Yuanhua Wang

Assistant Professor

West Virginia University

United States

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Yuanhua Wang is an Assistant Professor at West Virginia University in the United States. His research focuses on early childhood education, computational thinking in science education, and the impact of pedagogical content knowledge on student learning outcomes. Recent articles by Professor Wang examine topics such as home learning environments, questioning competency in pre-service teachers, and the interplay between learning anxiety and mathematics performance.

Articles (11)

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2025

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2025

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2025

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2021

Collaborators (3)

Ugur Kale

Associate Professor

West Virginia University

UNITED STATES

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Beth Thacker

Professor

Texas Tech University

UNITED STATES

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Jianlan Wang

Assistant Professor

Texas Tech University

UNITED STATES

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Yuanhua Wang

Research Interests

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Articles (11)

Future Science Educators’ Usage, Interest, Competence, and Utility Value for Computational Thinking

Integrating CT in Science Methods: Advancing Practice and Pedagogy

Unplugged activities to support preservice teachers’ competence, interest, and utility value on computational thinking: A mixed-method inquiry

How and When Does Early Home Learning Environment Improve Children’s Kindergarten Academic Skills? The Roles of Language Ability and Self-Control

Examining the role of sense of belonging and formative assessment in reducing the negative impact of learning anxiety in mathematics

Pioneering quantitative assessment of questioning competency in elementary pre-service teachers using Likert-scale questions

Unveiling the influence of pedagogical content knowledge in questioning on college students’ conceptual learning of introductory physics

Elementary pre-service teachers’ horizon knowledge for teaching addition and subtraction: An analysis of video presentations

Investigating learning assistants’ use of questioning in online courses about introductory physics

Self-concept, learning anxiety, and performance in mathematics learning: The moderating effect of teacher cognitive activation

Compare Synchronous and Asynchronous Online Instruction for Science Teacher Preparation

Collaborators (3)

Ugur Kale

Beth Thacker

Jianlan Wang

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