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
‧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；眼動追蹤；認知心理學、教育研究法、教育統計
STEAM 教育；創造力心理學；眼動追蹤；認知心理學
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), 34743485. https://doi.org/ 10.1111/jcal.13069 (SSCI, IF: 5.1, 13/756 in Education & Educational Research, Q1) (通訊作者)
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 (SSCI, IF: 3.4, 25/227 in Communication, Q1) (通訊作者)
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. (SSCI, IF: 3.6, 19/89 in Psychology, Experimental, Q1) (通訊作者)
Liu, C. Y. & Wu, C. J. (2023). Not just for decorations: The effects of the arts complement STEM learning. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. (SSCI, IF: 3.6, 19/89 in Psychology, Experimental, Q1) (第一作者)
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), 115. https://doi.org/10.1186/s40594-023-00403-0 (SSCI, IF: 6.7, 11/269 in Education & Educational Research, Q1) (通訊作者)
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, 664675. https://doi.org/10.1007/s11528-023-00856-8 (Scopus) [ESCI, IF: 2.5; SJR: 0.801, Ranking: 294/1438 (Education, Q1)] (通訊作者)
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 (SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q2) (第一作者)
Liu, C. Y., Wu, C. J., Chiou, G. L., & Wong, W. K. (2022). A tool of technology-based laboratory enabled students to precisely describe scientific phenomena. Journal of Baltic Science Education, 21(3), 495512. https://doi.org/10.33225/jbse/22.21.495 (SSCI, IF: 1.2, 232/269 in Education & Educational Research, Q4) (第一作者)
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 (SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q2) (通訊作者)
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. (SSCI, IF: 3.7, 58/269 in Education & Educational Research, Q1) (第一作者)
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 (SSCI, IF: 3.2, 83/269 in Education & Educational Research, Q2) (第一作者)
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 (SSCI, IF: 3.6, 19/89 in Psychology, Experimental, Q1) (第一作者)
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, 010125. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125 (SSCI, IF: 3.1, 91/269 in Education & Educational Research, Q2) (通訊作者)
Wu, C. J., Liu, C. Y., Yang, C. H., & Jian, Y. C. (2021). Eye movements reveal children’s deliberative thinking and predict their performance in arithmetic word problems. European Journal of Psychology of Education, 36, 91108. https://doi.org/10.1007/s10212-020-00461-w (SSCI, IF: 3, 21/60 in Psychology, Educational, Q2)
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), 105127. https://doi.org/10.1080/09500693.2020.1858515(SSCI, IF: 2.3, 140/269 in Education & Educational Research, Q3) (通訊作者)
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), 420443. https://doi.org/10.1504/IJEED.2020.10030596 (Scopus, EconLit) (第一作者)
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, 4456. https://doi.org/10.1016/j.compedu.2016.11.004 (SSCI, IF: 12, 1/269 in Education & Educational Research, Q1) (第一作者)
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, 5667. https://doi.org/10.1016/j.compedu.2016.04.013 (SSCI, IF: 12, 1/269 in Education & Educational Research, Q1) (通訊作者)
劉家瑜*、吳昭容、林偉文（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），109134。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，12，79114。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），114。https://doi.org/10.6251/BEP.20150422（TSSCI）（通訊作者）
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 (SSCI, IF: 3.4, 25/227 in Communication, Q1) (通訊作者)
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. (SSCI, IF: 3.6, 19/89 in Psychology, Experimental, Q1) (通訊作者)
Liu, C. Y. & Wu, C. J. (2023). Not just for decorations: The effects of the arts complement STEM learning. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. (SSCI, IF: 3.6, 19/89 in Psychology, Experimental, Q1) (第一作者)
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), 115. https://doi.org/10.1186/s40594-023-00403-0 (SSCI, IF: 6.7, 11/269 in Education & Educational Research, Q1) (通訊作者)
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, 664675. https://doi.org/10.1007/s11528-023-00856-8 (Scopus) [ESCI, IF: 2.5; SJR: 0.801, Ranking: 294/1438 (Education, Q1)] (通訊作者)
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 (SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q2) (第一作者)
Liu, C. Y., Wu, C. J., Chiou, G. L., & Wong, W. K. (2022). A tool of technology-based laboratory enabled students to precisely describe scientific phenomena. Journal of Baltic Science Education, 21(3), 495512. https://doi.org/10.33225/jbse/22.21.495 (SSCI, IF: 1.2, 232/269 in Education & Educational Research, Q4) (第一作者)
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 (SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q2) (通訊作者)
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. (SSCI, IF: 3.7, 58/269 in Education & Educational Research, Q1) (第一作者)
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 (SSCI, IF: 3.2, 83/269 in Education & Educational Research, Q2) (第一作者)
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 (SSCI, IF: 3.6, 19/89 in Psychology, Experimental, Q1) (第一作者)
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, 010125. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125 (SSCI, IF: 3.1, 91/269 in Education & Educational Research, Q2) (通訊作者)
Wu, C. J., Liu, C. Y., Yang, C. H., & Jian, Y. C. (2021). Eye movements reveal children’s deliberative thinking and predict their performance in arithmetic word problems. European Journal of Psychology of Education, 36, 91108. https://doi.org/10.1007/s10212-020-00461-w (SSCI, IF: 3, 21/60 in Psychology, Educational, Q2)
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), 105127. https://doi.org/10.1080/09500693.2020.1858515(SSCI, IF: 2.3, 140/269 in Education & Educational Research, Q3) (通訊作者)
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), 420443. https://doi.org/10.1504/IJEED.2020.10030596 (Scopus, EconLit) (第一作者)
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, 4456. https://doi.org/10.1016/j.compedu.2016.11.004 (SSCI, IF: 12, 1/269 in Education & Educational Research, Q1) (第一作者)
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, 5667. https://doi.org/10.1016/j.compedu.2016.04.013 (SSCI, IF: 12, 1/269 in Education & Educational Research, Q1) (通訊作者)
劉家瑜*、吳昭容、林偉文（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），109134。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，12，79114。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），114。https://doi.org/10.6251/BEP.20150422（TSSCI）（通訊作者）
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。本文發表於國立高雄師範大學主辦之「2024第40屆科學教育國際研討會」，高雄。
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。本文發表於國立臺灣大學心理學系主辦之「2024第63屆臺灣心理學會年會」，臺北。
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。本文發表於國立臺灣師範大學科學教育研究所主辦之「2023第39屆科學教育國際研討會」，臺北。
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。本文發表於國立清華大學教育學院主辦之「2022第38屆科學教育國際研討會」，新竹。
劉家瑜、吳昭容（2021，12月）。探討教師參與強化STEAM活動中藝文元素課程表現之研究。本文發表於國立彰化師範大學主辦之「2021第37屆科學教育國際研討會」，彰化。
劉家瑜、吳昭容（2020，12月）。以個體的眼動行為與科學論證表現辨識多元表徵之特性。本文發表於國立高雄師範大學主辦之「2020第36屆科學教育國際研討會」，高雄。
劉家瑜、吳昭容（2019，12月）。學生使用多元表徵於科學論證活動之眼動表現。本文發表於國立臺灣師範大學科學教育研究所主辦之「2019第35屆科學教育國際研討會」，台北。
劉家瑜、林偉文、吳昭容（2018，11月）。探討科學領域教學團隊的創意互動。本文發表於國立東華大學教育系科學教育研究所主辦之「2018第34屆科學教育國際研討會」，花蓮。
劉家瑜、林偉文（2013，10月）。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。本文發表於台灣心理學會主辦之「台灣心理學會第五十二屆年會暨學術研討會」，台北。
林偉文、朱采翎、王毓苓、劉家瑜（2010，11月）。想像力的運作機制：以創意科學教師教學設計為例。本文發表於國立中山大學主辦之「2010台灣教育研究學會學術研討會」，高雄。
劉家瑜、林偉文（2010，11月）。國小教師原生家庭類型、教學風格與其創意教學行為之關係研究－複合理論觀點。本文發表於國立中正大學主辦之「第49屆台灣心理學年會」，台北。
劉家瑜（2010，5月）。國小教師複合型原生家庭類型、教學風格、與其創意教學行為之關係研究。本文發表於國立臺灣師範大學/臺北市政府教育局/中華資優教育學會/中華創造學會主辦之「2010兩岸資優與創造力教育發展研討會」，台北。
Wu, C. J., & Liu, C. Y. (2019, July). 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, November). 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, November). 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, June). How to teach science creatively? Construction of SIMST model. Paper presented at the 2014 Nordic Research Symposium on Science Education, Helsinki, Finland. (6/4-6, 2014)
Liu, C. Y. (2014, July). Identifying individuals’ creative patterns through latent profile analysis. Paper presented at the 7th European Conference on Positive Psychology, Amsterdam, Netherlands. (7/1-4, 2014)
Liu, C. Y. (2013, December). Identifying and comparing individuals’ creative patterns between genders through latent profile analysis. Paper presented at the 2013 International Academic Competence Conference, Taipei, Taiwan. (12/21-22, 2013)
Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013, July). Development of the computerized figure induced creative thinking test. Paper presented at 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, June). Construction and validation of the computerized figure-induced creative thinking test. Paper presented at the 3rd World Congress on Positive Psychology, Los Angeles, California U.S.A. (6/27-30, 2013)
Liu, C. Y., & Lin, W. W. (2012, June). Relationships among family of origin, teaching styles and creative behaviors－The complexity approach. Paper presented at the 6th European Conference on Positive Psychology, Moscow, Russia. (6/26-29, 2012)
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。本文發表於國立臺灣大學心理學系主辦之「2024第63屆臺灣心理學會年會」，臺北。
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。本文發表於國立臺灣師範大學科學教育研究所主辦之「2023第39屆科學教育國際研討會」，臺北。
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。本文發表於國立清華大學教育學院主辦之「2022第38屆科學教育國際研討會」，新竹。
劉家瑜、吳昭容（2021，12月）。探討教師參與強化STEAM活動中藝文元素課程表現之研究。本文發表於國立彰化師範大學主辦之「2021第37屆科學教育國際研討會」，彰化。
劉家瑜、吳昭容（2020，12月）。以個體的眼動行為與科學論證表現辨識多元表徵之特性。本文發表於國立高雄師範大學主辦之「2020第36屆科學教育國際研討會」，高雄。
劉家瑜、吳昭容（2019，12月）。學生使用多元表徵於科學論證活動之眼動表現。本文發表於國立臺灣師範大學科學教育研究所主辦之「2019第35屆科學教育國際研討會」，台北。
劉家瑜、林偉文、吳昭容（2018，11月）。探討科學領域教學團隊的創意互動。本文發表於國立東華大學教育系科學教育研究所主辦之「2018第34屆科學教育國際研討會」，花蓮。
劉家瑜、林偉文（2013，10月）。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。本文發表於台灣心理學會主辦之「台灣心理學會第五十二屆年會暨學術研討會」，台北。
林偉文、朱采翎、王毓苓、劉家瑜（2010，11月）。想像力的運作機制：以創意科學教師教學設計為例。本文發表於國立中山大學主辦之「2010台灣教育研究學會學術研討會」，高雄。
劉家瑜、林偉文（2010，11月）。國小教師原生家庭類型、教學風格與其創意教學行為之關係研究－複合理論觀點。本文發表於國立中正大學主辦之「第49屆台灣心理學年會」，台北。
劉家瑜（2010，5月）。國小教師複合型原生家庭類型、教學風格、與其創意教學行為之關係研究。本文發表於國立臺灣師範大學/臺北市政府教育局/中華資優教育學會/中華創造學會主辦之「2010兩岸資優與創造力教育發展研討會」，台北。
Wu, C. J., & Liu, C. Y. (2019, July). Toward a model of eye movements in geometry reading. Paper presented at the International Learning Science Forum, Taipei, Taiwan. (7/11-13, 2019)
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Liu, C. Y. (2014, July). Identifying individuals’ creative patterns through latent profile analysis. Paper presented at the 7th European Conference on Positive Psychology, Amsterdam, Netherlands. (7/1-4, 2014)
Liu, C. Y. (2013, December). Identifying and comparing individuals’ creative patterns between genders through latent profile analysis. Paper presented at the 2013 International Academic Competence Conference, Taipei, Taiwan. (12/21-22, 2013)
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