Ying-Chih Chen

Biography
Ying-Chih Chen's research agenda focuses on how talk (e.g., self-explanation, group discussion, whole-class discussion) and writing (e.g., texts, diagrams, drawings, tables) can be synergistically adapted as epistemic tools to foster negotiation and group consensus skills among students. He analyzes student talk and writing, examining how they comprehend, critique, and co-construct core concepts that lead to increasing their reasoning abilities. He also designs and leads professional development workshops for K-12 teachers in argumentation focusing on an argument-based approach called the Science Talk-Writing Heuristics (STWH) approach.
Professor Chen is currently researching teachers' knowledge and practices toward argumentation from three aspects: social negotiation (i.e., being able to comprehend, critique, and construct concepts to build consensus); epistemic engagement (i.e., knowing about what counts as good claims and evidence); and ubiquitous representation (i.e., grasping different modalities to represent mental concepts). He is developing and piloting an instrument to measure the degree to which classrooms have become aligned with reform principles defined by current standards (e.g., Next Generation Science Standards) and Professor Michelene Chi's ICAP Framework (Interactive, Constructive, Active, Passive) to quantify teacher quality in science classrooms. Professor Chen evaluates the instrument for validity, reliability, and effectiveness of the instrument which can be used to capture the quality of specific practices of teachers while serving as a reflection tool to identify teaching strengths and weaknesses. He has received two prestigious awards signifying his substantial effect on the field of science education, including the 2014 National Association for Research in Science Teaching (NARST) Outstanding Paper Award, the 2015 Association of American Publishers (AAP) Revere award, and the 2017 NARST Early Career Research Award.
Education
- Ph.D. Science Education, minor in Educational Measurement and Statistics, University of Iowa 2011
- Teacher Certificate Program in Secondary Education (K7-12/ General Science, Physics, Engineering), National Chiao Tung University, Taiwan 2001
- M.S. Mechanical Engineering, National Chiao Tung University, Taiwan 2001. Thesis: Strength Analysis of A Frangible Laminated Composite Canister Cover.
- B.S. Mechanical Engineering, National Sun Yat-Sen University, Taiwan 1999. Thesis: Geometric Design and Manufacture of Bevel Gear.
Google Scholar
Research Interests
Guiding Research Questions:
- How do students synergistically use talk and writing as an epistemic tool to learn science when they engage in argumentative practice?
- How do students build consensus while decision-making in group work discussions?
- How do teachers manage student uncertainty as a pedagogical resource to engage students in reasoning practice and to develop scientific knowledge?
Current Research Projects:
Dr. Chen is currently researching teachers knowledge and practices toward argumentation from three aspects: social negotiation (i.e., being able to comprehend, critique, and construct concepts to build consensus), epistemic engagement (i.e., knowing about what counts as good claims and evidence), and ubiquitous representation (i.e., grasping different modalities to represent mental concepts). To quantify teacher quality in science classrooms, Chen is developing and piloting an instrument to measure the degree to which classrooms have become aligned with reform principles defined by current standards (e.g., Next Generation Science Standards) and Dr. Michelene Chis ICAP Framework (Interactive, Constructive, Active, Passive). He is now evaluating the instrument for validity, reliability and effectiveness of the instrument which can be used to capture the quality of specific practices of teachers, while also serving as a reflection tool to identify teaching strengths and weaknesses.
Dr. Chen has used longitudinal and mixed-methods approaches to investigate (1) how the synergic use of talk and writing can best support students knowledge development, social negotiation, and epistemic engagement in argument-based disciplinary discourse; (2) how the argumentative environment influences the development of students reasoning abilities; and (3) how students' epistemic uncertainty can be adapted as resources for knowledge development.
Publications
Peer-reviewed Journal Articles
[* Denotes undergraduate or graduate student collaborators during the time the manuscript was written]
[**Denotes in-service teacher collaborators during the time the manuscript was written]
- Chen, Y.-C., & Techawitthayachinda, R*. (Accepted). Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole-class discussion. Journal of Research in Science Teaching.
- Aguirre-Mendez, C., & Chen, Y.-C. (Accepted). Argumentative writing prompt model to support non-science major students’ learning in an introductory chemistry course. Journal of College Science Teaching.
- Hand, B., Chen, Y.-C., & Suh, J. (2020). Does a knowledge-generation approach to learning benefit students?: A systematic review of research on the science writing heuristic approach. Educational Psychology Review, 1-43. DOI: https://doi.org/10.1007/s10648-020-09550-0
- Chen, Y.-C., Aguirre-Mendez, C., & Terada, T.* (2020). Argumentative writing as a tool to develop conceptual and epistemic knowledge in a college chemistry course designed for non-science majors. International Journal of Science Education, 42(17), 2842-2875.
- Chen, Y.-C., & Qiao, X.* (2020). Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation. International Journal of Science Education, 42(13), 2145-2180.
- Aguirre-Mendez, C., Chen, Y.-C., Terada, T.*, & Techawitthayachinda, R.* (2020). Predicting components of argumentative writing and achievement gains in a general chemistry course for nonmajor college students. Journal of Chemical Education, 97(8), 2045-2056.
- Chen, Y.-C. (2020). Dialogic pathways to manage uncertainty for productive engagement in scientific argumentation: A longitudinal case study grounded in an ethnographic perspective. Science & Education, 29(2), 331–375.
- Chen, Y.-C., Benus, M. J., & Hernandez, J. (2019). Managing uncertainty in scientific argumentation. Science Education, 103(5), 1235-1276. (This paper was recognized as one of the top 10% most downloaded papers, published in Science Education, between January 2019 and December 2019)
- Chen, Y.-C. (2019). Using the science talk–writing heuristic to build a new era of scientific literacy. The Reading Teacher, 73(1), 51-64.
- Rillero, P., & Chen, Y.-C. (2019). The use of a digital problem-based learning module in science methods courses. Journal of Problem Based Learning in Higher Education, 7(1), 107-119.
- Nunez-Eddy, E.*, Wang, X.*, & Chen, Y.-C. (2018). Engaging in Argumentation: Strategies for early elementary and English language learners. Science & Children, 56(2), 51-59.
- Chen, Y.-C., Mineweaser, L.*, Accetta, D.*, & Nooan, D*. (2018). Connecting argumentation to 5 E inquiry for preservice teachers. Journal of College Science Teaching, 47(5), 22-28.
- Nam, Y., & Chen, Y.-C. (2017). Promoting argumentative practice in socio-scientific issues (SSI) through a science inquiry activity. EURASIA Journal of Mathematics, Science & Technology Education. 13(7), 3431-3461.
- Chen, Y.-C., Hand, B, & Norton-Meier, L. (2017). Teacher roles of questioning in early elementary science classrooms: A framework promoting student cognitive complexities in argumentation. Research in Science Education, 47(2), 373-405.
- Chen, Y.-C., Park, S., & Hand, B. (2016). Examining the use of talk and writing for students’ development of scientific knowledge through constructing and critiquing arguments. Cognition & Instruction, 34(2), 100-147.
- Chen, Y.-C., Hand, B., & Park, S. (2016). Examining elementary students’ development of oral and written argumentation practices through argument-based inquiry. Science & Education, 25(3), 277-320.
- Chen, Y.-C., Benus, M. J., & Yarker, M. (2016). Using models to support argumentation in the science classroom. The American Biology Teacher, 78(7), 549-559.
- Hand, B, Cavagnetto, A., Chen, Y.-C., & Park, S. (2016). Moving past curricula and strategies: Language and the development of adaptive pedagogy for immersive learning environments. Research in Science Education, 46(2), 223-241.
- Chen, Y.-C., Moore, T., & Wang, H.-H. (2014). Construct, critique, and connect: Engineering as a vehicle to learn science. Science Scope, 38(3), 58-69.
- Wang, H.-H., Billington, B., & Chen, Y.-C. (2014). STEM in a hair accessory. Science & Children, 52(2), 3-8. (This paper was awarded the Association of American Publishers (AAP) Revere award)
- Chen, Y.-C., & Lin, J.-L., & Chen, Y.-T. (2014). Teaching scientific core ideas through immersing students in argument: Using density as an example. Science Activities, 51(3), 78-88.
- Chen, Y.-C., & Steenhoek, J.** (2014). Arguing like a scientist: Engaging students in core scientific practices. The American Biology Teacher, 76(4), 231-237.
- Chen, Y.-C., Hand, B., & McDowell, L.** (2013). The effects of writing-to-learn activities on elementary students' conceptual understanding: Learning about force and motion through writing to older peers. Science Education, 97(5), 745-771.
- Chen, Y.-C. (2013). Writing an argument to a real audience: Alternative ways to motivate students in writing about science. Teaching Science: The Journal of the Australian Science Teachers Association, 59(4), 8-12
- Chen, Y.-C., & Steenhoek, J.** (2013). A negotiation cycle to promote argumentation in science classrooms. Science Scope, 36(9), 41-50.
- Chen, Y.-C., Park, S., & Hand, B. (2013). Constructing and critiquing arguments: Four communication strategies help students discuss, defend, and debunk ideas. Science & Children, 50(5), 40-45.
- Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941.
- Park, S., Jang, J., Chen, Y.-C., & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching?: Evidence from an empirical study. Research in Science Education, 41(2), 245-260.
- Chen, Y.-C., Tseng, C.-M., & Chang, W.-H. (2010). The role of the teacher in engaging elementary school students in argumentation utilizing science writing heuristic: Four-year case studies. Chinese Journal of Science Education, 18(5), 417-442.
- Chen, Y.-C., & Tsai, C.-C. (2009). An educational research course facilitated by online peer assessment. Innovations in Education & Teaching International, 46(1), 105-117.
- Chen, Y.-T., & Chen, Y.-C. (2008). The analysis of epistemologies about different background patriarchs in the context of parent-child book-reading interactions. Chinese Journal of Science Education, 16(3), 325-350.
Book Chapter
- Chen, Y.-C. (2019, invited). Writing as an epistemological tool: Perspectives from personal, disciplinary, and sociocultural landscapes. In V. Prain & B. Hand (Eds.), Theorizing the Future of Science Education Research, vol 49, 115-132. Switzerland AG: Springer, Cham.
Book Review
- Chen, Y.-C. (2015, invited). Einstein fellows: Best practices in STEM education, by Tim Spuck & Leigh Jenkins (Editors). Peter Lang Publishing, New York, NY, USA, 2014, 410 pp. ISBN: 1433121948. Book Review, Teachers College Record. http://www.tcrecord.org/content.asp?contentid=18125 ID Number: 18125
Research Activity
- Krause,Stephen*, Ankeny,Casey J, Chen,Ying-Chih, Culbertson,Robert John, Hjelmstad,Keith D, Judson,Eugene E, Middleton,James Arthur. Scaling a Cyber-Enabled JIT-Teaching with Two-Way Formative Feedback (JTF) Project From the Individual Faculty Level to the Disciplinary Dept (JTFD). NSF-EHR-DUE(9/1/2015 - 8/31/2019).
Courses
Spring 2021 | |
---|---|
Course Number | Course Title |
TEL 710 | Innov Disseminating Res |
TEL 780 | Practicum |
DCI 791 | Seminar |
TEL 792 | Research |
EPA 799 | Dissertation |
Fall 2020 | |
---|---|
Course Number | Course Title |
DCI 784 | Internship |
DCI 791 | Seminar |
TEL 792 | Research |
EPA 799 | Dissertation |
Summer 2020 | |
---|---|
Course Number | Course Title |
SCN 400 | Sustainabl for Sci Teacher |
SCN 401 | SustainabilitySci,Tech&Society |
TEL 780 | Practicum |
DCI 784 | Internship |
TEL 791 | Seminar |
Spring 2020 | |
---|---|
Course Number | Course Title |
SCN 400 | Sustainabl for Sci Teacher |
TEL 780 | Practicum |
TEL 791 | Seminar |
TEL 799 | Dissertation |
Fall 2019 | |
---|---|
Course Number | Course Title |
SED 482 | Science Teaching Methods |
TEL 780 | Practicum |
DCI 784 | Internship |
TEL 791 | Seminar |
TEL 799 | Dissertation |
Summer 2019 | |
---|---|
Course Number | Course Title |
TEL 780 | Practicum |
DCI 784 | Internship |
TEL 791 | Seminar |
Spring 2019 | |
---|---|
Course Number | Course Title |
EED 411 | Science in Elementary Schools |
TEL 780 | Practicum |
TEL 791 | Seminar |
TEL 792 | Research |
Fall 2018 | |
---|---|
Course Number | Course Title |
SED 482 | Science Teaching Methods |
TEL 792 | Research |
Spring 2018 | |
---|---|
Course Number | Course Title |
DCI 691 | Seminar |
Fall 2017 | |
---|---|
Course Number | Course Title |
SED 482 | Science Teaching Methods |
Spring 2017 | |
---|---|
Course Number | Course Title |
SCN 400 | Sustainabl for Sci Teacher |
EED 411 | Science in Elementary Schools |
Fall 2016 | |
---|---|
Course Number | Course Title |
SED 111 | Exploration Science Teaching |
SED 482 | Science Teaching Methods |
Honors/Awards
2017 National Association for Research in Science Teaching (NARST) Early Career Research Award
2015 Association of American Publishers (AAP) Revere Award
2014 National Association for Research in Science Teaching (NARST) Outstanding Paper Award