Ying-Chih Chen
Biographic Data
| ID | 4611073 |
|---|---|
| NAME | Ying-Chih Chen |
| GIVEN NAMES | Ying-Chih |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN Y |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-2003-5193 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Navigating Scientific Uncertainty Through Scripted Collaborative Argumentation: Effects on Conceptual Understanding, Critical Thinking, and Learning Engagement
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation
Navigating scientific uncertainty is essential for fostering curiosity and enhancing students' science learning. Dispositions toward Scientific Uncertainty Navigation (DSUN)—students' tendencies to think, feel, believe, and act when encountering scientific uncertainties—play a key role in this process. Despite its importance, DSUN remains underexplored in terms of conceptualization, measurement, and its relationship to curiosity and learning achi…
Science teachers' perceptions and practice of uncertainty in science learning: The changes experienced after engaging in a practice‐based professional development
Grappling with uncertainty is an essential element of students' science learning and sense‐making processes, yet literature is limited regarding how teachers can facilitate and use student scientific uncertainty as a pedagogical resource in their classrooms. Furthermore, progress on pedagogical practice depends on both the ability to notice one's perceptions and engage in opportunities to experience and reflect on new instructional approaches. To…
Cultivating a higher level of student agency in collective discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. St…
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking
Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial engagement with a driving question related to a target phenomenon; identification of incoherence and insuff…
Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties
An essential aspect of scientific practice involves grappling with the generation of predictions, representations, interpretations, investigations, and communications related to scientific phenomena, all of which are inherently permeated with uncertainty. Transferring this practice from expert settings to the classroom is invaluable yet challenging. Teachers often perceive struggles as incidental, negative, and uncomfortable, assuming they stem f…
Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource
A Social Network Analysis of Engineering Faculty Connections: Their Impact on Faculty Student-Centered Attitudes and Practices
Connections among faculty who might be potential resources for diffusion of learner-centered practices across STEM departments were examined at a major research university. Specifically, the research assessed the impact of these connections on learner-centered beliefs among faculty and the implementation of learner-centered practices across the network. Participants were recruited from Physics, Chemistry, and Mathematics departments, and from dep…
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development
There is a considerable amount of research on the nature and effectiveness of modeling as applied to student learning in science. However, few studies have examined the role of students' epistemic uncertainty in modeling and how teachers collaborate with students to recognize and utilize it as a pedagogical resource to support productive struggle for the co‐development of scientific knowledge. This single case study focuses on how one fifth‐grade…
Prognostic Factors of New-Onset Hypertension in New and Traditional Hypertension Definition in a Large Taiwanese Population Follow-up Study
The aim of this study was to determine the predictors of new-onset hypertension when the definition of hypertension is changed from the traditional definition (140/90 mmHg) to a new definition (130/80 mmHg). Using data from the Taiwan Biobank, a total of 17,072 and 21,293 participants in the new and traditional definition groups were analyzed, respectively. During a mean follow-up period of 3.9 years, 3641 and 3002 participants developed hyperten…
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
The eight scientific practices in the Next Generation Science Standards (NGSS) are significant theoretical constructs that reflect the nature of science; they are intended to guide science teaching and learning. Yet, operationalization of these practices in terms of student learning remains limited, and a measurement tool for the eight practices is needed. Using an Interactive‐Constructive‐Active‐Passive (ICAP) theoretical framework, this study d…
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion
Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design‐based study is to identify tactics for teachers to manage their students' epistemic uncertainty as a pedagogical resource to develop student conceptual understanding during whole‐class…
Argumentative writing as a tool to develop conceptual and epistemic knowledge in a college chemistry course designed for non-science majors
This study used a quasi-experimental design to examine the effects of argumentative writing on non-science majors’ conceptual understanding and the growth of their writing skills over a semester. To assess gain in conceptual knowledge, tests were given before and after the course; students in the writing group gained significantly more than students in the control group. Results showed that argumentative writing was a predictor of student perform…
Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation
This longitudinal case study explores how students’ epistemic uncertainty in argumentation can be adapted as a resource to develop knowledge in a fifth-grade classroom. Major data sources include 12 videotaped whole-class discussions focused on group presentation of arguments to obtain peers’ critiques across two course units, the ecosystem and the human body systems, over a 16-week period. Grounded in a qualitative, interpretative approach, the …
Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation: A Longitudinal Case Study Grounded in an Ethnographic Perspective
Betel-Quid Chewing, Heart Failure, and Premature Ventricular Contractions in Patients with Cardiopulmonary Symptoms
Betel-quid (BQ) is a commonly used psychoactive substance that renders a specific cardiotoxicity. The purpose of this study was to investigate the association between BQ chewing and premature ventricular contractions (PVC) in patients with cardiopulmonary symptoms, and examine the potential influences of cardiovascular and chronic diseases on such relationship. Participants were 146 patients with cardiopulmonary symptoms who participated in 24-h …
Managing uncertainty in scientific argumentation
Argumentation is a core practice of science that inherently contains uncertainty. Relatively few studies have examined the role of uncertainty within argumentation and how teachers manage uncertainty leading to conceptual development. This design‐based, multiple‐case study employed the constant comparative method to analyze 24 videos focused on whole‐class discussion, examining how two middle‐school teachers created productive moments of uncertai…
Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms
This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the…
Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource
Cultivating a higher level of student agency in collective discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. St…
Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms
This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning. Given the topic and context specificity of PCK, this investigation was conducted in the context of the…
Managing uncertainty in scientific argumentation
Argumentation is a core practice of science that inherently contains uncertainty. Relatively few studies have examined the role of uncertainty within argumentation and how teachers manage uncertainty leading to conceptual development. This design‐based, multiple‐case study employed the constant comparative method to analyze 24 videos focused on whole‐class discussion, examining how two middle‐school teachers created productive moments of uncertai…
Argumentative writing as a tool to develop conceptual and epistemic knowledge in a college chemistry course designed for non-science majors
This study used a quasi-experimental design to examine the effects of argumentative writing on non-science majors’ conceptual understanding and the growth of their writing skills over a semester. To assess gain in conceptual knowledge, tests were given before and after the course; students in the writing group gained significantly more than students in the control group. Results showed that argumentative writing was a predictor of student perform…
Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation
This longitudinal case study explores how students’ epistemic uncertainty in argumentation can be adapted as a resource to develop knowledge in a fifth-grade classroom. Major data sources include 12 videotaped whole-class discussions focused on group presentation of arguments to obtain peers’ critiques across two course units, the ecosystem and the human body systems, over a 16-week period. Grounded in a qualitative, interpretative approach, the …
Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation: A Longitudinal Case Study Grounded in an Ethnographic Perspective
Betel-Quid Chewing, Heart Failure, and Premature Ventricular Contractions in Patients with Cardiopulmonary Symptoms
Betel-quid (BQ) is a commonly used psychoactive substance that renders a specific cardiotoxicity. The purpose of this study was to investigate the association between BQ chewing and premature ventricular contractions (PVC) in patients with cardiopulmonary symptoms, and examine the potential influences of cardiovascular and chronic diseases on such relationship. Participants were 146 patients with cardiopulmonary symptoms who participated in 24-h …
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
The eight scientific practices in the Next Generation Science Standards (NGSS) are significant theoretical constructs that reflect the nature of science; they are intended to guide science teaching and learning. Yet, operationalization of these practices in terms of student learning remains limited, and a measurement tool for the eight practices is needed. Using an Interactive‐Constructive‐Active‐Passive (ICAP) theoretical framework, this study d…
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion
Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design‐based study is to identify tactics for teachers to manage their students' epistemic uncertainty as a pedagogical resource to develop student conceptual understanding during whole‐class…
A Social Network Analysis of Engineering Faculty Connections: Their Impact on Faculty Student-Centered Attitudes and Practices
Connections among faculty who might be potential resources for diffusion of learner-centered practices across STEM departments were examined at a major research university. Specifically, the research assessed the impact of these connections on learner-centered beliefs among faculty and the implementation of learner-centered practices across the network. Participants were recruited from Physics, Chemistry, and Mathematics departments, and from dep…
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development
There is a considerable amount of research on the nature and effectiveness of modeling as applied to student learning in science. However, few studies have examined the role of students' epistemic uncertainty in modeling and how teachers collaborate with students to recognize and utilize it as a pedagogical resource to support productive struggle for the co‐development of scientific knowledge. This single case study focuses on how one fifth‐grade…
Prognostic Factors of New-Onset Hypertension in New and Traditional Hypertension Definition in a Large Taiwanese Population Follow-up Study
The aim of this study was to determine the predictors of new-onset hypertension when the definition of hypertension is changed from the traditional definition (140/90 mmHg) to a new definition (130/80 mmHg). Using data from the Taiwan Biobank, a total of 17,072 and 21,293 participants in the new and traditional definition groups were analyzed, respectively. During a mean follow-up period of 3.9 years, 3641 and 3002 participants developed hyperten…
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking
Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial engagement with a driving question related to a target phenomenon; identification of incoherence and insuff…
Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties
An essential aspect of scientific practice involves grappling with the generation of predictions, representations, interpretations, investigations, and communications related to scientific phenomena, all of which are inherently permeated with uncertainty. Transferring this practice from expert settings to the classroom is invaluable yet challenging. Teachers often perceive struggles as incidental, negative, and uncomfortable, assuming they stem f…
Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource
Science teachers' perceptions and practice of uncertainty in science learning: The changes experienced after engaging in a practice‐based professional development
Grappling with uncertainty is an essential element of students' science learning and sense‐making processes, yet literature is limited regarding how teachers can facilitate and use student scientific uncertainty as a pedagogical resource in their classrooms. Furthermore, progress on pedagogical practice depends on both the ability to notice one's perceptions and engage in opportunities to experience and reflect on new instructional approaches. To…
Cultivating a higher level of student agency in collective discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. St…
Navigating Scientific Uncertainty Through Scripted Collaborative Argumentation: Effects on Conceptual Understanding, Critical Thinking, and Learning Engagement
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation
Navigating scientific uncertainty is essential for fostering curiosity and enhancing students' science learning. Dispositions toward Scientific Uncertainty Navigation (DSUN)—students' tendencies to think, feel, believe, and act when encountering scientific uncertainties—play a key role in this process. Despite its importance, DSUN remains underexplored in terms of conceptualization, measurement, and its relationship to curiosity and learning achi…
Educational Strategies and Epistemologies (14 works) · Computer Science (13 works) · Mathematics education (13 works) · Psychology (13 works) · Science education (11 works) · Science Education and Pedagogy (11 works) · Education and Critical Thinking Development (8 works) · Epistemology (8 works) · Pedagogy (8 works) · Innovative Teaching and Learning Methods (7 works)