Contact

Office: General Building GE5021
Website: chuyetsai.github.io

Degree

Graduate Institute of Science Education, National Kaohsiung Normal University, Ph.D.

Experiences

Assistant professor, associate professor, Center for General Education, National Sun Yat-sen University.

Honors

• 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)

Projects

• The development and investigation of instruction and assessment modules for the enhancement of students’ mobile technological literacy, 2017/08~2020/07, Ministry of Science and Technology
• The enhancement of students’ sci-tech literacy: The development and study of instruction and assessment modules for the online reading, argumentation, and socio-scientific issue, 2014/08~2017/07, Ministry of Science and Technology

Publications

1. 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)
2. 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)
3. 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)
4. 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 Q3) (corresponding)
5. 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)
6. 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)
7. 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)
8. 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)
9. 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)
10. 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)
11. 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)
12. 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)
13. 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)
14. 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)
15. 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)
16. 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)
17. 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)
18. 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)
19. 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.
20. 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)
21. 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)
22. 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)
23. 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)
24. 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)
25. 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)
26. Tsai, C. Y. (2015). Improving students’ PISA scientific competencies through online argumentation. International Journal of Science Education, 37(2), 321-339. (SSCI Q2)
27. 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).
28. 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)
29. 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)
30. 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)
31. 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)
32. 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)
33. 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)
34. 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)