Ying-Chih Chen

Peer-reviewed Journal Articles

[* Denotes undergraduate/ graduate or postdoctoral student collaborators during the time the manuscript was written]

[**Denotes in-service teacher collaborators during the time the manuscript was written] 

1. Chen, Y.-C. (2024) Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking. International Journal of Science Education, 1-34. https://doi.org/10.1080/09500693.2024.2333714 
2. Chen, Y.-C., Jordan, M., Park, J.*, & Starrett, E.* (2024). Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties. Science Education, 1-35.  https://doi.org/https://doi.org/10.1002/sce.21864 
3. Ha, H.*, Chen, Y.-C., & Park, J.* (2024). Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking. Science Education, 108(3), 890-928. 
4. Starret, E.*, Jordan, M., Chen, Y.-C., Park, J.*, & Meza-Torres, C.* (2024). Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource. Teaching and Teacher Education, 140, 104456.
5. Chen, Y. C., & Jordan, M. (2024). Student Uncertainty as a Pedagogical Resource (SUPeR) approach for developing a new era of science literacy: practicing and thinking like a scientist. Science Activities, 61(1), 1–15.
6. Ha, H.*, Park, J.*, & Chen, Y.-C. (2023). Conceptualizing phases of sensemaking as a trajectory for grasping better understanding: Coordinating student scientific uncertainty as a pedagogical resource. Research in Science Education, 1-33. https://doi.org/10.1007/s11165-023-10144-3
7. Rapkiewcz, J.**, Park, J.*, Chen, Y.-C., & Jordan, M. (2023). Student Uncertainty as a Pedagogical Resource (SUPeR): Using the SUPeR approach to investigate electromagnetic force. Science Scope, 46 (7), 34-41.
8. Chen, Y.-C., Terada, T.*, & Aguirre-Mendez, C. (2023). Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn. Reading and Writing, 36 (9), 2275-2317.
9. Zhang, Z., Chen, Y.-C., He, G., She, H.-C., & Chen, J.-C. (2023). Thinking and Practicing Like a Scientist?: Examining K-12 Student Mental Images of Scientists through a Large-Scale Survey-Based Study. Asia-Pacific Science Education, 9(1), 75-105.
10. Agrawal, G.*, Deng, Y., Park., J. *, Liu, H., & Chen, Y.-C. (2022). Building knowledge graphs from unstructured texts: Application and impact analysis in cybersecurity education. Information, 13(11), 526.
11. Aguirre-Mendez, C., & Chen, Y.-C. (2022). An argumentative writing prompt model to support nonscience major students’ learning in an introductory chemistry course. Journal of College Science Teaching, 51 (6), 70-79.
12. Chen, Y.-C. (2022). Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co-development. Journal of Research in Science Teaching, 59 (3), 383-422.
13. Middleton, J., Krause, S., Judson, E., Ross, L., Culbertson, R., Hjelmstad, K. D., Hjelmstad, K. L., & Chen, Y.-C. (2022). A social network analysis of engineering faculty connections: Their impact on faculty student-centered attitudes and practices. Education Sciences, 12(2), 108.
14. Chen, Y.-C., & Terada, T.* (2021). Development and validation of an observation-based protocol to measure the eight scientific practices of the next generation science standards in k-12 science classrooms. Journal of Research in Science Teaching, 58(10), 1489-1526. (This paper was recognized as one of the most downloaded, published in Journal of Research in Science Teaching, between 1 January 2021 – 31 December 2021)
15. Chen, Y.-C., & Techawitthayachinda, R*. (2021). Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole-class discussion. Journal of Research in Science Teaching, 58(8), 1083-1116.
16. Hand, B., Chen, Y.-C., & Suh, J. (2021). Does a knowledge-generation approach to learning benefit students?: A systematic review of research on the science writing heuristic approach. Educational Psychology Review, 33(2), 535-577.
17. 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.​ 
18. 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.
19. 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. 
20. 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. 
21. 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 during) 
22. 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.
23. 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.
24. 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.
25. 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.
26. 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.
27. 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.
28. 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.
29. 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.
30. 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.
31. 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.
32. 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.
33. 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)
34. 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.
35. Chen, Y.-C., & Steenhoek, J.** (2014). Arguing like a scientist: Engaging students in core scientific practices. The American Biology Teacher, 76(4), 231-237.
36. 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.
37. 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
38. Chen, Y.-C., & Steenhoek, J.** (2013). A negotiation cycle to promote argumentation in science classrooms. Science Scope, 36(9), 41-50.
39. 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.
40. 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.
41. 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.
42. 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.
43. 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.
44. 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

1. 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 (Invited)

1. Park. J.*, & Chen, Y.-C. (2022). Mathematics as the science of patterns: Making the invisible visible to students through teaching, by Jenlink P. M. (Editor). Charlott, NC: Information Age Publishing. 2022, 251 pp. ISBN: 978-1-64802-744-4. Book Review, Teachers College Record.
2. Chen, Y.-C. (2022). Is uncertainty a barrier or resource to advance science? The role of uncertainty in science and its implications for science teaching and learning. Science & Education, 31 (2), 543–549.
3. Chen, Y.-C. (2021).  “Talking Science” to “Discourse Strategies”: Perspective shifting from “knowing” to “doing” the language of science. Science Education, 105(4), 814-821.
4. Chen, Y.-C. (2015). 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