Ying-Chih Chen

Assistant Professor
Faculty
TEMPE Campus
Mailcode
5411
Asst Professor
Faculty
TEMPE Campus
Mailcode
5411

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 Writing Heuristics (SWH) 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.

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 science teachers develop their pedagogical content knowledge for argumentation over time?

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.

Chen is also currently involved in a National Science Foundation (NSF) funded project with Dr. Eugene Judson to offer pedagogy training for faculty in the Ira A. Fulton Schools of Engineering. The project uses students feedback and formative assessment to increase student participation, learning outcomes and overall retention in the engineering programs. 

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]

  • Nunez-Eddy, E.*, Wang, X.*, & Chen, Y.-C. (In press). Engaging early elementary and English language learners in argumentation. Science and Children.
  • 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 and 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 and 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 and 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 and 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 and 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 and 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 Review

  • 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

Research Activity

Courses

Fall 2018
Course NumberCourse Title
SED 482Science Teaching Methods
TEL 792Research
Spring 2018
Course NumberCourse Title
DCI 691Seminar
Fall 2017
Course NumberCourse Title
SED 482Science Teaching Methods
Spring 2017
Course NumberCourse Title
SCN 400Sustainabl for Sci Teacher
EED 411Science in Elementary Schools
Fall 2016
Course NumberCourse Title
SED 111Exploration Science Teaching
SED 482Science Teaching Methods
Spring 2016
Course NumberCourse Title
EED 411Science in Elementary Schools
Fall 2015
Course NumberCourse Title
EED 411Science in Elementary Schools
Spring 2015
Course NumberCourse Title
EED 411Science in Elementary Schools
Fall 2014
Course NumberCourse Title
EED 411Science in Elementary Schools

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