Lin, H. S., Hong, Z. R., Yang, K. K., & Chen, Y. C. (2010). Using collaborative reflections to support teachers’ inquiry-based instruction. Paper presented at the annual conference of the Australian Science Education Research Association. New South Wales, Australia, June 30th- July 3rd.
8. Yang, K. K., Lin, H. S., & Chen, Y. C. (2010). The exploration of teaching argumentation for elementary school students. Paper presented at the Hawaii International Conference on Education. Honolulu, Hawaii, January 7th-10th.
9. 陳雅君、林煥祥(2003)。職前化學教師自發性類比之探討。發表於中華民國第十九屆科學教育學術研討會。台北市:國立台灣師範大學。
專書論文
1. Chen, Y., Hong, Z., & Lin, H. (2021). Exploring students’ scientific competency performance on PISA 2015 paper-based assessment and computer-based assessment. In L. Unsworth (Ed), Learning from viewing and creating animations in science education (pp.279-300).
2. 陳雅君、林煥祥(2017)。台灣學生閱讀素養的表現。載於佘曉清、林煥祥(主編),PISA 2015台灣學生的表現(116-158頁)。台北市:心理出版社。

 

 

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