Ching-Yeh Wang
Biographic Data
| ID | 5678394 |
|---|---|
| NAME | Ching-Yeh Wang |
| GIVEN NAMES | Ching-Yeh |
| FAMILY NAME | Wang |
| SIGNATURE | WANG C |
| AFFILIATIONS | National Kaohsiung University of Hospitality and Tourism |
| ORCID | 0000-0002-1347-9597 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
STEAM in early childhood education
This study aimed to develop a STEAM Curriculum Design Thinking Scale (STEAM-CDTS) with five dimensions for assessing early childhood teachers’ STEAM curriculum design thinking. In addition, the relationships between the STEAM-CDTS and curriculum implementation self-efficacy were further examined. A total of 220 early childhood teachers were selected as the sample of this study. The STEAM-CDTS involved 19 items under the dimensions of Understandin…
Differences in epistemic justification profiles during conflicting socio-scientific information processing
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information
Predicting cognitive structures and information processing modes by eye-tracking when reading controversial reports about socio-scientific issues
No prominent works on this page.
Predicting cognitive structures and information processing modes by eye-tracking when reading controversial reports about socio-scientific issues
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information
Differences in epistemic justification profiles during conflicting socio-scientific information processing
STEAM in early childhood education
This study aimed to develop a STEAM Curriculum Design Thinking Scale (STEAM-CDTS) with five dimensions for assessing early childhood teachers’ STEAM curriculum design thinking. In addition, the relationships between the STEAM-CDTS and curriculum implementation self-efficacy were further examined. A total of 220 early childhood teachers were selected as the sample of this study. The STEAM-CDTS involved 19 items under the dimensions of Understandin…
Psychology (4 works) · Artificial Intelligence (3 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Eye tracking (3 works) · Advanced Text Analysis Techniques (2 works) · Cognitive science (2 works) · Educational Strategies and Epistemologies (2 works) · Eye movement (2 works) · Information processing (2 works)