Ying-Chih Chen
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310A Farmer Educational Building 1050 Forest Mal Tempe, AZ 85287
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Mail code: 5411Campus: Tempe
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Professor Chen is currently researching teachers' knowledge and strategies toward the practice of sensemaking from three aspects: social negotiation (i.e., being able to comprehend, critique, and construct concepts to build consensus); epistemic engagement (i.e., knowing about what counts as good claims and evidence); and ubiquitous representation (i.e., grasping different modalities to represent mental concepts). He is developing and piloting an observation protocol to measure the degree to which classrooms have become aligned with eight scientific practice defined by Next Generation Science Standards (NGSS) and Professor Michelene Chi's ICAP Framework (Interactive, Constructive, Active, Passive) to quantify teacher quality in science classrooms. The protocol is called: ICAP to Measure by Observation NGSS Science Practice Implementation in the Classroom (IONIC). Professor Chen evaluates the instrument for validity, reliability, and effectiveness of the instrument which can be used to capture the quality of specific practices of teachers while serving as a reflection tool to identify teaching strengths and weaknesses. He has received two prestigious awards signifying his substantial effect on the field of science education, including the 2014 National Association for Research in Science Teaching (NARST) Outstanding Paper Award, the 2015 Association of American Publishers (AAP) Revere award, and the 2017 NARST Early Career Research Award.
- Ph.D. Science Education, minor in Educational Measurement and Statistics, University of Iowa 2011
- Teacher Certificate Program in Secondary Education (K7-12/ General Science, Physics, Engineering), National Chiao Tung University, Taiwan 2001
- M.S. Mechanical Engineering, National Chiao Tung University, Taiwan 2001. Thesis: Strength Analysis of A Frangible Laminated Composite Canister Cover.
- B.S. Mechanical Engineering, National Sun Yat-Sen University, Taiwan 1999. Thesis: Geometric Design and Manufacture of Bevel Gear.
Guiding Research Questions:
- How do teachers manage student uncertainty as a pedagogical resource to engage students in productive struggle and to develop scientific knowledge in problem-based learning (PBL)?
- How do students synergistically use talk and writing as an epistemic tool to learn science when they engage in the practice of sensemaking?
- How do students build consensus while decision-making in group work discussions?
Current Research Projects:
Dr. Chen has used longitudinal and mixed-methods approaches to investigate (1) how the synergic use of talk and writing can best support students’ knowledge development, social negotiation, and epistemic engagement in argument-based disciplinary discourse; (2) how the argumentative environment influences the development of students’ reasoning abilities; and (3) how students' epistemic uncertainty can be adapted as resources for knowledge development and sensemaking in problem-based learning (PBL). Dr. Chen is currently a Principal Investigator on two National Science Foundation (NSF) funded projects: "Professional Learning to Navigate Student Uncertainty for Productive Struggle Around Equity-Oriented Sensemaking" (10/15/2024-9/30/2028), "Managing Uncertainty for Productive Struggle: Exploring Teacher Development for Managing Students' Epistemic Uncertainty as a Pedagogical Resource in Project-Based Learning" (08/01/2021-07/31/2025), and Co-Principal Investigator on the NSF funded project "SaTC: EDU: AI for Cybersecurity Education via an LLM-enabled Security Knowledge Graph" (4/1/2024 - 3/31/2027).
Peer-reviewed Journal Articles
[* Denotes undergraduate/ graduate or postdoctoral student collaborators during the time the manuscript was written]
[**Denotes in-service teacher collaborators during the time the manuscript was written]
- Chen, Y.-C. (2024) Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking. International Journal of Science Education, 1-34. https://doi.org/10.1080/09500693.2024.2333714
- Chen, Y.-C., Park, J.*, & Rapkiewcz, J. G.** (2024). Using Student Uncertainty as a Pedagogical Resource (SUPeR) Approach to Support Students’ Productive Struggle in the Biology Classroom. The American Biology Teacher, 86(8), 485-495.
- Chen, Y.-C., Jordan, M., Park, J.*, & Starrett, E.* (2024). Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties. Science Education, 108 (4), 1099–1133.
- Ha, H.*, Chen, Y.-C., & Park, J.* (2024). Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking. Science Education, 108(3), 890-928.
- Ha, H.*, Park, J.*, & Chen, Y.-C. (2024). Conceptualizing phases of sensemaking as a trajectory for grasping better understanding: Coordinating student scientific uncertainty as a pedagogical resource. Research in Science Education, 54, 359-391.
- Starret, E.*, Jordan, M., Chen, Y.-C., Park, J.*, & Meza-Torres, C.* (2024). Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource. Teaching and Teacher Education, 140, 104456.
- Chen, Y. C., & Jordan, M. (2024). Student Uncertainty as a Pedagogical Resource (SUPeR) approach for developing a new era of science literacy: practicing and thinking like a scientist. Science Activities, 61(1), 1–15.
- Rapkiewcz, J.**, Park, J.*, Chen, Y.-C., & Jordan, M. (2023). Student Uncertainty as a Pedagogical Resource (SUPeR): Using the SUPeR approach to investigate electromagnetic force. Science Scope, 46 (7), 34-41.
- Chen, Y.-C., Terada, T.*, & Aguirre-Mendez, C. (2023). Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn. Reading and Writing, 36 (9), 2275-2317.
- Zhang, Z., Chen, Y.-C., He, G., She, H.-C., & Chen, J.-C. (2023). Thinking and Practicing Like a Scientist?: Examining K-12 Student Mental Images of Scientists through a Large-Scale Survey-Based Study. Asia-Pacific Science Education, 9(1), 75-105.
- Agrawal, G.*, Deng, Y., Park., J. *, Liu, H., & Chen, Y.-C. (2022). Building knowledge graphs from unstructured texts: Application and impact analysis in cybersecurity education. Information, 13(11), 526.
- Aguirre-Mendez, C., & Chen, Y.-C. (2022). An argumentative writing prompt model to support nonscience major students’ learning in an introductory chemistry course. Journal of College Science Teaching, 51 (6), 70-79.
- Chen, Y.-C. (2022). Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co-development. Journal of Research in Science Teaching, 59 (3), 383-422. (Nominated as NARST- NSTA’s 2022 Research Worth Reading, NARST Publication Advisory Committee)
- Middleton, J., Krause, S., Judson, E., Ross, L., Culbertson, R., Hjelmstad, K. D., Hjelmstad, K. L., & Chen, Y.-C. (2022). A social network analysis of engineering faculty connections: Their impact on faculty student-centered attitudes and practices. Education Sciences, 12(2), 108.
- Chen, Y.-C., & Terada, T.* (2021). 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. Journal of Research in Science Teaching, 58(10), 1489-1526. (Recognized as one of the most downloaded, published in Journal of Research in Science Teaching, between 1 January 2021 – 31 December 2021)
- Chen, Y.-C., & Techawitthayachinda, R*. (2021). Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole-class discussion. Journal of Research in Science Teaching, 58(8), 1083-1116.
- Hand, B., Chen, Y.-C., & Suh, J. (2021). Does a knowledge-generation approach to learning benefit students?: A systematic review of research on the science writing heuristic approach. Educational Psychology Review, 33(2), 535-577.
- Chen, Y.-C., Aguirre-Mendez, C., & Terada, T.* (2020). Argumentative writing as a tool to develop conceptual and epistemic knowledge in a college chemistry course designed for non-science majors. International Journal of Science Education, 42(17), 2842-2875.
- Chen, Y.-C., & Qiao, X.* (2020). Using students’ epistemic uncertainty as a pedagogical resource to develop knowledge in argumentation. International Journal of Science Education, 42(13), 2145-2180.
- Aguirre-Mendez, C., Chen, Y.-C., Terada, T.*, & Techawitthayachinda, R.* (2020). Predicting components of argumentative writing and achievement gains in a general chemistry course for nonmajor college students. Journal of Chemical Education, 97(8), 2045-2056.
- Chen, Y.-C. (2020). Dialogic pathways to manage uncertainty for productive engagement in scientific argumentation: A longitudinal case study grounded in an ethnographic perspective. Science & Education, 29(2), 331–375.
- Chen, Y.-C., Benus, M. J., & Hernandez, J. (2019). Managing uncertainty in scientific argumentation. Science Education, 103(5), 1235-1276. (Recognized as one of the top 10% most downloaded papers, published in Science Education, between January 2019 and December 2019 during)
- Chen, Y.-C. (2019). Using the science talk–writing heuristic to build a new era of scientific literacy. The Reading Teacher, 73(1), 51-64.
- Rillero, P., & Chen, Y.-C. (2019). The use of a digital problem-based learning module in science methods courses. Journal of Problem Based Learning in Higher Education, 7(1), 107-119.
- Nunez-Eddy, E.*, Wang, X.*, & Chen, Y.-C. (2018). Engaging in Argumentation: Strategies for early elementary and English language learners. Science & Children, 56(2), 51-59.
- Chen, Y.-C., Mineweaser, L.*, Accetta, D.*, & Nooan, D*. (2018). Connecting argumentation to 5 E inquiry for preservice teachers. Journal of College Science Teaching, 47(5), 22-28.
- Nam, Y., & Chen, Y.-C. (2017). Promoting argumentative practice in socio-scientific issues (SSI) through a science inquiry activity. EURASIA Journal of Mathematics, Science & Technology Education. 13(7), 3431-3461.
- Chen, Y.-C., Hand, B, & Norton-Meier, L. (2017). Teacher roles of questioning in early elementary science classrooms: A framework promoting student cognitive complexities in argumentation. Research in Science Education, 47(2), 373-405.
- Chen, Y.-C., Park, S., & Hand, B. (2016). Examining the use of talk and writing for students’ development of scientific knowledge through constructing and critiquing arguments. Cognition & Instruction, 34(2), 100-147.
- Chen, Y.-C., Hand, B., & Park, S. (2016). Examining elementary students’ development of oral and written argumentation practices through argument-based inquiry. Science & Education, 25(3), 277-320.
- Chen, Y.-C., Benus, M. J., & Yarker, M. (2016). Using models to support argumentation in the science classroom. The American Biology Teacher, 78(7), 549-559.
- Hand, B, Cavagnetto, A., Chen, Y.-C., & Park, S. (2016). Moving past curricula and strategies: Language and the development of adaptive pedagogy for immersive learning environments. Research in Science Education, 46(2), 223-241.
- Chen, Y.-C., Moore, T., & Wang, H.-H. (2014). Construct, critique, and connect: Engineering as a vehicle to learn science. Science Scope, 38(3), 58-69.
- Wang, H.-H., Billington, B., & Chen, Y.-C. (2014). STEM in a hair accessory. Science & Children, 52(2), 3-8. (This paper was awarded the Association of American Publishers (AAP) Revere award)
- Chen, Y.-C., & Lin, J.-L., & Chen, Y.-T. (2014). Teaching scientific core ideas through immersing students in argument: Using density as an example. Science Activities, 51(3), 78-88.
- Chen, Y.-C., & Steenhoek, J.** (2014). Arguing like a scientist: Engaging students in core scientific practices. The American Biology Teacher, 76(4), 231-237.
- Chen, Y.-C., Hand, B., & McDowell, L.** (2013). The effects of writing-to-learn activities on elementary students' conceptual understanding: Learning about force and motion through writing to older peers. Science Education, 97(5), 745-771.
- Chen, Y.-C. (2013). Writing an argument to a real audience: Alternative ways to motivate students in writing about science. Teaching Science: The Journal of the Australian Science Teachers Association, 59(4), 8-12
- Chen, Y.-C., & Steenhoek, J.** (2013). A negotiation cycle to promote argumentation in science classrooms. Science Scope, 36(9), 41-50.
- Chen, Y.-C., Park, S., & Hand, B. (2013). Constructing and critiquing arguments: Four communication strategies help students discuss, defend, and debunk ideas. Science & Children, 50(5), 40-45.
- Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922-941.
- Park, S., Jang, J., Chen, Y.-C., & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching?: Evidence from an empirical study. Research in Science Education, 41(2), 245-260.
- Chen, Y.-C., Tseng, C.-M., & Chang, W.-H. (2010). The role of the teacher in engaging elementary school students in argumentation utilizing science writing heuristic: Four-year case studies. Chinese Journal of Science Education, 18(5), 417-442.
- Chen, Y.-C., & Tsai, C.-C. (2009). An educational research course facilitated by online peer assessment. Innovations in Education & Teaching International, 46(1), 105-117.
- Chen, Y.-T., & Chen, Y.-C. (2008). The analysis of epistemologies about different background patriarchs in the context of parent-child book-reading interactions. Chinese Journal of Science Education, 16(3), 325-350.
Book Chapter
- Chen, Y.-C. (2019, invited). Writing as an epistemological tool: Perspectives from personal, disciplinary, and sociocultural landscapes. In V. Prain & B. Hand (Eds.), Theorizing the Future of Science Education Research, vol 49, 115-132. Switzerland AG: Springer, Cham.
Book Review (Invited)
- Park. J.*, & Chen, Y.-C. (2022). Mathematics as the science of patterns: Making the invisible visible to students through teaching, by Jenlink P. M. (Editor). Charlott, NC: Information Age Publishing. 2022, 251 pp. ISBN: 978-1-64802-744-4. Book Review, Teachers College Record.
- Chen, Y.-C. (2022). Is uncertainty a barrier or resource to advance science? The role of uncertainty in science and its implications for science teaching and learning. Science & Education, 31 (2), 543–549.
- Chen, Y.-C. (2021). “Talking Science” to “Discourse Strategies”: Perspective shifting from “knowing” to “doing” the language of science. Science Education, 105(4), 814-821.
- Chen, Y.-C. (2015). Einstein fellows: Best practices in STEM education, by Tim Spuck & Leigh Jenkins (Editors). Peter Lang Publishing, New York, NY, USA, 2014, 410 pp. ISBN: 1433121948. Book Review, Teachers College Record. http://www.tcrecord.org/content.asp?contentid=18125 ID Number: 18125
- Liu, Huan, CHen, Ying-Chih. SaTC-EDU: Artificial Intelligence for Cybersecurity Education via a Machine Learning-Enabled Security Knowledge Graph. NSF-EAGER(5/1/2020-4/30/2024)
- Krause,Stephen*, Ankeny,Casey J, Chen,Ying-Chih, Culbertson,Robert John, Hjelmstad,Keith D, Judson,Eugene E, Middleton,James Arthur. Scaling a Cyber-Enabled JIT-Teaching with Two-Way Formative Feedback (JTF) Project From the Individual Faculty Level to the Disciplinary Dept (JTFD). NSF-EHR-DUE(9/1/2015 - 8/31/2019).
Courses
2025 Spring
Course Number | Course Title |
---|---|
DCI 792 | Research |
EPA 799 | Dissertation |
EPA 790 | Reading and Conference |
TEL 799 | Dissertation |
2024 Fall
Course Number | Course Title |
---|---|
DCI 790 | Reading and Conference |
DCI 799 | Dissertation |
EPA 799 | Dissertation |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 792 | Research |
2024 Summer
Course Number | Course Title |
---|---|
DCI 784 | Internship |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 517 | EquLrn Env: Decision &Action |
TEL 517 | EquLrn Env: Decision &Action |
2024 Spring
Course Number | Course Title |
---|---|
DCI 792 | Research |
EPA 799 | Dissertation |
EPA 790 | Reading and Conference |
TEL 792 | Research |
TEL 517 | EquLrn Env: Decision &Action |
TEL 517 | EquLrn Env: Decision &Action |
2023 Fall
Course Number | Course Title |
---|---|
DCI 790 | Reading and Conference |
EPA 799 | Dissertation |
TEL 702 | Dynamic Contexts of Education |
TEL 517 | EquLrn Env: Decision &Action |
2023 Summer
Course Number | Course Title |
---|---|
DCI 784 | Internship |
SCN 400 | Sustainabl for Sci Teacher |
2023 Spring
Course Number | Course Title |
---|---|
DCI 792 | Research |
EPA 799 | Dissertation |
EPA 790 | Reading and Conference |
2022 Fall
Course Number | Course Title |
---|---|
DCI 790 | Reading and Conference |
EPA 799 | Dissertation |
TEL 702 | Dynamic Contexts of Education |
SCN 401 | SustainabilitySci,Tech&Society |
2022 Summer
Course Number | Course Title |
---|---|
DCI 784 | Internship |
TEL 780 | Practicum |
TEL 780 | Practicum |
2022 Spring
Course Number | Course Title |
---|---|
EPA 799 | Dissertation |
TEL 702 | Dynamic Contexts of Education |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
TEL 799 | Dissertation |
2021 Fall
Course Number | Course Title |
---|---|
EPA 799 | Dissertation |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 799 | Dissertation |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
TEL 702 | Dynamic Contexts of Education |
2021 Summer
Course Number | Course Title |
---|---|
DCI 784 | Internship |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
SCN 400 | Sustainabl for Sci Teacher |
DCI 784 | Internship |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
2021 Spring
Course Number | Course Title |
---|---|
EPA 799 | Dissertation |
DCI 791 | Seminar |
TEL 792 | Research |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 710 | Innov Disseminating Res |
TEL 710 | Innov Disseminating Res |
2020 Fall
Course Number | Course Title |
---|---|
DCI 784 | Internship |
EPA 799 | Dissertation |
DCI 791 | Seminar |
TEL 792 | Research |
2020 Summer
Course Number | Course Title |
---|---|
DCI 784 | Internship |
SCN 401 | SustainabilitySci,Tech&Society |
SCN 401 | SustainabilitySci,Tech&Society |
TEL 791 | Seminar |
TEL 791 | Seminar |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
DCI 784 | Internship |
2020 Spring
Course Number | Course Title |
---|---|
TEL 799 | Dissertation |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 791 | Seminar |
TEL 791 | Seminar |
TEL 780 | Practicum |
TEL 780 | Practicum |
2019 Fall
Course Number | Course Title |
---|---|
DCI 784 | Internship |
SED 482 | Science Teaching Methods |
TEL 799 | Dissertation |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 791 | Seminar |
TEL 791 | Seminar |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
TEL 780 | Practicum |
Editorial Advisory Board
2022-present: International Journal of Science Education
2022-present: International Journal of Science and Mathematics Education
2021-present: Science Education