|The role of mental-modeling ability, content knowledge, and mental models in general chemistry students' understanding about molecular polarity|
University of Missouri--Columbia, 2007
|A review of features of technology-supported learning environments based on participants’ perceptions|
HY Chang, CY Wang, MH Lee, HK Wu, JC Liang, SWY Lee, GL Chiou, ...
Computers in Human Behavior 53, 223-237, 2015
|Scaffolding middle school students’ construction of scientific explanations: Comparing a cognitive versus a metacognitive evaluation approach|
International Journal of Science Education 37 (2), 237-271, 2015
|Characteristics and levels of sophistication: An analysis of chemistry students’ ability to think with mental models|
CY Wang, LH Barrow
Research in Science Education 41 (4), 561-586, 2011
|A review of research on technology-assisted school science laboratories|
CY Wang, HK Wu, SWY Lee, FK Hwang, HY Chang, YT Wu, GL Chiou, ...
Journal of Educational Technology & Society 17 (2), 307-320, 2014
|Exploring the impacts of cognitive and metacognitive prompting on students’ scientific inquiry practices within an e-learning environment|
WX Zhang, YS Hsu, CY Wang, YT Ho
International Journal of Science Education 37 (3), 529-553, 2015
|Exploring conceptual frameworks of models of atomic structures and periodic variations, chemical bonding, and molecular shape and polarity: a comparison of undergraduate …|
CY Wang, LH Barrow
Chemistry Education Research and Practice 14 (1), 130-146, 2013
|Development and implications of technology in reform-based physics laboratories|
S Chen, HC Lo, JW Lin, JC Liang, HY Chang, FK Hwang, GL Chiou, ...
Physical Review Special Topics-Physics Education Research 8 (2), 020113, 2012
|Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and web-searching strategies|
HC She, MT Cheng, TW Li, CY Wang, HT Chiu, PZ Lee, WC Chou, ...
Computers & Education 59 (2), 750-761, 2012
|Exploring general versus task-specific assessments of metacognition in university chemistry students: A multitrait–multimethod analysis|
Research in Science Education 45 (4), 555-579, 2015
|The intellectual structure of metacognitive scaffolding in science education: A co-citation network analysis|
KY Tang, CY Wang, HY Chang, S Chen, HC Lo, CC Tsai
International Journal of Science and Mathematics Education 14 (2), 249-262, 2016
|Content analysis of 1998–2012 empirical studies in science reading using a self-regulated learning lens|
YS Hsu, MH Yen, WH Chang, CY Wang, S Chen
International Journal of Science and Mathematics Education 14 (1), 1-27, 2016