簡介 經歷 研究興趣 獎勵和榮譽 學術著作 歷屆學生

葉怡芬 博士

博士後研究員

國立臺灣師範大學
科學教育中心 科教大樓 SE406
臺北市116文山區汀州路四段88號

電子郵件信箱: yyf521@ntnu.edu.tw
電話: 02-7734-6982

學術著作

Peer Reviewed International Journal Publications
Yeh, Y.-F., Joshi, R., & Ji, X. (2015). The development of morphological awareness in Chinese ESL students. Contemporary Educational Psychology, 43, 51-60.
Yeh, Y.-F., Lin, T.-C., Hsu, Y.-S., Wu, H.-K. & Hwang, F.-K. (2015). Science teachers' proficiency levels and patterns of TPACK in a practical context. Journal of Science Education and Technology, 24(1), 78-90.
Yeh, Y.-F., Hsu, Y.-S., Chuang, F.-T., & Hwang, F.-K. (2014). Middle-school students' online- information management behaviors on the information retrieval interface. Australasian Journal of Educational Technology, 30(2), 245-260.
Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K., Hwang, F.-K., & Lin, T.-C. (2014). Developing and validating technological pedagogical content knowledge - practical (TPACK-Practical) through the Delphi Survey Technique. British Journal of Educational Technology, 45(4), 707-722.
Smolkin, L., McTigue, E. & Yeh, Y.-F. (2013). Searching for explanations in science trade books: What can we learn from Coh-Metrix? International Journal of Science Education, 35(8), 1367-1384.
Yeh, Y.-F., Jen, T.-H. & Hsu, Y.-S. (2012). Major strands in scientific inquiry through cluster analysis of research abstracts. International Journal of Science Education, 34 (18), 2811-2842.
Yeh, Y.-F. Y., McTigue, E. M., & Joshi, R. M. (2012). Moving from explicit to implicit: A case study of teaching inferential comprehension to middle grade readers. Literacy Research & Instruction, 51, 1-18.
Lin, L.-F., Hsu, Y.-S. & Yeh, Y.-F. (2011) The role of computer simulation in an inquiry environment: Reconstructing geological events as geologists. Journal of Science Education and Technology, 21 (3), 370-383.
Yeh, Y.-F. Y. & McTigue, E. M. (2009). The frequency, variation, and function of graphical representations within standardized state science tests. School Science and Mathematics Journal, 109, 435-449.

Book Chapters
Hsu, Y.-S., Yeh, Y.-F., Wu, H.-K. (2015). Chap. 2: The framework of TPACK-P for science teachers in a practical teaching context. In Y.-S. Hsu (ed.). Technological pedagogical content knowledge (TPACK) - East Asian Practices. Singapore: Springer.
Yeh, Y.-F., & Hsu, Y.-S. (2015). Chap. 4: Rubrics of TPACK-P for teaching science with technology. In Y.-S. Hsu (ed.). Technological pedagogical content knowledge (TPACK) - East Asian Practices. Singapore: Springer.
Yeh, Y.-F., Hwang, F.-K., Hsu, Y.-S., &Wu, H.-K. (2015). Chap. 5: Applying TPACK-P to a teacher education program. In Y.-S. Hsu (ed.).Technological pedagogical content knowledge (TPACK) - East Asian Practices. Singapore: Springer.
Yeh, Y.-F., Hsu, Y.-S., Wu, H-K., & Chien, S.-P. (2015). Chap. 12: Rubric for Science Teachers' TPACK: Evaluating Teachers' Analytical Comments to Video-based Questionnaire. In Khine, M.S. (ed.). New directions in technological pedagogical content knowledge research: Multiple perspective (pp.267-287). Charlotte, NC: Information Age Publishing.