Enshan Liu
Biographic Data
| ID | 4609437 |
|---|---|
| NAME | Enshan Liu |
| GIVEN NAMES | Enshan |
| FAMILY NAME | Liu |
| SIGNATURE | LIU E |
| AFFILIATIONS | Beijing Normal University |
| ORCID | 0000-0001-7032-034X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Making crosscutting concepts explicit for senior high school students through concept-based instructions and improving their understanding thereof
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement
This article provides robust empirical evidence for the association between science teachers’ pedagogical content knowledge (PCK) and student achievement. Unlike previous studies, we employed two approaches (text-based vs. video-based tests) to assess if, and to what extent, teachers’ PCK assessed by these two approaches are related to student achievement. An analysis utilizing two-level hierarchical linear modeling revealed that PCK assessed by …
An exploration of multilevel effects of student- and school-factors on elementary students’ attitudes towards science
By measuring students’ attitudes towards science using Rasch modelling, the present study investigated the factors related to elementary students’ attitudes toward science at both the individual- and school- levels using HLM in China, where students are often reported to have high achievement in science with below-average attitudes towards the subject. While little has been explored of the related field, it is a phenomenon worth noticing. By anal…
Development and validation of an instrument to assess Chinese upper-level elementary students’ attitudes towards science
The aim of this study was to develop an instrument to measure upper-level Chinese elementary students’ attitudes towards science by addressing problems with existing ones, as highlighted in the literature. The theoretical framework was drawn from the ABC model, which defines attitudes towards science as consisting of affective, behavioural, and cognitive domains in the study. Instrument development was performed through expert review, small-scale…
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement
This article provides robust empirical evidence for the association between science teachers’ pedagogical content knowledge (PCK) and student achievement. Unlike previous studies, we employed two approaches (text-based vs. video-based tests) to assess if, and to what extent, teachers’ PCK assessed by these two approaches are related to student achievement. An analysis utilizing two-level hierarchical linear modeling revealed that PCK assessed by …
Development and validation of an instrument to assess Chinese upper-level elementary students’ attitudes towards science
The aim of this study was to develop an instrument to measure upper-level Chinese elementary students’ attitudes towards science by addressing problems with existing ones, as highlighted in the literature. The theoretical framework was drawn from the ABC model, which defines attitudes towards science as consisting of affective, behavioural, and cognitive domains in the study. Instrument development was performed through expert review, small-scale…
An exploration of multilevel effects of student- and school-factors on elementary students’ attitudes towards science
By measuring students’ attitudes towards science using Rasch modelling, the present study investigated the factors related to elementary students’ attitudes toward science at both the individual- and school- levels using HLM in China, where students are often reported to have high achievement in science with below-average attitudes towards the subject. While little has been explored of the related field, it is a phenomenon worth noticing. By anal…
Making crosscutting concepts explicit for senior high school students through concept-based instructions and improving their understanding thereof
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement
This article provides robust empirical evidence for the association between science teachers’ pedagogical content knowledge (PCK) and student achievement. Unlike previous studies, we employed two approaches (text-based vs. video-based tests) to assess if, and to what extent, teachers’ PCK assessed by these two approaches are related to student achievement. An analysis utilizing two-level hierarchical linear modeling revealed that PCK assessed by …
Mathematics education (4 works) · Psychology (4 works) · Mathematics (3 works) · Science Education and Pedagogy (3 works) · Animal and Plant Science Education (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Education and Critical Thinking Development (2 works) · Motivation and Self-Concept in Sports (2 works) · Pedagogy (2 works)