https://siwan.nsysu.edu.tw
https://siwan.nsysu.edu.tw/wp-content/themes/beanincave

教授兼中心主任|蔡俊彥

ctsai@mail.nsysu.edu.tw

07-5252000 ext 5846

聯絡資訊

研究室:綜合大樓GE5021
個人網站:chuyetsai.github.io

現職

國立中山大學 博雅教育中心 教授

國立中山大學 教育研究所/師資培育中心 合聘教授

最高學歷

國立高雄師範大學 科學教育博士

重要經歷

  • 科技部「科普活動計畫」複審委員 (2018.04-迄今)
  • 「東亞科學教育學會」(East-Asian Association of Science Education)理事 (2019.01-迄今)
  • 「中華民國科學教育學會」理事兼學術委員會主委(2019.12-迄今)
  • 「臺灣通識教育策略聯盟暨品質策進會」秘書長、監事 (2013.08-迄今)
  • 《科學教育學刊》(TSSCI)2021特刊客座主編(2020-2021)
  • 《通識學刊:理念與實務》執行編輯、副總編輯 (2013.08-迄今)
  • 國立中山大學通識教育中心助理教授、副教授 (2015.08-2019.07)
  • 正修科技大學資訊管理系助理教授、副教授 (2010.08-2015.07)
  • 正修科技大學組長、主任、副處長 (2010.08-2015.07)
  • 國民小學教師、組長、資訊執行秘書 (1995.08-2010.07)

榮譽

  • Computers & Education journal (SSCI) 2018 Outstanding Reviewer award (2018.02)
  • Asia Pacific Education Review journal (SSCI) 2016 Excellent Reviewer Award (2017.03)
  • 科技部「優秀年輕學者研究計畫」(2014.08, 2017.08二次合計6年)
  • 國立中山大學「學術研究績優教師獎勵」(全院研究績效前15%)(106學年 ~ 109學年合計4次)
  • 科技部高瞻計畫成果展大學團隊組特優 (2016.07.29, 2019.07.29合計2次)
  • 國立中山大學「新進教師獎勵」(2015.10, 2016.10合計2次)
  • 正修科技大學「研究績效榮譽狀」(2014.11)
  • 正修科技大教學研究服務獎勵(2012.11, 2013.11, 2014.12合計3次)
  • 國立高雄師範大學傑出校友 (2019.11)

學術專長

科學教育、資訊教育、科學素養、論證教學

 

開授課程

創新科技應用服務、行動科技與社會、資訊安全概論、科學教育研究、認知與科學教育、資訊教育、網路社會性科學議題論證

研究計畫

  • 提升學生行動科技素養之教學與評量模組發展與研究。科技部。2017/08~2020/07。(優秀年輕學者研究計畫)
  • 促進大學生之科技素養:網路環境中閱讀、論證及社會性科學議題之教學與評量模組發展與研究。科技部。2014/08~2017/07。(優秀年輕學者研究計畫)
  • 網路論證與科學本質觀對學生擬科學信念之影響。國科會。2013/08~2014/07
  • 以後設認知為導向的網路論證探討PISA科學能力之提昇。國科會。2012/08~2013/07
  • 以網路論證系統探究論證歷程檔案與論證能力之研究。國科會。2011/02~2012/01

代表著作

  1. Wang, H. H., Hong, Z. R., Lin, H. S., & Tsai, C. Y. (2020). The relationships among adult sustainability attitudes, psychological well-being, nature relatedness, and interest in scientific issues. Current Psychology, online first. (SSCI) (corresponding)
  2. Hsieh, F. P., Chen, J. F., Hung, J. F., & Tsai, C. Y. (2020). The effects of the TRIP model on students’ science reading ability and marine conservation learning interest. Journal of Baltic Science Education, 19(3), 374-387. (SSCI) (corresponding)
  3. 林建良、蔡俊彥(2020)。高中科技課程翻轉教學對學習知覺效果的性別差異。科學教育學刊,28(1),1-23。(TSSCI) (corresponding)
  4. Tsai, C. Y., Lin, H. S., & Liu, S.C. (2020). The effect of pedagogical GAME model on students’ PISA scientific competencies. Journal of Computer Assisted Learning, 36(3), 359-369. (SSCI)
  5. Shih, W. L., & Tsai, C. Y. (2020). Effect of flipped classroom with BOPPPS model on learners’ learning outcomes and perceptions in a business etiquette course. Asia-Pacific Education Researcher, 29(3), 257-268. (SSCI) (corresponding)
  6. Liu, S.C., Lin, H. S., & Tsai, C. Y. (2020). Ninth grade students’ mental models of the marine environment and their implications for environmental science education in Taiwan. Journal of Environmental Education, 51(1), 72-82. (SSCI)
  7. Hsieh, F. P., Lin, H. S., Liu, S. C., & Tsai, C. Y. (2020). Effect of peer coaching on teachers’ practice and their students’ scientific competencies. Research in Science Education, online first. (SSCI) (corresponding)
  8. Tsai, C. Y., & Jack, B. M. (2019). Antecedent factors influencing ethics-related social and socio-scientific learning enjoyment. International Journal of Science Education, 41(9), 1139-1158. (SSCI)
  9. Tsai, C. Y. (2019). Improving students’ understanding of basic programming concepts through visual programming language: The role of self-efficacy. Computers in Human Behavior, 95, 224-232. (SSCI)
  10. Li, Y. Y., & Tsai, C. Y. (2019). The science, the paranormal, cohorts and cognitive polyphasia: The authority of science in Taiwan. In M. Bauer, P. Pansegrau, and R. Shukla (Eds.), The cultural authority of science: Comparing across Europe, Asia, Africa and the Americas (p.p.190-209). London: Routledge.
  11. Tsai, C. Y. (2018). The effect of online argumentation of socio-scientific issues on students’ scientific competencies and sustainability attitudes. Computers & Education, 116, 14-27. (SSCI/SCI)
  12. Tsai, C. Y., & Huang, T. C. (2018). The relationship between adult self-efficacy and scientific competencies: The moderating effect of gender. International Journal of Science and Mathematics Education, 16(Suppl 1), 91-106. (SSCI)
  13. Tsai, C. Y., Li, Y. Y., & Cheng, Y. Y. (2017). The relationships among adult affective factors, engagement in science, and scientific competencies. Adult Education Quarterly, 67(1), 30-47. (SSCI)
  14. Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5), 32-49. (SSCI) (corresponding)
  15. Shih, W. L., & Tsai, C. Y. (2016). The effects of knowledge management capabilities on perceived school effectiveness in career and technical education. Journal of Knowledge Management, 20(6),1373-1392. (SSCI) (corresponding)
  16. Shien, P. P., & Tsai, C. Y. (2015). Impact of a Scientist-Teacher Collaborative Model on students, teachers, and scientists. International Journal of Science Education, 37(13), 2147-2169. (SSCI)
  17. Tsai, C. Y. (2015). Improving students’ PISA scientific competencies through online argumentation. International Journal of Science Education, 37(2), 321-339. (SSCI)
  18. Tsai, C. Y., Lin, C. N., Shih, W. L., & Wu, P. L. (2015). The effect of online argumentation upon students’ pseudoscientific beliefs. Computers & Education, 80, 187-197. (SSCI/SCI).
  19. Tseng, Y. C., Tsai, C. Y., Shieh, P. Y., Hung, J. F., & Huang, T. C. (2014). The relationship between exposure to pseudoscientific television programs and pseudoscientific beliefs among Taiwanese university students. International Journal of Science Education, Part B, 4(2), 107-122. (ESCI) (corresponding)
  20. 黃孝宗、蔡俊彥、黃台珠(2013)。公民科學家意象與參觀博物館對科學研究利益知覺之影響。教育科學研究期刊,58 (3),1-22。(TSSCI) (corresponding)
  21. Tsai, C. Y., Jack, B. M., Huang, T. C., & Yang, J. T. (2012). Using the Cognitive Apprenticeship Web-based Argumentation System to improve argumentation instruction. Journal of Science Education and Technology, 21(4), 476-486. (SSCI/SCI)
  22. Tsai, C. Y., Shien, P. P., Jack, B. M., Wu, K. C., Chou, C. Y., Wu, Y. Y., Liu, C. J., Chiu, H. L., Hung, J. F. , Chao, D., & Huang, T. C. (2012). Effects of exposure to pseudoscientific television programs upon Taiwanese citizens’ pseudoscientific beliefs. International Journal of Science Education, Part B, 2(2), 175-194. (ESCI)
  23. Wu, K. C., Shien, P. P., Tsai, C. Y., Chao, D., Chou, C. Y., Wu, Y. Y., Liu, C. J., Chiu, H. L., Hung, J. F., & Huang, T. C. (2012). An investigation of Taiwan’s public attitudes toward science and technology. International Journal of Science Education, Part B, 2(1), 1-21. (ESCI)
  24. Jack, B. M., Liu, C. J., Chiu, H. L., & Tsai, C. Y. (2012). Measuring the confidence of 8th grade Taiwanese students’ knowledge of acids and bases. International Journal of Science and Mathematics Education, 10(4), 889-905. (SSCI)
  25. 蔡俊彥、黃台珠、楊錦潭(2008)。國小學童網路論證能力及科學概念學習之研究。科學教育學刊,16(2),171-192。(TSSCI)