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Chia-Yu Wang
Researcher at National Chiao Tung University
Publications - 21
Citations - 624
Chia-Yu Wang is an academic researcher from National Chiao Tung University. The author has contributed to research in topics: Metacognition & Science education. The author has an hindex of 13, co-authored 19 publications receiving 500 citations. Previous affiliations of Chia-Yu Wang include National Taiwan University of Science and Technology & University of Missouri.
Papers
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Journal ArticleDOI
Effective Professional Development in Science and Mathematics Education: Teachers' and Facilitators' Views.
Meredith Park Rogers,Sandra K. Abell,John K. Lannin,Chia-Yu Wang,Kusalin Musikul,David D. Barker,Shannon Dingman +6 more
TL;DR: In this paper, the authors compared the views of teachers and professional development facilitators about effective professional development (PD), and found that teachers' themes for characterizing effective PD included classroom application, teacher as learner, and teacher networking.
Journal ArticleDOI
A review of features of technology-supported learning environments based on participants' perceptions
Hsin Yi Chang,Chia-Yu Wang,Min Hsien Lee,Hsin Kai Wu,Jyh Chong Liang,Silvia Wen Yu Lee,Guo Li Chiou,Hao-Chang Lo,Jing-Wen Lin,Chung Yuan Hsu,Ying Tien Wu,Sufen Chen,Fu Kwun Hwang,Chin Chung Tsai +13 more
TL;DR: A framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments, is proposed and it is found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions.
Journal ArticleDOI
Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think with Mental Models
Chia-Yu Wang,Lloyd H. Barrow +1 more
TL;DR: This paper employed a case-study approach to reveal how an ability to think with mental models contributes to differences in students' understanding of molecular geometry and polarity and pointed out five characteristics of mental modeling ability that distinguish students in the high-, moderate-, and low-ability groups from one another.
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Exploring the Impacts of Cognitive and Metacognitive Prompting on Students' Scientific Inquiry Practices within an E-Learning Environment.
TL;DR: This article explored the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition, and found that mixed prompts had significant impacts on the students' inquiry practices, especially their planning and analyzing abilities.
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Development and Implications of Technology in Reform-Based Physics Laboratories.
Sufen Chen,Hao-Chang Lo,Jing-Wen Lin,Jyh Chong Liang,Hsin Yi Chang,Fu Kwun Hwang,Guo Li Chiou,Ying Tien Wu,Silvia Wen Yu Lee,Hsin Kai Wu,Chia-Yu Wang,Chin Chung Tsai +11 more
TL;DR: In this article, a framework for teachers, scientists, and programmers to guide and evaluate technology-integrated laboratories is presented, which includes inquiry learning and openness supported by technology, ways of conducting laboratories, and the diverse learning objectives on which a technologyintegrated laboratory may be focused.