Ying-Chih Chen

Associate Professor

Associate Professor, MLFTC: Teacher Preparation, Division of
Associate Professor, CLAS-SS: Social Science Research, Institute for (ISSR)

Source: Scopus
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517 Citations
12 h-Index
17 Article
11 Conference contribution
10 Conference article

Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation: A Longitudinal Case Study Grounded in an Ethnographic Perspective
Chen, Y. C., Apr 1 2020, In: Science and Education. 29, 2, p. 331-375 45 p.
Research output: Contribution to journal › Article › peer-review
2 Scopus citations
Managing uncertainty in scientific argumentation
Chen, Y. C., Benus, M. J. & Hernandez, J., Sep 2019, In: Science Education. 103, 5, p. 1235-1276 42 p.
Research output: Contribution to journal › Article › peer-review

Open Access
13 Scopus citations
Scaling and assessment of an evidence-based faculty development program for promoting active learning pedagogical strategies
Ross, L., Mayled, L. H., Krause, S. J., Judson, E., Hjelmstad, K. D., Middleton, J. A., Culbertson, R. J., Ankeny, C. J., Chen, Y. C., Hjelmstad, K. L., Glassmeyer, K. & Hoyt, S., Jun 15 2019, In: ASEE Annual Conference and Exposition, Conference Proceedings.
Research output: Contribution to journal › Conference article › peer-review
Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy
Chen, Y-C., Jul 1 2019, In: Reading Teacher. 73, 1, p. 51-64 14 p.
Research output: Contribution to journal › Article › peer-review
9 Scopus citations
A multidisciplinary professional development program that shifts faculty attitudes and practice toward evidence-based instructional strategies (EBIS) for teaching and learning
Krause, S., Judson, E., Hjelmstad, K., Middleton, J., Culbertson, R., Ankeny, C. J., Chen, Y-C., Ross, L., Mayled, L. H. & Hjelmstad, K. L., Jun 23 2018, In: ASEE Annual Conference and Exposition, Conference Proceedings. 2018-June
Research output: Contribution to journal › Conference article › peer-review

1 Finished

Scaling a Cyber-Enabled JIT-Teaching with Two-Way Formative Feedback (JTF) Project From the Individual Faculty Level to the Disciplinary Dept (JTFD)
Krause, S., Judson, E., Culbertson, R., Middleton, J., Hjelmstad, K., Chen, Y. & Honeycutt, C.
National Science Foundation (NSF)
9/1/15 → 8/31/20
Project: Research project

Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation: A Longitudinal Case Study Grounded in an Ethnographic Perspective

Managing uncertainty in scientific argumentation

Scaling and assessment of an evidence-based faculty development program for promoting active learning pedagogical strategies

Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy

A multidisciplinary professional development program that shifts faculty attitudes and practice toward evidence-based instructional strategies (EBIS) for teaching and learning

Scaling a Cyber-Enabled JIT-Teaching with Two-Way Formative Feedback (JTF) Project From the Individual Faculty Level to the Disciplinary Dept (JTFD)