期刊論文
英文
  1. Chen, M.J.,*She, H.C., Tsai, P.Y. (2024, Mar). The effects of online simulation-based collaborative problem-solving on students’problem-solving, communication and collaboration attitudes. Education and Information Technologies, 29(4). https://doi.org/10.1007/s10639-024-12609-y (SSCI)
  2. Guo, J.W., *She, H.C., Chen, M.J., Tsai, P.Y. (2023, Dec). Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS. International Journal of Computer-Supported Collaborative Learning, 18(4), DOI: 10.1007/s11412-023-09407-y (SSCI)
  3. *She, H.C., Huang, L.Y, & Duann, J.R. (2023, 8). A Shared Hippocampal Network in Retrieving Science-related Semantic Memories. International Journal of Neural Systems. 33(8), 2350034. (SCI)
  4. Kuo, C. H., Chen, M.J., Robasa N., & *She, H.C. (2023, June). Space adventure game-based learning: How games and scaffolds affect eighth graders’ physics learning and game immersion. IEEE Transactions on Learning Technologies,17, 229-240., DOI: 10.1109/TLT.2023.3288879 (SSCI)
  5. Zhang, Z.Y., Chen, Y. C., Guangxi, He, She, H.C., & Cheng, J. (2023, May). 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, 75-105. (SCI) DOI: 10.1163/23641177-bja10057
  6. Chou, W.C., She, H.C., & Jung, T. P. (2023, Feb.). Human brain dynamics and coordination reflect the task difficulty of optical image formation involves relational reasoning. International Journal of Neural Systems. 24 Feb 2023:2350018. DOI: 10.1142/s0129065723500181 (SCI)
  7. Chou, R.J., Liang, C. P., Huang, L. Y., & *She, H. C. (2022) The Impacts of Online Skeuomorphic Physics Inquiry-Based Learning with and without Simulation on 8th Graders’ Scientific Inquiry Performance. Journal of Science Education and Technology. 31, 357–371 (SSCI) https://doi.org/10.1007/s10956-022-09960-5
  8. Wang; H.H., Hong; Z. R., She, H. C., Smith; Y. J., Fielding; J., & Lin, H. S. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education. 9 (14). https://doi.org/10.1186/s40594-022-00329-z (SSCI)
  9. Liang, C. P., & *She, H. C. (2021). Investigate the effectiveness of single and multiple representational scaffolds on mathematics problem solving: Evidence from eye movements. Interactive Learning environments. doi.org/10.1080/10494820.2021.1943692. (SSCI)
  10. Liang, C. P., She, H. C., Huang, L. Y., Chou, W. C., Chen, S. C. & Jung, T. P. (2020). Human Brain Dynamics Reflect the Correctness and Presentation Modality of Physics Concept Memory Retrieval. Frontiers in Human Neuroscience. doi.org/10.3389/fnhum.2020.00331 (SCI)
  11. Chen, S. C., & *She, H. C. (2020). Effects of Analogical Learning Approaches and Presentation Modalities on Ninth Graders’ Learning Outcome and Eye Movements: a Preliminary Study. Journal of Science Education and Technology, 29, 547-560. https://doi.org/10.1007/s10956-020-09835-7. (SCI)(SSCI)
  12. Tsai, P.Y., Yang, T.T., *She, H. C., & Chen, S. C (2019). Leveraging College Students’ Scientific Evidence-Based Reasoning Performance with Eye-Tracking-Supported Metacognition. Journal of Science Education and Technology. 28(3),613-627(SCI)(SSCI) https://doi.org/10.1007/s10956-019-09791-x
  13. *She, H. C., Lin, H. S., & Huang, L. Y. (2019). Reflections on and implications of the PISA 2015 performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy. Journal of Research in Science Teaching. 56, 1309-1340. (SSCI) https://doi.org/10.1002/tea.21553
  14. Tsai, P.Y., *She, H. C., Chen, S. C., Huang, L. Y., Chou, W.C., Duann, J.R., Jung, T.P. (2019). Eye Fixation-related Fronto-parietal Neural Network Correlates of Memory Retrieval. International Journal of Psychophysiology, 138, 57-70. (SCI) (SSCI) DOI: 10.1016/j.ijpsycho.2019.02.008
  15. *She, H. C., Stacey, K. & Schmidt, W. H. (2018). Science and Mathematics Literacy: PISA for Better School Education. International Journal of Science and Mathematics Education, 16(1), 1-5. DOI: 10.1007/s10763-018-9911-1 (SSCI)
  16. Cheng, S. C., *She, H. C., & Huang, L. Y. (2018). The impact of problem-solving instruction on middle school students’ physical science learning: interplays of knowledge, reasoning, and problem solving. EURASIA Journal of Mathematics, Science and Technology Education. 14(3), 731-743. DOI: 10.12973/ejmste/80902 (SSCI)
  17. Huang, L. Y., *She, H. C. & Jung, T. P. (2018). Neural oscillation correlates chemistry decision-making. International Journal of Neural Systems. 28(3), 1750031. DOI: 10.1142/S0129065717500319 (SCI)
  18. Cheng, M. T., Lin, Y. W., *She, H. C. & Kuo, P. C. (2017). Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. British Journal of Educational Technology, 48(2), 246-263. DOI:10.1111/bjet.12386 (SSCI)
  19. Weng, W. Y., Lin, Y. R. & *She, H. C. (2017).Scaffolding for Argumentation in Hypothetical and Theoretical Biology Concepts. International Journal of Science Education, 39(7), 877-897. DOI: 10.1080/09500693.2017.1310409 (SSCI)
  20. Jack, B. M., She, H. C., & *Lin, H. S. (2016). Effects of self-evaluated value and cognition on leisure science engagement. International Journal of Science Education, Part B, 6(4), 341-354. DOI: 10.1080/21548455.2016.1222104 (SSCI)
  21. Wu, H. L., Weng, H. L., *She, H. C. (2016). Effects of scaffolds and scientific reasoning ability on web-based scientific inquiry. International Journal of Contemporary Educational Research, 3(1), 12-24. https://files.eric.ed.gov/fulltext/ED573143.pdf
  22. Chen, S. C., Hsiao, M. S., *She H. C. (2015). The effects of static versus dynamic 3D representations on 10th grade students’ atomic orbital mental model construction: Evidence from eye movement behaviors. Computers in Human Behavior, 53, 169-180. (SSCI) https://doi.org/10.1016/j.chb.2015.07.003
  23. Cheng, M. T., She, H. C., & Annetta, L. A. (2015). Game immersion experience: Its hierarchical structure and impact on science learning through serious educational game play. Journal of Computer Assisted Learning, 31(3), 232-253. DOI:10.1111/jcal.12066. (SSCI).
  24. Chou, W.C., Duann, J.R., *She, H. C., Huang, L.Y., Jung, T.P. (2015). Explore the functional connectivity between brain regions during a chemistry working memory task. PLOS ONE, 10 (6), e0129019. (SCI) https://doi.org/10.1371/journal.pone.0129019
  25. Yang, W. T., Lin, Y. R., *She, H. C. & Huang, K. Y. (2015). The Effects of Prior-Knowledge and Online Learning Approaches on Students’ Inquiry and Argumentation Abilities. International Journal of Science Education, 37(10), 1564-1589. (SSCI) https://doi.org/10.1080/09500693.2015.1045957
  26. Cheng, M.T., Lin, Y. W., *She, H. C. (2015). Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors, and the use of in-game characters. Computers & Education, 86, 18-29. (SSCI) https://doi.org/10.1016/j.compedu.2015.03.007
  27. Lin, C.L., Jung. M., Wu, Y. C., She, H C., Jung, T. P. (2015). Neural Correlates of Mathematical Problem Solving. International Journal of Neural System, 25(2), 1550004. (SCI) https://doi.org/10.1142/S0129065715500045
  28. Chen, C. T., & *She, H. C. (2015). The Effectiveness of Scientific Inquiry with/without Integration of Scientific Reasoning. International Journal of Science and Mathematics Education. 13(1), 1-20. (SSCI) https://doi.org/10.1007/s10763-013-9508-7
  29. Huang, H. Y.,*She, H. C., Wu, H. L. & Lin, Y. R. (2014). Enhancing Students’ NOS Views and Science Knowledge using Facebook-based Scientific News. Educational Technology & Society, 17(4), 289-301.(SSCI) https://www.jstor.org/stable/jeductechsoci.17.4.289
  30. Chen, S. C., *She, H. C., Chuang M. H., Wu, J. Y., Tsai, J. L. & Jung, T.P. (2014). Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61-72. (SSCI) https://doi.org/10.1016/j.compedu.2013.12.012
  31. Chou, W.C., *She, H. C., Lai, K., Gramann, K., & Jung, T. P. (2014). (2014, Feb)Temporal Dynamics and Cortical Networks Engaged in Biological Concepts Encoding. Journal of Neuroscience and Neuroengineering, 3(1), 21–35. https://doi.org/10.1166/jnsne.2014.1093
  32. Huang, L. Y., *She, H. C., Chou, W. C., Chuang, M. H., Duann, J. R. & Jung, T. P. (2013). Brain Oscillation and Connectivity during a Chemistry Visual Working Memory Task. International Journal of Psychophysiology. 90(2), 172-179. (SCI) (SSCI) https://doi.org/10.1016/j.ijpsycho.2013.07.001
  33. Chuang M. H. & *She, H. C. (2013). Fostering 5th grade student’s understanding of science via salience analogical reasoning in on-line and classroom learning environments. Educational Technology & Society,16(3), 102-118.(SSCI) https://www.jstor.org/stable/jeductechsoci.16.3.102
  34. Lai, K., *She, H. C., Chen, S.C., Chou, W.C., Huang, L.Y., Jung, T.P., Gramann, K. (2012). Encoding of physics concepts: Concreteness and presentation modality reflected by human brain dynamics. PLoS ONE, 7(7): e41784. (SCI) https://doi.org/10.1371/journal.pone.0041784
  35. *She, H. C., Jung, T.P., Chou, W.C., Huang, L.Y., Wang, C.Y., Lin, G.Y. (2012). EEG dynamics reflect the distinct cognitive process of optic problem solving. PLoS ONE, 7(7): e40731. (SCI) https://doi.org/10.1371/journal.pone.0040731
  36. *She, H. C., Cheng, M. T., Li, T. W., Wang, C.Y., Chiu, H.T., Lee, P.Z., Chou, W.C., Chuang, M.H., (2012). Web-based Undergraduate Chemistry Problem-Solving: the interplay of task performance, domain knowledge and web-searching strategies. Computers & Education, 59, 750-761. (SSCI) https://doi.org/10.1016/j.compedu.2012.02.005
  37. Chen, C. H. & *She, H. C. (2012). The impact of Recurrent On-line Synchronous Scientific Argumentation on Students’ Argumentation and Conceptual Change. Educational Technology & Society, 15 (1), 197-210. (SSCI) https://www.jstor.org/stable/jeductechsoci.15.1.197
  38. Yeh, K.H. & *She, H. C. (2010). On-line Synchronous Scientific Argumentation Learning: Nurturing Students’ Argumentation Ability and Conceptual Change in Science Context. Computers & Education, 55(2), 586-602. (SSCI) https://doi.org/10.1016/j.compedu.2010.02.020
  39. Lee, C.Q. & *She, H. C. (2010). Facilitating Students’ Conceptual Change and Scientific Reasoning Involving the Unit of Combustion. Research in Science Education, 40(4), 479-504. (SSCI) https://doi.org/10.1007/s11165-009-9130-4
  40. Yu, W. F., *She, H. C., & Lee, Y. M. (2010). The effects of a web-based/non web-based problem solving instruction and high/low achievement on students’ problem solving ability and biology achievement. Innovations in Education and Teaching International, 47(2), 187-199. (SSCI) https://doi.org/10.1080/14703291003718927
  41. *She, H. C. & Liao, Y.W. (2010). Bridging Scientific Reasoning and Conceptual Change through Adaptive Web-based Learning. Journal of Research in Science Teaching, 47(1), 91-119. (SSCI) https://doi.org/10.1002/tea.20309
  42. *She, H. C. & Chen, Y.Z. (2009). The Impact of Multimedia Effect on Science Learning: Evidence from Eye Movements. Computers & Education, 53(4), 1297-1307. (SSCI) https://doi.org/10.1016/j.compedu.2009.06.012
  43. Liao, Y.W. & *She, H. C. (2009). Enhancing Eight Grade Students’ Scientific Conceptual Change and Scientific Reasoning through a Web-based Learning Program. Educational Technology & Society, 12(4), 228-240. (SSCI) https://www.jstor.org/stable/jeductechsoci.12.4.228
  44. *She, H. C. & Lee, C.Q. (2008). SCCR Digital Learning System for Scientific Conceptual change and Scientific Reasoning. Computers & Education, 51(2), 724-742. (SSCI) https://doi.org/10.1016/j.compedu.2007.07.009
  45. She, H. C. (2005). Enhancing eighth grade students’ learning of buoyancy: The interaction of teachers’ instructional approach and students’ learning preference styles. International Journal of Science and Mathematics Education, 3(4), 609-624. https://doi.org/10.1007/s10763-004-6113-9
  46. She, H. C. (2005, fall). Promoting students’ learning of air pressure concepts: The interrelationship of Teaching approaches and student learning characteristics. The Journal of Experimental Education, 74 (1), 29-51. (SSCI) https://www.tandfonline.com/Doi/abs/10.3200/JEXE.74.1.29-52
  47. She, H. C. (2004). Facilitating changes in ninth grade students’ understanding of dissolution and diffusion through DSLM instruction. Research in Science Education, 34(4), 503-526. (SSCI) https://doi.org/10.1007/s11165-004-3888-1
  48. She, H. C. (2004). Fostering “Radical” conceptual change through Dual Situated Learning Model. Journal of Research in Science Teaching, 41 (2), 142-164. (SSCI) https://doi.org/10.1002/tea.10130
  49. She, H. C. (2004). Reform of physical science teacher education program in Taiwan. Australian Journal of Education, 48(1), 64-81 (SSCI) https://doi.org/10.1177/000494410404800105
  50. She, H. C. (2003). DSLM instructional approach to conceptual change involving thermal expansion. Research in Science and Technological Education, 21(1), 43-54. (SSCI) https://doi.org/10.1080/02635140308345
  51. She, H. C. (2002). Concepts of higher hierarchical level required more dual situational learning events for conceptual change: A study of students’ conceptual changes on air pressure and buoyancy. International Journal of Science Education, 24(9), 981-996. (SSCI) https://doi.org/10.1080/09500690110098895
  52. *She, H. C. & Fisher, D. (2002). Teacher communication behavior and its association with students’ cognitive and attitudinal outcomes in science in Taiwan. Journal of Research in Science Teaching, 39(1), 63-78. (SSCI) https://doi.org/10.1002/tea.10009
  53. She, H. C. (2001). Different gender students’ participation in the high- and low-achieving middle school questioning-oriented biology classrooms in Taiwan. Research in Science and Technological Education, 19(2), 147-158. https://doi.org/10.1080/02635140120087696
  54. *She, H. C. & Fisher, D. (2000). The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia. Science Education, 84(6), 706-726. (SSCI) https://doi.org/10.1002/1098-237X(200011)84:6<706::AID-SCE2>3.0.CO;2-W
  55. She, H. C. (2000). The interplay of a biology teacher’s beliefs, teaching practices, and gender-based student-teacher classroom interaction. Educational Research, 42(1), 100-111. (SSCI) https://doi.org/10.1080/001318800363953
  56. She, H. C. (1999). Students’ knowledge construction in small groups in the 7th grade biology laboratory: verbal communication and physical engagement. International Journal of Science Education, 21(10) 1051-1066. (SSCI) https://doi.org/10.1080/095006999290183
  57. She, H. C. (1998). Gender and grade level differences in Taiwan students’ stereotype of science and scientists. Research in Science and Technological Education, 16 (2), 125-135. (SSCI) https://doi.org/10.1080/0263514980160203
  58. She, H. C. (1998). Interaction between different gender students interaction and teacher in junior high school biology classes. Proceedings of the National Science Council, Part D Mathematics, Science, and Technology Education, 8 (1),16-21 https://files.eric.ed.gov/fulltext/ED427941.pdf#page=22
  59. *She, H. C. & Barrow, L. H. (1997). Gifted elementary students’ interactions with female and male scientists in a biochemistry enrichment program. Journal of Elementary Science Education, 9(2), 45-66. https://doi.org/10.1007/BF03173776
  60. She, H. C. (1995). Elementary and middle school students’ image of science and scientists related to current science textbooks in Taiwan. Journal of Science Education and Technology, 4(4), 283-294. https://doi.org/10.1007/BF02211260
  61. She, H. C. (1995). Elementary and middle school students’ perception of science, scientists, and their work. Proceedings of the National Science Council, Part D: Mathematics, Science, and Technology Education, 5(1), 19-28.
中文
  1. 陳雅君、洪瑞兒、佘曉清、林煥祥 (2016)。台灣學生科學素養與科教學者研究成果表現之發展趨勢探討。科學教育學刊，24(4)，333-354。(TSSCI)
  2. 方紫薇、陳學志、佘曉清、蘇嘉鈴 (2011)。正向情緒及幽默有助於國中生之科學問題解決嗎？教育科學研究期刊，56(4)，43-68。(TSSCI)
  3. 陳學志、佘曉清、蘇嘉鈴 (2011)。讓評量變得有趣–幽默式評量。科學發展月刊，462，12-21。
  4. 梁志平、佘曉清 (2006)。建構主義式的網路科學學習對國中生力的概念學習之研究。科學教育學刊，14(5)，493-516。
  5. 游文楓、佘曉清 (2006)。網路化問題解決教學策略對學生生物學習成效的影響。科學教育學刊，14(4)，381-400。
  6. 佘曉清、連文惠、蘇蘭雅 (2000)。中等學校實習教師之反省式科學教學行動研究。科學教育學刊，8(3)，273-286。
  7. 佘曉清 (1999)。生物教師的教學信念、教學、與師生互動—個案研究。科學教育學刊，7(1)，35-47。
  8. 佘曉清 (1999)。我國中小學學生科學家印象及影響因素之綜論。教育研究資訊，7(2)，47-60。
  9. 佘曉清 (1998)。中學科學教學環境中師生互動量表的發展與研究。科學教育學刊，6(4)，403-416。
  10. 佘曉清 (1998)。科學教育與性別差異的省思。兩性平等教育季刊，2，51-57。
  11. 佘曉清 (1997)。二十一世紀的科學教育-科技如何豐富科學教育。教學科技與媒體，33，12-19。
  12. 佘曉清 (1994)。各國課程教材評介（四—美國的科學、科技、社會(STS)教育。科學教育月刊，171，12-17。
  13. 佘曉清 (1994)。編碼系統研究法教室觀察之應用。教學科技與媒體，14，33-39。

研討會論文
英文
  1. Shih, C.C., *She, H. C., Huang, L. Y., Chou, W. C., Chen, M. J., & Jung, T. P. (July, 2-5) Unraveling the role of cognitive conflict, metacognition, and working memory in scientific conceptual change: An EEG study. Paper accepted at the 2024 (55th) Australasian Science Education Research Association (ASERA) Annual International Conference, Albany, New Zealand.
  2. Syu, J. S., * Hsueh, C. Y., She, H. C. (July, 2-5). Learning about photosynthesis through online scientific inquiry coupling microscopic representations: collaborative versus individual learning? Paper accepted at the 2024 (55th) Australasian Science Education Research Association (ASERA) Annual International Conference, Albany, New Zealand.
  3. Shih, C.C., *She, H. C., Chen, M. J., Huang, L. Y., Chou, W. C., & Jung, T. P. (June 23 – June 27). ACC oscillations reflect scientific conceptual change at different levels of cognitive conflict. Paper accepted at The Organization for Human Brain Mapping (OHBM), Seoul, Korea.
  4. *She, H. C., Chen, M. J., Hsueh, C.Y., Robasa N., Huang, L. Y. (2023, July 22-26). Using FMRI to examine scientific conceptual change in high- and low-conflict tasks. Paper presented at The Organization for Human Brain Mapping (OHBM), Montreal, Canada.
  5. Kuo, C.H., *She, H. C., Chen, M. J., & Robasa Nababan (2023, Jun. 27-30). Achieving game winning and scaffold mastery boosts eighth-grade students’ learning and immersion in physics through Space Adventure GBL. Paper accepted at the 2023 (54th) Australasian Science Education Research Association (ASERA) Annual International Conference, Cairns, Australia.2.
  6. Lin, Y. J., *Robasa Nababan, She, H. C. (2023, Jun. 27-30). The use of Arduino technology for high school inquiry-based physics learning. Paper accepted at the 2023 (54th) Australasian Science Education Research Association (ASERA) Annual International Conference, Cairns, Australia.
  7. Wu., K. W., *Chen, M. J., & She, H. C. (2023, Jun. 27-30). An eye movement study to investigate how atomic model-based reasoning affects college students’ mental model construction. Paper accepted at the 2023 (54th) Australasian Science Education Research Association (ASERA) Annual International Conference, Cairns, Australia.
  8. Chen, M. J., &*She, H. C. (2022.Jun. 30). Research on the effects of online versus lab collaborative problem solving and students’ achievement levels on 8th graders’ electrochemistry problem solving. Paper presented at the 2022 (53th) Australasian Science Education Research Association (ASERA) Annual International Conference, Perth, Australia.
  9. *She, H. C., Huang, L.Y., Duann, R., Robasa Nababan, Chen, M. J., & Hsueh, C.Y. (2022.Jun. 06-07). An fMRI Connectivity Study of Brain Networking for Scientific Conceptions and Misconceptions. Paper presented at the 2022 Organization for Human Brain Mapping (OHBM), Glasgow, Scotland.
  10. Chou, R. J., *She, H. C., & Chen, M. J. (2022, Mar 27-30). Research of Online Scientific Inquiry with/without Computer Simulation on 8th Graders’ Performance of Scientific Inquiry. Paper presented at the 2022 NARST Annual International Conference, Vancouver, British Columbia.
  11. She, H. C. Huang, L.Y., & Lin, H.S. (2019, July 2-5). Scientific Literacy Performance of Students in Australia and Taiwan: International Comparisons based on PISA 2015 Paper presented at ASERA 2019 Conference, New Zealand.
  12. Huang, L.Y., Chen, M.J., Tsao, S.W., &She, H. C. (2019, July 2-5). Facilitate non-science major students’ understanding of astronomy and epistemic beliefs about science through epistemology and history embedded online astronomy learning content. Paper presented at ASERA 2019 Conference, New Zealand.
  13. Huang, L.Y. & She, H.C. (2018 June25-29). An eye movement study on the abductive reasoning regarding genetics. Paper presented by the EdMedia + Innovate Learning Conference 2018. Amsterdam, Netherlands.
  14. She, H.C. & Lin, Y.C. (2018 June25-29). Facilitate students’ scientific explanations through the use of dynamic video-text vs. static image-text presentations: An Eye movement study. Paper presented by the EdMedia + Innovate Learning Conference 2018. Amsterdam, Netherlands.
  15. She, H.C., Huang, L.Y., Wang, S.Y., Duann, J.R., & Chen, C. M. (2018, June17-21). Explore the DLPFC and ACC activities during the scientific conflict tasks: A preliminary fMRI study. Paper presented by the 24rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Singapore.
  16. Wang, S.Y., She, H.C., Huang, L.Y., Duann, J.R., & Chen, C. M. (2018, June17-21). An inquiry into science concepts retrieval task of different science subjects. Paper presented by the 24rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Singapore.
  17. Huang, L.Y., She, H.C. (2017, June 25-29). EEG dynamics of abductive reasoning process involving genetic concepts. Paper presented by the 23rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Vancouver, Canada.
  18. She, H.C., Shih, C, C., Huang, L.Y. (2017, June 25-29). EEG dynamics reflects students’ cognitive process at different levels of cognitive conflict events. Paper presented by the 23rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Vancouver, Canada.
  19. Tsai, P. Y., She, H.C., Chen, S. C., Huang, L.Y., Chou, W.C., Duann, J.R., Jung,T. P. (2017, June 25-29). Eye fixation-related EEG reflect memory retrieval process. Paper presented by the 23rd Annual Meeting of the Organization for Human Brain Mapping (OHBM), Vancouver, Canada.
  20. Chen, S. C., & She, H.C. (2016, Dec. 8-10). Research on middle school students’ mental model construction and eye movements patterns involving electricity: The effect of integrating analogy/metaphor with picture/text on-line learning. Paper presented at the 32nd ASET Annual International Conference. Taichung, Taiwan.
  21. Yang, T.T., * She, H.C., & Tsai, P.Y. (2016, Aug. 26-28). Use Eye Tracker to Explore Science and Non-Science major Students’ Online Scientific Literacy Assessments. East-Asian Association for Science Education. Tokyo, Japan.
  22. Chen, S. C. & She, H. C. (2015, Sep.8-10). The effects of analogy/metaphor and presentation modality on 9th graders’ on-line electricity learning and their eye movement patterns. Oral presented at the e-CASE & e-Tech 2015-Fall. Kyoto, Japan.
  23. She, H. C., Chuang, M. H., Shih, C.C. (2015, Sep 8-10). The impact of the presentation modality sequence on students’ mental model construction and eye movement behaviors. Oral presented at the e-CASE & e-Tech 2015-Fall. Kyoto, Japan.
  24. Liang, T. C. & She, H.-C. (2015, Sep 8-10). The Online Biological Misconception Diagnosis System to Facilitate Biology Teachers Teaching. Oral presented at the e-CASE & e-Tech 2015-Fall. Kyoto, Japan.
  25. Tsai H. J., Lai, K., She, H. C., & Chou, W. C. (2015, Sep 8-10). The Impact of Presentation Modalities on Brain Activity During Mathematics Processing. Oral presented at the e-CASE & e-Tech 2015-Fall. Kyoto, Japan.
  26. Chen, S. C., She, H. C., & Hsiao, M. S. (2015, July 6-9). Using Eye-tracking to investigate the different 3D representation on students’ mental model construction. Paper presented at the ICALT 2015 Conference. Hualien, Taiwan.
  27. Chou, W. C., and She, H. C. (2015, July 6-9). Explore the eye movement regarding the cognitive process of online optic reasoning learning. Oral presented at the ICALT 2015 Conference. Hualien, Taiwan.
  28. Huang, K. Y., Cheng, Y. L., She, H. C., & Lin, Y. R. (2015, July 6-9). A Conductive Online Chemistry Argumentation Platform with Website Researching Support. Paper presented at the ICALT 2015 Conference. Hualien, Taiwan.
  29. Lin, Y. R., Yang, W. T., She, H. C. & Huang, K, Y. (2015, July 6-9). Online Collaborative Learning for Improving Argumentation of Student with Different Levels of Science Prior Knowledge. Paper presented at the ICALT 2015 Conference. Hualien, Taiwan.
  30. Tsai, P. Y., Yang, T. T. & She, H. C. (2015, July 6-9). Explore College Students’ Cognitive Processing during Scientific Literacy Online Assessments with the use of Eye Tracking Technology. Paper presented at the ICALT 2015 Conference. Hualien, Taiwan.
  31. Weng, W. Y., Lin, Y. R., She, H. C., & Huang, K, Y. (2015, July 6-9). The Effect of Online Scaffolding on Students’ Learning of Scientific Knowledge and Argumentation. Paper presented at the ICALT 2015 Conference. Hualien, Taiwan.
  32. Chen, S.C., Hsiao, M.S. & She, H. C. (2014, July 2-4). Exploring high school students’ atomic concepts and mental models with eye movement behaviors involving in different 3D animations. Paper presented at ASERA 2014 Conference, Australia.
  33. Yang, W.T., She, H. C., Lin, Y.R. & Huang, K.Y. (2014, July 2-4). A Study of Social vs. Individual Online Argumentation-based Inquiry Learning. Paper presented at ASERA 2014, Australia.
  34. She, H. C. & Chen, S.C. (2013, July 4-6). Promote 8th graders’ Scientific Knowledge, Reasoning, and Problem Solving Ability. Paper presented at EASE 2013 Conference. Hong Kong.
  35. Liang, C.P., She, H. C., Chou, W. C., Chen, S.C., & Huang, L. Y. (2013, July 4-6). To explore EGG alpha and theta activities during the memory retrieval of physical concept of different representations. Paper presented at EASE 2013 Conference. Hong Kong.
  36. Tsai, P. Y., She, H. C., Chou, W. C., Chen, S.C., & Huang, L. Y. (2013, July 4-6). EEG Oscillation of retrieval of Biology concepts and Physics concepts in the picture modality. Paper presented at EASE 2013 Conference. Hong Kong.
  37. Liang, C. P., She, H. C., Chou, W. C., Huang, L. Y. (2012, Dec. 13-15). The use of EEG to explore the activation of different brain regions in the retrieval of the chemical concept. Paper presented at The 28th ASET Annual International Conference. Taipei, Taiwan.
  38. Tsai, P. Y., She, H. C., Liang, C. P., Chou, W. C., Huang, L. Y. (2012, Dec. 13-15). EEG Oscillation of retrieval of Biology and Chemistry concepts in the picture modality. Paper presented at The 28th ASET Annual International Conference. Taipei, Taiwan.
  39. Lin, C.L., Jung, M., Wu, Y.C., She, H. C. (2012, Aug31). Brain Dynamics of Mathematical Problem Solving. Paper presented at 34th Annual International IEEE EMBS Conference. San Diego, California.
  40. Lin, C. L., Jung M., Wu Y. C., Lin C. T., She H. C. (2012, June 10-14). The Effects of Task Difficulty on Hemispheric EEG Power upon Performing Mathematic Games. Paper presented at 2012 OHBM Annual Meeting. Beijing, China.
  41. She, H. C., Lai, K., Chen S.C., Jung, T. P., Gramann, K. (2012, June 10-14). The EEG Oscillations Associated with Encoding of Physics Concepts. Paper presented at 2012 OHBM Annual Meeting. Beijing, China.
  42. Chou W.C., She, H. C., Jung, T. P. (2012, June 10-14). EEG Oscillation of encoding concrete biology concepts in the picture and word modalities. Associated with Encoding of Physics Concepts. Paper presented at 2012 OHBM Annual Meeting. Beijing, China.
  43. Huang, L.Y., She, H. C., Jung, T. P., Chuang M. H. (2012, June 10-14). The EEG dynamic of visual working memory task involving chemistry. Associated with Encoding of Physics Concepts. Paper presented at 2012 OHBM Annual Meeting. Beijing, China.
  44. Lai, K., She, H. C., Chen S.C., Jung, T. P. (2012, June 10-14). Concreteness Effects on Theta and Upper Alpha EEG Coherence. Paper presented at the 2012 OHBM Annual Meeting. Beijing, China.
  45. She, H. C. (2012, March 25-28). Exploring the EEG Dynamic during Physics Problem Solving. Paper presented at the NARST 2012 Annual International Conference. Indianapolis, IN.
  46. Lai, K., She, H. C., & Chen, S. C. (2011, 10.25-10.29). EEG Brain Activity in Encoding Physics-Related Concepts. Paper presented at the 2011 East-Asian Association for Science Education Conference. Gwangju, South Korea.
  47. Chen, M. H., She, H. C., Lai, K. (2011, 10.25-10.29). The impact of on-line inquiry learning on students competencies in identifying scientific question and scientific explanation ability. Paper presented at the 2011 East-Asian Association for Science Education Conference. Gwangju, South Korea.
  48. Chou, W. C., She, H. C., & Huang, L. Y. (2011, Oct 25-29).To Explore the EEG Alpha and Theta Activity During Processing of Biology Concepts. Paper presented at the International Conference of East-Asian Science Education (EASE). Gwangju, South Korea.
  49. Chen, C. T., She, H. C. & Chou, W. C. (2011, Oct 25-29). Promoting 5th Grade Students’ Scientific Concept Construction, Reasoning and Inquiry through Scientific Inquiry Instruction. Paper presented at the International Conference of East-Asian Science Education (EASE). Gwangju, South Korea.
  50. Huang, L. Y., She, H. C., Chou, W. C. & Chuang, M. H. (2011, Jun.29-Jul.2). Exploring EEG activity in a Chemistry-Related Working Memory Task. Paper presented at ASERA 2011 Conference. Adelaide, South Australia.
  51. Chuang, M. H., Chen, S. C., Huang, L. Y., & She, H. C. (2011, June 29- July 2). Investigating the cognitive processing of chemistry concepts with the use of an eye tracker. Paper presented at ASERA 2011 Conference. Adelaide, South Australia.
  52. Chen, S.C. & She, H. C. (2010, June 30- July 3). Using Eye-Tracking System to Explore the Cognitive Retrieval Process of Physics Conceptions. Presented at ASERA 2010 Conference. Australia.
  53. Chou, W. C., She, H. C., & Huang, L. Y. (2010, June 30- July 3). Explore the eye movement regarding to the cognitive process of concrete and abstract biology conceptions. Presented ASERA 2010 Conference. Australia.
  54. She, H. C., Jung, T. P., & Chou, W. C. (2010, June 30- July 3). Explore the EEG activity of problem solving. Presented at ASERA 2010 Conference. Australia.
  55. Weng, H. L, She, H. C., Huang, L. Y, & Chen, S. C. (2010, June 30- July 3). Facilitate Students’ Competencies in Identifying Scientific Issues Through Vertically Scaffolding Web-based Instruction. Presented at ASERA 2010 Conference. Australia.
  56. Chou, W. C., Chen, C. H., & She, H. C. (2009, Oct. 21-23). Explore the impact of the on-line scientific argumentation program on students’ scientific argumentation ability and concept construction. Paper presented at the 2009 International Conference of East-Asian Science Education.
  57. Chuang, M. H., & She, H. C. (2009, Oct. 21-23). Explore the impact of pure matching and carry over on 5th grade students’ scientific concept construction and analogical reasoning ability. Paper presented at the 2009 International Conference of East-Asian Science Education. Taipei, Taiwan.
  58. Huang, L. Y., She, H. C., & Chou, W. C. (2009, Oct. 21-23). Exploring EEG activity during the scientific conceptual change process. Paper presented at the 2009 International Conference of East-Asian Science Education. Taipei, Taiwan.
  59. Wang, C. Y., Lin G. Y., & She, H. C. (2009, Oct. 21-23). Influence of met cognitive skillfulness on thinking problems of optical imaging. Paper presented at the 2009 International Conference of East-Asian Science Education. Taipei, Taiwan.
  60. You, J. W., She, H. C., & Lai, M. L. (2009, Oct. 21-23). The Impact of web-based Number Estimation on Middle School Students’ Learning. Paper presented at the 2009 International Conference of East-Asian Science Education. Taipei, Taiwan.
  61. Huang, L.Y., She, H. C., & Chou, W.C. (2009, June 11-14). Explore the Impact of Multiple Representations of Thermal Expansion Conceptions on High School Students’ Conceptual Change Process and Brain Process. Paper presented at the Toward a Science of Consciousness: Investigating inner experience Brain, Mind, Technology. Hong Kong.
  62. Lin, G.Y., Wang, C.Y, & She, H. C. (2009, Apr. 13-17). Exploring factors involving physics problem solving. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California.
  63. She, H. C. & Liao, Y. W. (2008, Feb. 20-23). The interplays between conceptual change and scientific reasoning. Paper presented at the Conference of Asian Science Education (CASE 2008), Kaohsiung, Taiwan.
  64. She, H. C. & Chen, C.H., Chou, W.C. & Guan, Y. H. (2008, Feb. 20-23). Explore students’ cognitive processes of science learning through the use of eye-tracking system. Paper presented at Conference of Asian Science Education (CASE 2008), Kaohsiung, Taiwan.
  65. Guan, Y.H. & She, H. C. & Chen, C.H., Lai, Y.F., Chou, W.C. (2007, Aug. 19-23). Eye-movement behavior and cognitive processes of science learning. Paper presented at the 14th European Conference on Eye Movements. Potsdam, Germany.
  66. She, H. C. & Chang, W.H., & Chang, T.C. & Guan, Y.H. (2007, July11-14). The Construct and Development of the Scientific Argumentation Based Digital Learning Content and Conceptual Change. Paper presented at ASERA 2009 Conference, Perth, Australia.
  67. She, H. C. & Liao, Y.W. (2007, Apr. 15-18). Fostering Scientific Conceptual Change and Scientific Reasoning through a Web Learning Program. Paper presented at the National Association for Research in Science Teaching 2006 World Conference, New Orleans.
  68. Chou, C. Y. & She, H. C. (2007, Feb. 26-28). Keynote: Science Education in Taiwan. East Asian Science Education Forum (EASEF). Seoul National University, Seoul, Korea.
  69. She, H. C. & Lee, C. Q. (2006, Dec.). Development and evaluation of SCCR Digital Learning System for improving scientific conceptual change and scientific reasoning. Paper presented at ICS conference: International Workshop on Human-Computer Interaction and Learning Technologies, Taipei, Taiwan.
  70. Yi, K. Z., She, H. C. & Lee, Y. M. (2006, Apr. 1-5). Employing Web-based Dual Situated Learning Approach to Facilitate Elementary Students: Construction of Mold Related Concepts. Paper presented at the National Association for Research in Science Teaching 2006 World Conference, San Francisco, CA.
  71. She, H. C. (2005, Oct. 26-30). The Use of DSLM and scientific reasoning to the design of web learning program to foster students’ learning of atoms. Paper presented at the Gold Standards of Quality Research in Science Literacy Conference, Victoria, British Columbia, Canada.
  72. She, H. C. (2005, April). The effects of the web-based science learning program on different learning styles students’ perceptions and cognitive learning outcome. Paper presented at the National Association for Research in Science Teaching 2005 World Conference, Dallas, Texas.
  73. Tang, H. Y., She, H. C., & Lee, Y. M. (2005, April). Promoting middle school students’ conceptual change involving mitosis and meiosis with a DSLM instructional approach. Paper presented at the National Association for Research in Science Teaching 2005 World Conference, Dallas, Texas.
  74. She, H. C., Tang, H. Y., & Lee, Y. M. (2005, April). Investigating middle school students’ alternative conceptions and the corresponding sources involving animal reproduction. Paper presented at the National Association for Research in Science Teaching 2005 World Conference, Dallas, Texas.
  75. She, H. C. (2004, Aug.16-18). Facilitating students’ learning of difficult science concepts through integrating a metacognitive approach into a web-based multimedia science learning program. Presented by the International Conference on Computers and Advanced Technology in Education (CATE), Kaiwai, Hawaii.
  76. She, H. C. (2003, Aug.). Maximizing Science Learning through Matching Students’ Learning Preference with Teachers’ Teaching. Presented by the ESERA, Netherlands.
  77. She, H. C. (2002, April). Application of Dual Situated Learning Model to conceptual change involving thermal expansion. Presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
  78. She, H. C. (2001, Dec.) Dual Situated Learning Model: An Instructional Approach toward Scientific Conceptual Change. Presented at the Chinese-Japanese Symposia, Taipei.
  79. She, H. C. (2001, March). Enhancing the physical science student-teacher’s teaching practice by using collaborative action research—A case study. Presented at the annual meeting of the National Association for Research in Science Teaching, San Louis, Missouri.
  80. Hsu, C. L. & She, H. C. & Lin, M.S. (2000, Nov. 21-24).The web of the Teacher Professional Development. Presented by the 8th ICCE/ICCAI 2000 conference. Taipei, Taiwan.
  81. She, H. C. & Fisher, D. (2000, April). Taiwanese Students’ and Teachers’ perceptions of Teacher communication Behavior and their cognitive and attitudinal outcomes in science. Presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
  82. She, H. C. & Fisher, D. (2000, Jan.). Students’ and Teachers’ perceptions of Teacher communication Behavior and their cognitive and attitudinal outcomes in science. Presented at the Second International Conference on Science, Mathematics and Technology Education. Taipei, Taiwan.
  83. She, H. C. (2000, Jan.).A case study of physical science Teacher’s action research: Application of analogy in student-teaching practice. Presented at the Second International Conference on Science, Mathematics and Technology Education. Taipei, Taiwan.
  84. Fisher, D. & She, H. C. (1999). Using quantitative and qualitative approaches to validate a questionnaire to describe science teacher behavior in Taiwan and Australia. Presented at the annual meeting of the Western Australia Science Education Association, WA.
  85. She, H. C. & Fisher, D. (1999, April). The development and application of a teacher-student interaction questionnaire in science classes in Taiwan. Presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  86. She, H. C. & Fisher, D. (1999, March ).The Validation and use of the TCBQ in studying secondary science classroom interaction and its association with students’ attitudinal and cognitive outcomes in Taiwan. Presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
  87. She, H. C. & Fisher, D. (1998, April). Combining quantitative and qualitative approaches in studying student perceptions of teacher behavior in Taiwan and Australia. Presented at the annual meeting of the National Association Research in Science Teaching, San Diego, CA.
  88. She, H. C. (1997, April). Gender Difference in Teacher-Student Interaction in High and Low- Achieving Middle School Biology Classes. Presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  89. She, H. C. & Fisher, D. (1997, April). The Development And Validation Of a Questionnaire for Assessing Student Perceptions Of Teacher- Student Interaction in Taiwan And Australia Presented at the annual meeting of the National Association for Research in Science Teaching, Chicago IL.
  90. She, H. C. (1996, April). Gender-Related Classroom Interactions and Teacher’s Belief in Middle School Biology Classes. Presented by annual meeting of the National Association for Research in Science Teaching, St. Louis, Missouri.
  91. She, H. C. (1995, April). The Gender Equity in Students’ Image of Science and Scientists. Presented at 68th Annual Convention of the National Association for Research in Science Teaching, San Francisco, CA.
  92. She, H. C. & Lee, B. W. (1995, April). Elementary and Middle School Students’ Image of Science and Scientists Related to Current Science Textbooks. Presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Francisco, CA.
  93. She, H. C. (1994, March). Toward a Better Understanding of Students’ Perception of Science and Scientists, and Their Work. Presented at for Research in Science Teaching , Anaheim, CA.
  94. Sode. J., Settlage, J. Jr, & She, H. C. (1994, March). The Emergence of Science Education Research as an International Enterprise. Presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA.
  95. She, H. C. & Barrow, L. H. (1993). Gifted Elementary Students’ Participation in a Biochemistry Enrichment Program. Presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta Georgia.
  96. She, H. C. & Wei, M. T. (1993, May). The Elementary and Junior High School Science and Mathematics Curriculum Reform in Taiwan. Presented at the 5th Sino-Japan Symposium on Science Education: Environment Education, Taipei, Taiwan.
  97. Settlage, J. Jr., & Barrow, L. H., & Cook, J., & She, H. C. (1992, March). A study of Relationships Between C-Base Composite and Science Scores, ACT Scores, Preservice Elementary Students Process Skills. Presented at annual meeting of the National Association for Research in Science Teaching, Boston, MA.
中文
  1. 陳孟君、佘曉清(2021,. Dec.10-11)。合作問題解決電池電解巨觀與微觀實驗教學內容促進國中生問題解決能力。發表於中華民國第三十七屆科學教育國際研討會，國立彰化師範大學。
  2. 曹盛威、陳孟君、佘曉清(2018,. Nov.30- Dec. 1)。明暗示科普內容架構與個人認識觀程度對學生學習科學認識觀融入線上科普內容之影響。發表於中華民國第三十四屆科學教育國際研討會，國立東華大學。
  3. 周人傑、佘曉清 (2016, Dec. 8-10)。探討模擬與動畫之數位化科學探究課程對物理學習的影響。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。
  4. 施權城、佘曉清 (2016, Dec. 8-10)。探討高低認知衝突科學概念改變歷程中學習者之腦波動態變化。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。
  5. 黃莉郁、佘曉清 (2016, Dec. 8-10)。探討「遺傳」推理歷程之眼動模式。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。
  6. 廖婉晴、佘曉清 (2016, Dec. 8-10)。後設認知融入數位化科學探究學習的影響。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。
  7. 蔡欣儒、Kevin Lai、佘曉清、周文己 (2016, Dec. 8-10)。多媒體學習認知理論對數學處理歷程大腦動態活化情形與認知努力的影響。發表於中華民國第三十二屆科學教育國際研討會。國立自然科學博物館。
  8. 黃錫裕、佘曉清(2011, Dec. 15-17)。探討同步與非同步化Facebook環境中科學本質融入科學新聞之研究。發表於中華民國第二十七屆科學教育學術研討會。高雄，台灣。
  9. 黃莉郁、周文己、莊明樺、陳聖昌、佘曉清 (2010, Dec. 10)。以眼球追蹤探討科學知識提取之認知歷程。發表於中華民國第二十六屆科學教育學術研討會。
  10. 莊明樺、陳聖昌、周文己、黃莉郁、佘曉清 (2010, Dec. 10)。從眼動儀探討學生化學概念的認知歷程。發表於中華民國第二十六屆科學教育學術研討會。
  11. 李佩蓉、佘曉清 (2009, Dec.18-19)。以腦波初探表徵連接之化學學習動態認知歷程。發表於中華民國第二十五屆科學教育學術研討會。國立台灣師範大學。
  12. 莊明樺、佘曉清 (2009, Dec. 18-19)。網路化類比學習對學生科學概念建構與類比推理之影響。發表於中華民國第二十五屆科學教育學術研討會。國立台灣師範大學。
  13. 黃莉郁、佘曉清、周文己 (2009, Dec. 18-19)。初探多媒體呈現方式對學生「熱膨脹」概念改變的認知動態歷程。發表於中華民國第二十五屆科學教育學術研討會。國立台灣師範大學。
  14. 陳倩嫻、佘曉清 (2008, Dec. 20)。探討數位論證學習課程對中學生科學概念建構與論證能力之影響。發表於中華民國第二十四屆科學教育學術研討會。
  15. 陳怡仁、佘曉清 (2008, Dec. 20)。探討多媒體呈現形式對國中生「細胞分裂與減數分裂」概念建構之影響。發表於中華民國第二十四屆科學教育學術研討會。
  16. 游志文、佘曉清 (2008, Dec. 19)。透過網路環境探討數量估計內容對國中生數量學習之影。發表於中華民國第二十四屆科學教育學術研討會。
  17. 陳倩嫻、佘曉清 (2008, June。11-14)。數位論證學習課程對中學生論證能力與科學概念的建構之影響。第六屆華人心理學家學術研討會。香港沙田香港中文大學。
  18. 陳怡仁、佘曉清 (2008, June。11-14)。運用眼動儀探究多媒體呈現形式對國中生細胞分裂與減數分裂概念建構之影響。第六屆華人心理學家學術研討會。香港沙田香港中文大學。
  19. 佘曉清、段曉林、張文華 (2007, Dec. 15)。推理、動機、同儕互動與科學概念改變間的關係。發表於中華民國第二十三屆科學教育學術研討會。
  20. 陳姿津、佘曉清 (2007, Dec. 15)。『科學類比推理』網路互動學習－促進國中生電學概念建構與推理能力之增進。發表於中華民國第二十三屆科學教育學術研討會。
  21. 蔡金成、佘曉清 (2007, Dec. 15)。運用眼球追蹤法探討國小科學與非科學教師在電流動畫中的注意力分佈與其概念之研究。發表於中華民國第二十三屆科學教育學術研討會。
  22. 徐國銘、佘曉清 (2007, Dec. 15)。運用眼球追蹤技術探討國小教師對熱傳遞概念之研究。接受於中華民國第二十三屆科學教育學術研討會。
  23. 李錦坤、佘曉清、張格瑜 (2006)。網路化科學學習對國小學生燃燒概念改變與推理能力提昇之影響。發表於中華民國第二十二屆科學教育學術研討會。
  24. 廖婭妏、佘曉清、陳倩嫻 (2006)。運用『科學推理』於網路互動學習–促進國中生原子概念之建構與推理。發表於中華民國第二十二屆科學教育學術研討會。
  25. 林春秀、楊文宗、張秀澂、廖婭妏、佘曉清、李玉梅 (2004)。利用電腦動畫幫助國中生學習大氣壓力相關概念。發表於中華民國第二十屆科學教育學術研討會。
  26. 廖婭妏、楊文宗、張秀澂、林春秀、佘曉清、李玉梅、陳姿津 (2004)。以互動式電腦動畫學習原子結構、元素安定性、化學式與化學反應。發表於中華民國第二十屆科學教育學術研討會。
  27. 楊文宗、張秀澂、林春秀、佘曉清、廖婭妏 (2004)。利用自製模型協助學生建立自由電子在金屬導線中移動的概念。發表於中華民國第二十屆科學教育學術研討會。
  28. 梁志平、佘曉清 (2004)。網路化建構主義式科學學習對學生力的概念建構之影響。發表於中華民國第二十屆科學教育學術研討會。
  29. 易國榮、佘曉清 (2004)。網路化雙重情境學習模式對國小學生的真菌概念改變之研究。發表於中華民國第二十屆科學教育學術研討會。
  30. 梁志平、佘曉清 (2004)。建構主義式的網路科學學習對國中生力的概念學習之研究。發表於ELTA 2004 網路學習理論與應用學術研討會。
  31. 游文楓、佘曉清 (2003)。網路化問題解決教學策略對學生生物學習成效的影響。發表於第十九屆科學教育學術研討會。
  32. 唐小媛、佘曉清 (2003)。國中生「動物生殖」另有概念成因分析。發表於第十九屆科學教育學術研討會。
  33. 陳冠全、佘曉清 (2000)。運用「衝突情境式」教學模式改變國中生壓力、浮力的迷思概念。發表於第二屆中等學校之教學與學習學術研討會。
  34. 廖琳瑩、劉秀寶、佘曉清 (1999)。應用衝突情境式教學改變國中學生理化迷思概念。發表於第一屆中等學校之教學與學習學術研討會。
  35. 佘曉清 (1998, Dec. )。中學科學教學師生互動量表之研究發展與應用。發表於第十四屆科學教育學術研討會。
  36. 佘曉清 (1997, Dec. )。科學教室的師生互動。發表於第十三屆科學教育學術研討會。
  37. 佘曉清 (1997, May)。21世紀的科學教育: 科技如何豐富科學教育。發表於科學教育與網路教學研討會。
  38. 佘曉清 (1996, June)。從2061計劃看教育的革新。發表於中小學教學革新研討會。
  39. 佘曉清、李柏圍 (1994, Dec. )。國中和國小學生之科學與科學印象研究。發表於第十屆科學教育學術研討會，台北。

專著
英文
  1. Chen, T.C. & *She, H.C. (2012). Research of on-line learning for conceptual change and scientific reasoning. In C.B. Lee & D. Jonassen, (Eds.). Fostering conceptual change with technology: Asia perspective. (pp.141-172) Singapore: Cengage Learning Asia Pte Ltd. ISBN 9814424307. NSC 95-2511-S-009 -002
  2. *She, H.-C., Yore, L. D., Anderson, J. O., Erduran, S., Gräber, W., Jones, A., Klumpers, J., Parker, S., Rollnick, M., Sherwood, R. D., & Waldrip, B. (2009). Funding patterns and priorities: An international perspective. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp.467-510). Dordrecht, The Netherlands, Springer. ISBN 1740670248.
  3. She, H.C. (2004). Facilitating students’ learning of difficult science concepts through integrating a metacognitive approach into a web-based multimedia science learning program. In Uskov, V. (Eds.), Computer and Advanced Technology in Education (pp 54-59). ACTA press. ISBN 0889864225. NSC-91-2511-S-009-003.
  4. *She, H.C. & Fisher, D. (2003). Web-based E-learning Environment in Taiwan: The impact of the online science flash program on students’ learning. In Khine, M. S., & Fisher, D. (Eds.), Technology-rich learning environments: A future perspective (pp343-368). Singapore: World Scientific. (ISBN 9812384359). NSC-91-2511-S-009-005
  5. She, H. C. (2000). A case study of physical science prospective teacher’s action research: Application of analogy in student-teacher practice. In D. L. Fisher & Jong-Hsiang Yang, (Eds.), Improving Classroom Research Through International Cooperation (pp. 529-538). Perth: Curtin University of Technology.( ISBN-1740-670-248). NSC-88-2511-S-009-003
  6. *She, H. C. & Fisher, D. (2000). Students’ and teachers’ perceptions of teacher communication behavior and their cognitive and attitudinal outcomes in science. In D. L. Fisher & Jong-Hsiang Yang, (Eds.), Improving Classroom Research Through International Cooperation (pp. 11-18). Perth: Curtin University of Technology. (ISBN-1740-670-248). NSC-87-2511-S- 009-001
中文
  1. 佘曉清, 林煥祥(2017). PISA 2015臺灣學生的表現。臺灣：心理出版社。ISBN：9789861917764。(NSC-101-2511-S-009-011)
  2. 佘曉清、李柏圍、吳宜玲. (1996). 國中數學及自然科學生活化實驗設計學習模組的研究開發與推廣：資源回收、生態保育。國立台灣師範大學科學教育中心。ISBN: 957-752-1681。
  3. 佘曉清. (1995).比較美國Prentice Hall 國際數理科民中學教師手冊比較專集: Exploring Life Science與我國現行國中生物教師手冊之研究與分析。國立臺灣師範大學科學教育中心。ISBN 957-752-114-2。
  4. 佘曉清、李柏圍、吳宜玲. (1995). 國中數學及自然科學生活化實驗設計學習模組的研究開發與推廣: 酵素、酸雨教學模組教材。國立台灣師範大學科學教育中心。ISBN:957-752-1452。