基本資料表
教師
專任教師
助理教授
◆國立臺灣師範大學教育心理與輔導學系博士
◆國立臺北教育大學心理諮商研究所碩士
◆國立政治大學教育學系學士
◆國立臺北教育大學心理諮商研究所碩士
◆國立政治大學教育學系學士
◆國家教育研究院測驗及評量研究中心助理研究員
◆國立臺灣師範大學教育心理與輔導學系獨立博士後研究員
◆邁向頂尖大學計畫加州聖荷西大學心理系訪問學者
◆國民小學教師
◆國立臺灣師範大學教育心理與輔導學系獨立博士後研究員
◆邁向頂尖大學計畫加州聖荷西大學心理系訪問學者
◆國民小學教師
STEAM 教育；創造力心理學；認知心理學；教育研究法；教育統計
STEAM 教育；創意教學；眼動追蹤；認知心理學
■劉家瑜*、林偉文、吳昭容（2019）。「團隊創造力互動歷程模式」之建構－科學領域教學團隊的創意互動。教育心理學報，51（1），109-134。https://doi.org/10.6251/BEP.201909_51(1).0005（TSSCI）（第一與通訊作者）
■林偉文、劉家瑜*（2016）。科學教學創新核心原理之初探—科學創意教師觀點。教育學刊，12，79-114。https://doi.org/10.3966/156335272016120047003（TSSCI）（通訊作者）
■林偉文、劉家瑜*（2016）。培育科學教學創造力：科學教學創新要素之探究。教育心理學報，48（1），1-14。https://doi.org/10.6251/BEP.20150422（TSSCI）（*通訊作者）
■Chien, Y. H., Liu, C. Y.*, & Tsai, C. S. (2025). Comparing forward and reverse engineering design approaches: Lag sequential and epistemic network analyses of student learning. Journal of Engineering Education, 114(4), Article e70039. https://doi.org/10.1002/jee.7003922 (SSCI, IF: 3.4, 70/762 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y.* (2025). Assessment framework for students' STEAM performance: Teachers’ interviews and classroom observations in Taiwan. Teaching and Teacher Education, 165, Article 105135. https://doi.org/10.1016/j.tate.2025.105135 (2024: SSCI, IF: 3.9, 54/756 in Education & Educational Research, Q1) (Single author)
■Chen, J. C., & Liu, C. Y.* (2025). Developing an interdisciplinary learning activity with the 6E model to improve students’ STEM knowledge, learning motivation, and creativity. Journal of Computer Assisted Learning, 41(3), Article e70031. https://doi.org/10.1111/jcal.70031 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Wu, C. J., & Liu, C. Y.* (2025). Using eye-movement modeling examples with reading strategies to improve adult readers’ comprehension of scientific illustrated texts. Journal of Computer Assisted Learning, 41(3), Article e70037. https://doi.org/10.1111/jcal.70037 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2025). Extracting the actions of contextual understanding in STEAM research: Direction for STEAM course design and assessment. Thinking Skills and Creativity, 56, Article 101770. https://doi.org/10.1016/j.tsc.2025.101770 (2024: SSCI, IF: 4.5, 41/756 in Education & Educational Research, Q1)
■Chen, J. C., & Liu, C. Y.* (2024). Using knowledge building and flipped learning to enhance students’ learning performance in a hands-on STEM activity. Journal of Computer Assisted Learning, 40(6), 3474-3485. https://doi.org/10.1111/jcal.13069 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Wu, C. J., & Liu, C. Y.* (2024). An eye-tracking study of college students’ infographic-reading processes. Journalism & Mass Communication Quarterly. Advance online publication. https://doi.org/10.1177/10776990241255974 (2024: SSCI, IF: 3.6, 17/227 in Communication, Q1)
■Chien, Y. H., & Liu, C. Y.* (2024). Participatory design thinking promotes 21st century skills in creativity and critical thinking for K–12 students. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000652 (2024: SSCI, IF: 2.7, 28/102 in Psychology, Experimental, Q2) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2023). Not just for decoration: How the arts complement science, technology, engineering, and mathematics learning. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000634 (2023: SSCI, IF: 2.7, 26/99 in Psychology, Experimental, Q2)
■Chen, H. L., & Liu, C. Y.* (2023). The effects of web-based peer assessment and peer feedback quality on students’ learning performances and motivation in a financial market course. TechTrends, 67, 664-675. https://doi.org/10.1007/s11528-023-00856-8 (Scopus) [ESCI, IF: 2.2; SJR: 0.871, Ranking: 266/1507 (Education, Q1)] (Corresponding author)
■Chien, Y. H., Liu, C. Y.*, Chan, S. C., & Chang, Y. S. (2023). Engineering design learning of high school students and college freshmen in a STEM battlebot design project. International Journal of STEM Education, 10(10), 1–15. https://doi.org/10.1186/s40594-023-00403-0 (2023: SSCI, IF: 5.6, 11/760 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2022). Effects of working memory and relevant knowledge on reading texts and infographics. Reading & Writing, 36, 2319–2343. https://doi.org/10.1007/s11145-022-10368-1 (2022: SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q1)
■Liu, C. Y., Wu, C. J., Chiou, G. L., & Wong, W. K. (2022). Supporting students’ constructions of scientific descriptions by using a technology-based laboratory. Journal of Baltic Science Education, 21(3), 495–512. https://doi.org/10.33225/jbse/22.21.495 (2022: SSCI, IF: 1.2, 232/269 in Education & Educational Research, Q4)
■Wu, C. J., & Liu, C. Y.* (2022). Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations. Instructional Science, 50, 551–569. https://doi.org/10.1007/s11251-022-09581-w (2022: SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q2) (Corresponding author)
■Liu, C. Y., Wu, C. J., & Lin, W. W. (2022). Understanding the properties and processes of a creative teacher team. International Journal of Educational Research, 111, Article 101909. https://doi.org/10.1016/j.ijer.2021.101909 (2022: SSCI, IF: 3.2, 83/269 in Education & Educational Research, Q2)
■Liu, C. Y., & Wu, C. J. (2022). STEM without art: A ship without a sail. Thinking Skills and Creativity, 43, Article 100977. https://doi.org/10.1016/j.tsc.2021.100977 (2022: SSCI, IF: 3.7, 58/269 in Education & Educational Research, Q1)
■Liu, C. Y., Wu, C. J., Chien, Y. H., Tzeng, S. Y., & Kuo, H. C. (2021). Examining the quality of art in STEAM learning activities. Psychology of Aesthetics, Creativity, and the Arts, 17(3), 382–393. https://doi.org/10.1037/aca0000404 (2021: SSCI, IF: 6.395, 5/91 in Psychology, Experimental, Q1)
■Wu, C. J., & Liu, C. Y.* (2021). Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations. Physical Review Physics Education Research, 17, Article 010125. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125 (2021: SSCI, IF: 2.359, 143/270 in Education & Educational Research, Q3) (Corresponding author)
■Wu, C. J., Liu, C. Y.*, Yang, C. H., & Wu, C. Y. (2021). Children’s reading performances in illustrated science texts: Comprehension, eye movements, and interpretation of arrow symbols. International Journal of Science Education, 43(1), 105–127. https://doi.org/10.1080/09500693.2020.1858515 (2021: SSCI, IF: 2.518, 127/270 in Education & Educational Research, Q2) (Corresponding author)
■Liu, C. Y., & Chen, H. L. (2020). Effects of peer learning on learning performance, motivation, and attitude. International Journal of Education Economics and Development, 11(4), 420–443. https://doi.org/10.1504/IJEED.2020.10030596 (Scopus) [2020: SJR: 0.176, Ranking: 1114/1839 (Education, Q4)]
■Wu, C. J., Liu, C. Y., Yang, C. H., & Jian, Y. C. (2021). Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems. European Journal of Psychology of Education, 36, 91–108. https://doi.org/10.1007/s10212-020-00461-w (2021: SSCI, IF: 2.821, 24/61 in Psychology, Educational, Q2)
■Liu, C. Y., Wu, C. J., & Lin, W. W. (2019). Exploring the process of generating group creativity within a science teacher group (in Chinese). Bulletin of Educational Psychology, 51(1), 109–134. https://doi.org/10.6251/BEP.201909_51(1).0005 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Liu, C. Y., Wu, C. J., Wong, W. K., Lien, Y. W., & Chao, T. K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44–56. https://doi.org/10.1016/j.compedu.2016.11.004 (2017: SSCI, IF: 4.538, 4/239 in Education & Educational Research, Q1)
■Kao, G. Y. M., Tsai, C. C., Liu, C. Y.*, & Yang, C. H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56–67. https://doi.org/10.1016/j.compedu.2016.04.013 (2016: SSCI, IF: 3.819, 7/235 in Education & Educational Research, Q1)
■Lin, W. W., & Liu, C. Y.* (2016). Exploratory study of creative science-teaching principles– The perspective of creative science teachers (in Chinese). Educational Review, 12, 79–114. https://doi.org/10.3966/156335272016120047003 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Lin W. W., & Liu, C. Y.* (2016). On exploring factors for creative science teaching (in Chinese). Bulletin of Educational Psychology, 48(1), 1–14. https://doi.org/10.6251/BEP.20150422 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■林偉文、劉家瑜*（2016）。科學教學創新核心原理之初探—科學創意教師觀點。教育學刊，12，79-114。https://doi.org/10.3966/156335272016120047003（TSSCI）（通訊作者）
■林偉文、劉家瑜*（2016）。培育科學教學創造力：科學教學創新要素之探究。教育心理學報，48（1），1-14。https://doi.org/10.6251/BEP.20150422（TSSCI）（*通訊作者）
■Chien, Y. H., Liu, C. Y.*, & Tsai, C. S. (2025). Comparing forward and reverse engineering design approaches: Lag sequential and epistemic network analyses of student learning. Journal of Engineering Education, 114(4), Article e70039. https://doi.org/10.1002/jee.7003922 (SSCI, IF: 3.4, 70/762 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y.* (2025). Assessment framework for students' STEAM performance: Teachers’ interviews and classroom observations in Taiwan. Teaching and Teacher Education, 165, Article 105135. https://doi.org/10.1016/j.tate.2025.105135 (2024: SSCI, IF: 3.9, 54/756 in Education & Educational Research, Q1) (Single author)
■Chen, J. C., & Liu, C. Y.* (2025). Developing an interdisciplinary learning activity with the 6E model to improve students’ STEM knowledge, learning motivation, and creativity. Journal of Computer Assisted Learning, 41(3), Article e70031. https://doi.org/10.1111/jcal.70031 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Wu, C. J., & Liu, C. Y.* (2025). Using eye-movement modeling examples with reading strategies to improve adult readers’ comprehension of scientific illustrated texts. Journal of Computer Assisted Learning, 41(3), Article e70037. https://doi.org/10.1111/jcal.70037 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2025). Extracting the actions of contextual understanding in STEAM research: Direction for STEAM course design and assessment. Thinking Skills and Creativity, 56, Article 101770. https://doi.org/10.1016/j.tsc.2025.101770 (2024: SSCI, IF: 4.5, 41/756 in Education & Educational Research, Q1)
■Chen, J. C., & Liu, C. Y.* (2024). Using knowledge building and flipped learning to enhance students’ learning performance in a hands-on STEM activity. Journal of Computer Assisted Learning, 40(6), 3474-3485. https://doi.org/10.1111/jcal.13069 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Wu, C. J., & Liu, C. Y.* (2024). An eye-tracking study of college students’ infographic-reading processes. Journalism & Mass Communication Quarterly. Advance online publication. https://doi.org/10.1177/10776990241255974 (2024: SSCI, IF: 3.6, 17/227 in Communication, Q1)
■Chien, Y. H., & Liu, C. Y.* (2024). Participatory design thinking promotes 21st century skills in creativity and critical thinking for K–12 students. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000652 (2024: SSCI, IF: 2.7, 28/102 in Psychology, Experimental, Q2) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2023). Not just for decoration: How the arts complement science, technology, engineering, and mathematics learning. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000634 (2023: SSCI, IF: 2.7, 26/99 in Psychology, Experimental, Q2)
■Chen, H. L., & Liu, C. Y.* (2023). The effects of web-based peer assessment and peer feedback quality on students’ learning performances and motivation in a financial market course. TechTrends, 67, 664-675. https://doi.org/10.1007/s11528-023-00856-8 (Scopus) [ESCI, IF: 2.2; SJR: 0.871, Ranking: 266/1507 (Education, Q1)] (Corresponding author)
■Chien, Y. H., Liu, C. Y.*, Chan, S. C., & Chang, Y. S. (2023). Engineering design learning of high school students and college freshmen in a STEM battlebot design project. International Journal of STEM Education, 10(10), 1–15. https://doi.org/10.1186/s40594-023-00403-0 (2023: SSCI, IF: 5.6, 11/760 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2022). Effects of working memory and relevant knowledge on reading texts and infographics. Reading & Writing, 36, 2319–2343. https://doi.org/10.1007/s11145-022-10368-1 (2022: SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q1)
■Liu, C. Y., Wu, C. J., Chiou, G. L., & Wong, W. K. (2022). Supporting students’ constructions of scientific descriptions by using a technology-based laboratory. Journal of Baltic Science Education, 21(3), 495–512. https://doi.org/10.33225/jbse/22.21.495 (2022: SSCI, IF: 1.2, 232/269 in Education & Educational Research, Q4)
■Wu, C. J., & Liu, C. Y.* (2022). Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations. Instructional Science, 50, 551–569. https://doi.org/10.1007/s11251-022-09581-w (2022: SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q2) (Corresponding author)
■Liu, C. Y., Wu, C. J., & Lin, W. W. (2022). Understanding the properties and processes of a creative teacher team. International Journal of Educational Research, 111, Article 101909. https://doi.org/10.1016/j.ijer.2021.101909 (2022: SSCI, IF: 3.2, 83/269 in Education & Educational Research, Q2)
■Liu, C. Y., & Wu, C. J. (2022). STEM without art: A ship without a sail. Thinking Skills and Creativity, 43, Article 100977. https://doi.org/10.1016/j.tsc.2021.100977 (2022: SSCI, IF: 3.7, 58/269 in Education & Educational Research, Q1)
■Liu, C. Y., Wu, C. J., Chien, Y. H., Tzeng, S. Y., & Kuo, H. C. (2021). Examining the quality of art in STEAM learning activities. Psychology of Aesthetics, Creativity, and the Arts, 17(3), 382–393. https://doi.org/10.1037/aca0000404 (2021: SSCI, IF: 6.395, 5/91 in Psychology, Experimental, Q1)
■Wu, C. J., & Liu, C. Y.* (2021). Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations. Physical Review Physics Education Research, 17, Article 010125. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125 (2021: SSCI, IF: 2.359, 143/270 in Education & Educational Research, Q3) (Corresponding author)
■Wu, C. J., Liu, C. Y.*, Yang, C. H., & Wu, C. Y. (2021). Children’s reading performances in illustrated science texts: Comprehension, eye movements, and interpretation of arrow symbols. International Journal of Science Education, 43(1), 105–127. https://doi.org/10.1080/09500693.2020.1858515 (2021: SSCI, IF: 2.518, 127/270 in Education & Educational Research, Q2) (Corresponding author)
■Liu, C. Y., & Chen, H. L. (2020). Effects of peer learning on learning performance, motivation, and attitude. International Journal of Education Economics and Development, 11(4), 420–443. https://doi.org/10.1504/IJEED.2020.10030596 (Scopus) [2020: SJR: 0.176, Ranking: 1114/1839 (Education, Q4)]
■Wu, C. J., Liu, C. Y., Yang, C. H., & Jian, Y. C. (2021). Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems. European Journal of Psychology of Education, 36, 91–108. https://doi.org/10.1007/s10212-020-00461-w (2021: SSCI, IF: 2.821, 24/61 in Psychology, Educational, Q2)
■Liu, C. Y., Wu, C. J., & Lin, W. W. (2019). Exploring the process of generating group creativity within a science teacher group (in Chinese). Bulletin of Educational Psychology, 51(1), 109–134. https://doi.org/10.6251/BEP.201909_51(1).0005 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Liu, C. Y., Wu, C. J., Wong, W. K., Lien, Y. W., & Chao, T. K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44–56. https://doi.org/10.1016/j.compedu.2016.11.004 (2017: SSCI, IF: 4.538, 4/239 in Education & Educational Research, Q1)
■Kao, G. Y. M., Tsai, C. C., Liu, C. Y.*, & Yang, C. H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56–67. https://doi.org/10.1016/j.compedu.2016.04.013 (2016: SSCI, IF: 3.819, 7/235 in Education & Educational Research, Q1)
■Lin, W. W., & Liu, C. Y.* (2016). Exploratory study of creative science-teaching principles– The perspective of creative science teachers (in Chinese). Educational Review, 12, 79–114. https://doi.org/10.3966/156335272016120047003 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Lin W. W., & Liu, C. Y.* (2016). On exploring factors for creative science teaching (in Chinese). Bulletin of Educational Psychology, 48(1), 1–14. https://doi.org/10.6251/BEP.20150422 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■劉家瑜（2025，12月）。不能只是好玩：STEAM教學評量活動的初探性研究。發表於2025第41屆科學教育國際研討會。彰化：國立彰化師範大學。（12/11-12/13, 2025）
■劉家瑜（2025，10月）。探討社會情緒學習融入國中STEAM課程之效益。發表於2025第64屆臺灣心理學會年會。臺南：國立成功大學心理學系。（10/18-10/19, 2025）
■劉家瑜（2024，12月）。理工與藝文背景之STEAM教師與教師團隊的人格特質與創意教學表現。發表於2024第40屆科學教育國際研討會。高雄：國立高雄師範大學。（12/5-12/7, 2024）
■劉家瑜（2024，10月）。不同類型教師團隊教師之人格特質、團隊特質與創意教學表現之關係。發表於2024第63屆臺灣心理學會年會。臺北：國立臺灣大學心理學系。（10/26-10/27, 2024）
■劉家瑜、吳昭容（2023，12月）。檢視STEAM課程之評量方式--以七年級的旋轉陀螺課程為例。發表於2023第39屆科學教育國際研討會。臺北：國立臺灣師範大學科學教育研究所。（12/7-12/9, 2023）
■劉家瑜、吳昭容（2022，12月）。當藝術不只用來裝飾─探討融入藝文元素於STEM課程的影響。發表於2022第38屆科學教育國際研討會。新竹：國立清華大學教育學院。（12/8-12/10, 2022）
■劉家瑜、吳昭容（2021）。探討教師參與強化STEAM活動中藝文元素課程表現之研究。發表於2021年第37屆科學教育國際研討會。彰化：國立彰化師範大學科學教育研究所。（12/9-12/11, 2021）
■劉家瑜、吳昭容（2020）。以個體的眼動行為與科學論證表現辨識多元表徵之特性。發表於2020年第36屆科學教育國際研討會。高雄：國立高雄師範大學科學教育暨環境教育研究所。（12/17-12/19, 2020）
■劉家瑜、吳昭容（2019）。學生使用多元表徵於科學論證活動之眼動表現。發表於2019年第35屆科學教育國際研討會。台北：國立臺灣師範大學科學教育研究所。（12/5-12/6, 2019）
■劉家瑜、林偉文、吳昭容（2018）。探討科學領域教學團隊的創意互動。發表於第34屆科學教育國際研討會。花蓮：國立東華大學教育系科學教育研究所。（11/29-12/2, 2018）
■劉家瑜、林偉文（2013）。國小教師原生家庭類型與其創意教學行為之關係研究－複合理論觀點。發表於台灣心理學會第五十二屆年會暨學術研討會。臺北：政治大學。（10/19-10/20, 2013）
■Liu, C. Y., & Wu, C. J. (2021). STEM without Art: A ship without a sail. Paper presented at 2021 STEM/STEAM & Education Conference in Hawaii University, United States. (June) (MOST 108-2410-H-003-135-MY3)
■Wu, C. J., & Liu, C. Y. (2019). Toward a model of eye movements in geometry reading. Paper presented at the International Learning Science Forum, Taipei, Taiwan. (7/11-13, 2019)
■Wu, C. J., Liu, C. Y., & Yang, C. H. (2018). The eye-movements of deliberation in arithmetic word problem-solving. Paper presented at the 34th Annual International Conference of Association of Science Education Taiwan (ASET). National Dong Hwa University, Hualien, Taiwan. (11/29-12/2, 2018) (NSC 104-2511-S-003-013-MY3)
■Lin, W. W., & Liu, C. Y. (2015). Inspiring creativity for teacher education with a framework of imagination. Paper presented at the 8th International Conference of Education, Research and Innovation, Seville, Spain. (11/16-18, 2015) (NSC 103-2511-S-152-006- )
■Liu, C. Y., & Lin, W. W. (2014). How to teach science creatively? Construction of SIMST model. Paper presented in the 2014 Nordic Research Symposium on Science Education, Helsinki, Finland. (6/4-6, 2014)
■Liu, C. Y. (2014). Identifying individuals’ creative patterns through latent profile analysis. Paper presented in the 7th European Conference on Positive Psychology, Amsterdam, Netherlands. (7/1-4, 2014)
■Liu, C. Y. (2013). Identifying and comparing individuals’ creative patterns between genders through latent profile analysis. Paper presented in the 2013 International Academic Competence Conference, Taipei, Taiwan. (12/21-22, 2013)
■Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013). Development of the computerized figure induced creative thinking test. Paper presented in the 121st Annual Convention of the American Psychological Association, Honolulu, Hawaii. (7/31-8/4, 2013)
■Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013). Construction and validation of the computerized figure-induced creative thinking test. Paper presented in the 3rd World Congress on Positive Psychology, Los Angeles, California U.S.A. (6/27-30, 2013)
■劉家瑜（2025，10月）。探討社會情緒學習融入國中STEAM課程之效益。發表於2025第64屆臺灣心理學會年會。臺南：國立成功大學心理學系。（10/18-10/19, 2025）
■劉家瑜（2024，12月）。理工與藝文背景之STEAM教師與教師團隊的人格特質與創意教學表現。發表於2024第40屆科學教育國際研討會。高雄：國立高雄師範大學。（12/5-12/7, 2024）
■劉家瑜（2024，10月）。不同類型教師團隊教師之人格特質、團隊特質與創意教學表現之關係。發表於2024第63屆臺灣心理學會年會。臺北：國立臺灣大學心理學系。（10/26-10/27, 2024）
■劉家瑜、吳昭容（2023，12月）。檢視STEAM課程之評量方式--以七年級的旋轉陀螺課程為例。發表於2023第39屆科學教育國際研討會。臺北：國立臺灣師範大學科學教育研究所。（12/7-12/9, 2023）
■劉家瑜、吳昭容（2022，12月）。當藝術不只用來裝飾─探討融入藝文元素於STEM課程的影響。發表於2022第38屆科學教育國際研討會。新竹：國立清華大學教育學院。（12/8-12/10, 2022）
■劉家瑜、吳昭容（2021）。探討教師參與強化STEAM活動中藝文元素課程表現之研究。發表於2021年第37屆科學教育國際研討會。彰化：國立彰化師範大學科學教育研究所。（12/9-12/11, 2021）
■劉家瑜、吳昭容（2020）。以個體的眼動行為與科學論證表現辨識多元表徵之特性。發表於2020年第36屆科學教育國際研討會。高雄：國立高雄師範大學科學教育暨環境教育研究所。（12/17-12/19, 2020）
■劉家瑜、吳昭容（2019）。學生使用多元表徵於科學論證活動之眼動表現。發表於2019年第35屆科學教育國際研討會。台北：國立臺灣師範大學科學教育研究所。（12/5-12/6, 2019）
■劉家瑜、林偉文、吳昭容（2018）。探討科學領域教學團隊的創意互動。發表於第34屆科學教育國際研討會。花蓮：國立東華大學教育系科學教育研究所。（11/29-12/2, 2018）
■劉家瑜、林偉文（2013）。國小教師原生家庭類型與其創意教學行為之關係研究－複合理論觀點。發表於台灣心理學會第五十二屆年會暨學術研討會。臺北：政治大學。（10/19-10/20, 2013）
■Liu, C. Y., & Wu, C. J. (2021). STEM without Art: A ship without a sail. Paper presented at 2021 STEM/STEAM & Education Conference in Hawaii University, United States. (June) (MOST 108-2410-H-003-135-MY3)
■Wu, C. J., & Liu, C. Y. (2019). Toward a model of eye movements in geometry reading. Paper presented at the International Learning Science Forum, Taipei, Taiwan. (7/11-13, 2019)
■Wu, C. J., Liu, C. Y., & Yang, C. H. (2018). The eye-movements of deliberation in arithmetic word problem-solving. Paper presented at the 34th Annual International Conference of Association of Science Education Taiwan (ASET). National Dong Hwa University, Hualien, Taiwan. (11/29-12/2, 2018) (NSC 104-2511-S-003-013-MY3)
■Lin, W. W., & Liu, C. Y. (2015). Inspiring creativity for teacher education with a framework of imagination. Paper presented at the 8th International Conference of Education, Research and Innovation, Seville, Spain. (11/16-18, 2015) (NSC 103-2511-S-152-006- )
■Liu, C. Y., & Lin, W. W. (2014). How to teach science creatively? Construction of SIMST model. Paper presented in the 2014 Nordic Research Symposium on Science Education, Helsinki, Finland. (6/4-6, 2014)
■Liu, C. Y. (2014). Identifying individuals’ creative patterns through latent profile analysis. Paper presented in the 7th European Conference on Positive Psychology, Amsterdam, Netherlands. (7/1-4, 2014)
■Liu, C. Y. (2013). Identifying and comparing individuals’ creative patterns between genders through latent profile analysis. Paper presented in the 2013 International Academic Competence Conference, Taipei, Taiwan. (12/21-22, 2013)
■Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013). Development of the computerized figure induced creative thinking test. Paper presented in the 121st Annual Convention of the American Psychological Association, Honolulu, Hawaii. (7/31-8/4, 2013)
■Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013). Construction and validation of the computerized figure-induced creative thinking test. Paper presented in the 3rd World Congress on Positive Psychology, Los Angeles, California U.S.A. (6/27-30, 2013)
■劉家瑜（2025）。臺灣學生符號運用與溝通表達素養之表現。載於顏慶祥主編，臺灣高中學生核心素養表現之初探（頁65-79）。國家教育研究院。（本書通過雙向匿名學術審查；單一作者）
■劉家瑜、陳蕙芬（2015）。創意選才機制：組織層面要素剖析。載於陳蕙芬主編，創意來敲門 改造你選才的老房子（頁112-126）。教育部未來想像與創意人才培育計畫導航計畫辦公室。（第一作者）
■劉家瑜、陳蕙芬（2015）。創意選才機制：組織層面要素剖析。載於陳蕙芬主編，創意來敲門 改造你選才的老房子（頁112-126）。教育部未來想像與創意人才培育計畫導航計畫辦公室。（第一作者）
■劉家瑜（2024-2025）。從研究到實務—國際評比調查證據為本的課程設計與學習評量－國際評比調查證據為本的 STEAM 課程設計與學習評量（子計畫四）。國家教育研究院研究計畫，計畫編號：NAER-2024-024-C-1-1-C4-04，執行期程：113年04月01日-114年01月31日。（計畫主持人）
■劉家瑜（2023-2023）。臺灣高中學生核心素養評量計畫（I）—臺灣高中學生符號運用與溝通表達之表現評估。國家教育研究院研究計畫，計畫編號：NAER-2023-011-C-1-1-C2-01，執行期程：112年12月18日-112年12月31日。（共同主持人）
■劉家瑜（2022-2024）。探索與強化STEAM教育中之脈絡性理解—後疫情時代線上與實體課程對職前教師課程設計與情意感受之影響。國科會專題研究，計畫編號：MOST 111-2410-H-656-010-，執行期程：111年08月01日-113年07月31日。（計畫主持人）
■劉家瑜（2022-2024）。職前教師的圖像識讀與方案成效：文圖整合模式的探究。國科會專題研究，計畫編號：MOST 111-2410-H-003-089-MY2，執行期程：111年08月01日-113年10月31日。（共同主持人）
■劉家瑜（2022-2023）。如何測量 STEAM 基本能力？—建置具共通性之 STEAM 教學評量方式/指標。國家教育研究院研究計畫，計畫編號：NAER-2022-017-C-2-1-C7-01，執行期程：111年08月24日-112年12月31日。（計畫主持人）
■劉家瑜（2019-2021）。資訊圖文科學報導強化STEAM中藝文元素對報導品質與學生素質之影響。國科會專題研究，計畫編號：NSTC 108-2410-H-656-009-MY3，執行期程：108年08月01日-111年10月31日。（計畫主持人）
■劉家瑜（2023-2023）。臺灣高中學生核心素養評量計畫（I）—臺灣高中學生符號運用與溝通表達之表現評估。國家教育研究院研究計畫，計畫編號：NAER-2023-011-C-1-1-C2-01，執行期程：112年12月18日-112年12月31日。（共同主持人）
■劉家瑜（2022-2024）。探索與強化STEAM教育中之脈絡性理解—後疫情時代線上與實體課程對職前教師課程設計與情意感受之影響。國科會專題研究，計畫編號：MOST 111-2410-H-656-010-，執行期程：111年08月01日-113年07月31日。（計畫主持人）
■劉家瑜（2022-2024）。職前教師的圖像識讀與方案成效：文圖整合模式的探究。國科會專題研究，計畫編號：MOST 111-2410-H-003-089-MY2，執行期程：111年08月01日-113年10月31日。（共同主持人）
■劉家瑜（2022-2023）。如何測量 STEAM 基本能力？—建置具共通性之 STEAM 教學評量方式/指標。國家教育研究院研究計畫，計畫編號：NAER-2022-017-C-2-1-C7-01，執行期程：111年08月24日-112年12月31日。（計畫主持人）
■劉家瑜（2019-2021）。資訊圖文科學報導強化STEAM中藝文元素對報導品質與學生素質之影響。國科會專題研究，計畫編號：NSTC 108-2410-H-656-009-MY3，執行期程：108年08月01日-111年10月31日。（計畫主持人）