Chia-Yu Wang
Biographic Data
| ID | 6674468 |
|---|---|
| NAME | Chia-Yu Wang |
| GIVEN NAMES | Chia-Yu |
| FAMILY NAME | Wang |
| SIGNATURE | WANG C |
| AFFILIATIONS | National Taiwan University of Science and Technology |
| ORCID | 0000-0002-9907-3132 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Strengthening novice diagnostic problem solving through explicit metacognitive scaffolding in emergency medicine education
BACKGROUND: Metacognition is central to clinical diagnostic problem solving, yet few instructional models provide actionable guidance for embedding explicit metacognitive support into clinical training. OBJECTIVE: This study aimed to introduce and evaluate the Metacognition-Integrated Instruction for Novice Diagnostic (MIND) learning model, a structured framework that integrates explicit metacognitive prompts into authentic diagnostic tasks, and …
From automation to thinking
Technology-enhanced mathematics learning
As the body of research surrounding technology-enhanced mathematics learning (TEML) continues to increase, there is a need to investigate the trends in the field. This study reviewed a decade (2013–2022) of research, and synthesized the findings of TEML interventions to inform future practice and research directions. Content of 44 articles on TEML from the Web of Science database for the period 2013–2022 was analyzed. Results indicated that dynam…
Does self-regulated learning happen? Learning socio-scientific argumentation through self-Assessment strategies
The current study addresses a notable gap in our understanding of what self-assessment design improves students’ socio-scientific argumentation. We investigated the effects of three self-assessment designs: (1) Prediction-only, where students predicted their performance; (2) Standards-informed, where students predicted their performance and compared it against evaluation criteria; and (3) Reflective-adaptation, which additionally engaged students…
Development and validation of the self-perceived climate action competence scale
Addressing the climate emergency with educational approaches
This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and recommendations, examining a total of 1,264 articles published between 2000 and 2022 in educational-re…
Utilizing artificial intelligence to support analyzing self-regulated learning
Exploring medical students’ metacognitive and regulatory dimensions of diagnostic problem solving
Solving clinical problems requires an individual to apply not only domain-specific medical knowledge and cognitive skills for reasoning, but also to be consciously aware of, monitor, and evaluate their thinking processes (i.e., metacognition). The purpose of this study was to map critical metacognitive dimensions of clinical problem solving and to explore the structural relationships among them, which may help frame a conceptual framework and bet…
Multi-Site Evaluation of Science and Mathematics Teacher Professional Development Programs
Addressing the climate emergency with educational approaches
This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and recommendations, examining a total of 1,264 articles published between 2000 and 2022 in educational-re…
Multi-Site Evaluation of Science and Mathematics Teacher Professional Development Programs
Utilizing artificial intelligence to support analyzing self-regulated learning
Exploring medical students’ metacognitive and regulatory dimensions of diagnostic problem solving
Solving clinical problems requires an individual to apply not only domain-specific medical knowledge and cognitive skills for reasoning, but also to be consciously aware of, monitor, and evaluate their thinking processes (i.e., metacognition). The purpose of this study was to map critical metacognitive dimensions of clinical problem solving and to explore the structural relationships among them, which may help frame a conceptual framework and bet…
Addressing the climate emergency with educational approaches
This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and recommendations, examining a total of 1,264 articles published between 2000 and 2022 in educational-re…
Technology-enhanced mathematics learning
As the body of research surrounding technology-enhanced mathematics learning (TEML) continues to increase, there is a need to investigate the trends in the field. This study reviewed a decade (2013–2022) of research, and synthesized the findings of TEML interventions to inform future practice and research directions. Content of 44 articles on TEML from the Web of Science database for the period 2013–2022 was analyzed. Results indicated that dynam…
Does self-regulated learning happen? Learning socio-scientific argumentation through self-Assessment strategies
The current study addresses a notable gap in our understanding of what self-assessment design improves students’ socio-scientific argumentation. We investigated the effects of three self-assessment designs: (1) Prediction-only, where students predicted their performance; (2) Standards-informed, where students predicted their performance and compared it against evaluation criteria; and (3) Reflective-adaptation, which additionally engaged students…
Development and validation of the self-perceived climate action competence scale
Strengthening novice diagnostic problem solving through explicit metacognitive scaffolding in emergency medicine education
BACKGROUND: Metacognition is central to clinical diagnostic problem solving, yet few instructional models provide actionable guidance for embedding explicit metacognitive support into clinical training. OBJECTIVE: This study aimed to introduce and evaluate the Metacognition-Integrated Instruction for Novice Diagnostic (MIND) learning model, a structured framework that integrates explicit metacognitive prompts into authentic diagnostic tasks, and …
From automation to thinking
Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Cognition (3 works) · Educational Strategies and Epistemologies (3 works) · Innovative Teaching and Learning Methods (3 works) · Metacognition (3 works) · Pedagogy (3 works) · Climate Change Communication and Perception (2 works) · Clinical Reasoning and Diagnostic Skills (2 works)