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Ying-Chih Chen

Associate Professor

Arizona State University

United States

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Research Interests

Educational Technology

40%

Educational Psychology

100%

Teaching And Learning

80%

Science Education

70%

Uncertainty Analysis

50%

Learning Science

40%

Inquiry-based Learning

30%

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Articles17

Science teachers' perceptions and practice of uncertainty in science learning: The changes experienced after engaging in a practice‐based professional development

Article Link

Year:

2025

Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties

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Year:

2024

Conceptualizing Phases of Sensemaking as a Trajectory for Grasping Better Understanding: Coordinating Student Scientific Uncertainty as a Pedagogical Resource

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Year:

2024

Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking

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Year:

2024

Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking

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Year:

2024

Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource

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Year:

2024

Student Uncertainty as a Pedagogical Resource (SUPeR) approach for developing a new era of science literacy: practicing and thinking like a scientist

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Year:

2024

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

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Year:

2023

Thinking and Practicing Like a Scientist?

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Year:

2023

Building Knowledge Graphs from Unstructured Texts: Applications and Impact Analyses in Cybersecurity Education

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Year:

2022

Is Uncertainty a Barrier or Resource to Advance Science? The Role of Uncertainty in Science and Its Implications for Science Teaching and Learning

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Year:

2022

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

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Year:

2022

A Social Network Analysis of Engineering Faculty Connections: Their Impact on Faculty Student-Centered Attitudes and Practices

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Year:

2022

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

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Year:

2021

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

Article Link

Year:

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

Article Link

Year:

2021

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

Article Link

Year:

2021

Collaborators3

Jee Kyung Suh

The University of Alabama

UNITED STATES

Keith Hjelmstad

President's Professor

Arizona State University

UNITED STATES

Emily Starrett

UNITED STATES

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