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蔡俊彥

蔡俊彥

基礎教育中心 主任
博雅教育中心 教授

科學教育、資訊素養、科學素養、程式教學

07-5252000 ＃5846

E-mail｜ctsai@mail.nsysu.edu.tw

個人資訊

研究室：綜合大樓GE5021

個人網站

 

學歷

國立高雄師範大學 科學教育理學博士

 

經歷

  • 國科會「科普活動計畫」複審委員 (2018~2020)
  • 教育部「教學實踐研究計畫」複審委員 (2023)
  • 國科會發行International Journal of Science and Mathematics Education (SSCI)編輯委員(2023-迄今)
  • 國際期刊Asia Pacific Education Review (SSCI)編輯委員(2023-迄今)
  • 國際期刊Thinking Skills and Creativity (SSCI)編輯委員(2023.12-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)
  • 《環境教育研究》編輯委員 (2020-迄今)
  • 「東亞科學教育學會」(East-Asian Association of Science Education)台灣代表理事 (2019 – 2022)
  • 「中華民國科學教育學會」理事、學術委員會主委、國際交流委員會主委(2019.12-迄今)
  • 「中華民國通識教育學會」訪視輔導委員 (2020)
  • 「臺灣通識教育策略聯盟暨品質策進會」秘書長、監事、理事、副理事長 (2013.08-迄今)
  • 國立中山大學博雅教育中心主任 (2019.08-2022.07)
  • 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

  • International Journal of Science Education (SSCI) 2023 Award of Reviewer Excellence (2024.04)
  • 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)
  • 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「學術研究績優教師獎勵」(全院研究績效前15%) (106學年 ~ 113學年合計8次)
  • 國立中山大學「高被引用論文與學者獎勵(FWCI指數)」(2020 ~ 2023年合計4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 ~ 2014合計3次)

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)
  • 其他國科會計畫
  • 教育部教學實踐研究計畫

代表著作

  1. Tsai, C. Y. (2024). Is undergraduates' adoption of the Internet of Things rational? The role of risk perception. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, online first. (SSCI Q1)
  2. Chen, Y. A., Hsieh, F. P., & Tsai, C. Y. (2024). Integrating the unplugged programming and storytelling strategy to enhance second graders’ programming learning motivation and concepts. Educational Technology & Society, online first. (SSCI Q1) (corresponding)
  3. Tsai, C. Y., Chen, Y. A., Hsieh, F. P., Chuang, M. H., & Lin, C. L. (2024). Effects of a programming course using the GAME model on undergraduates’ self-efficacy and basic programming concepts. Journal of Educational Computing Research, 62(3), 702–724. (SSCI Q1)
  4. 陳世佳、楊耀婷、林建良、蔡俊彥(2024)。得勝者教育協會情緒管理課程對青少年情緒智力的成效。教育研究與發展期刊，20(1)，31-56。(TSSCI第一級) (corresponding)
  5. Hsieh, F. P., Chen, Y. A., Wu, H. J., & Tsai, C. Y. (2023). Promoting first graders’ scientific thinking through picture books with the 5E model. Journal of Educational Research, 116(3), 147-158. (SSCI Q2) (corresponding)
  6. Tsai, C. Y., Shih, W. L., Hsieh, F. P., Chen, Y. A., Lin, C. L., & Wu, H. J (2022). Using the ARCS model to improve undergraduates’ perceived information security protection motivation and behavior. Computers & Education, 181, article number 104449. (SSCI Q1)
  7. Tsai, C. Y., Shih, W. L., Hsieh, F. P., Chen, Y. A., & Lin, C. L. (2022). Applying the design-based learning model to foster undergraduates’ web design skills: The role of knowledge integration. International Journal of Educational Technology in Higher Education, 19, article number 4. (SSCI Q1)
  8. Wang, H. H., Hong, Z. R., Lin, H. S., & Tsai, C. Y. (2022). The relationships among adult sustainability attitudes, psychological well-being, nature relatedness, and interest in scientific issues. Current Psychology, 41, 1788–1799. (SSCI Q2) (corresponding)
  9. Hsieh, F. P., Lin, H. S., Liu, S. C., & Tsai, C. Y. (2021). Effect of peer coaching on teachers’ practice and their students’ scientific competencies. Research in Science Education, 51, 1569–1592. (SSCI Q2) (corresponding)
  10. Chen, Y. T., Shih, W. L., Lee, C. H., Wu, P. L., & Tsai, C. Y. (2021). Relationships among undergraduates’ problematic information security behavior, compulsive internet use, and mindful awareness in Taiwan. Computers & Education, 164, article number 104131. (SSCI/SCI Q1) (corresponding)
  11. Lin, C. L., & Tsai, C. Y. (2021). The effect of a pedagogical STEAM model on students’ project competence and learning motivation. Journal of Science Education and Technology, 30(1), 112–124. (SSCI Q2) (corresponding)
  12. Hung, J. F., & Tsai, C. Y. (2020). The effects of a virtual laboratory and meta-cognitive scaffolding on students’ data modeling competences. Journal of Baltic Science Education, 19(6), 923-939. (SSCI Q4) (corresponding)
  13. 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 Q4) (corresponding)
  14. 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第一級) (corresponding)
  15. 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 Q1)
  16. 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 Q2) (corresponding)
  17. 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 Q2)
  18. 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 Q3)
  19. 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 Q1)
  20. 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.
  21. 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 Q1)
  22. 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 Q3)
  23. 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 Q3)
  24. 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 Q2) (corresponding)
  25. 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 Q1) (corresponding)
  26. 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 Q2)
  27. Tsai, C. Y. (2015). Improving students’ PISA scientific competencies through online argumentation. International Journal of Science Education, 37(2), 321-339. (SSCI Q2)
  28. 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 Q1).
  29. 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)
  30. 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)
  31. 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 Q2)
  32. 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)
  33. 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)
  34. 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 Q3)
  35. 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)
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