ORCID

學歷

德國University of Oldenburg科學教育博士

經歷

1.  國立中山大學113學年度學術研究績優教師
2. 「東亞科學教育學會」(East-Asian Association of Science Education)台灣代表理事 (2023 – 迄今)
3. 「中華民國科學教育學會」理事 (2023.12 – 迄今)
4. 國立中山大學111學年度教學績優教師
5. 「教育部科技輔助自主學習計畫」 訪視、輔導及督導委員 (2019 – 迄今)
6. 《通識學刊：理念與實務》編輯委員 (2019.08-迄今)
7. 國立中山大學師資培育中心合聘副教授 (109.02-110.07)
8. 國立中山大學博雅教育中心助理教授 (107.07-109.01)
9. 國立中山大學師資培育中心合聘助理教授 (107.07-109.01)
10. 國立中山大學新進教師獎勵（107,108,109學年度）
11. 國立交通大學教育研究所助理教授
12. 國立交通大學2015彈薪資暨獎勵補助研究類優秀教研人員
13. 國立中山大學通識教育中心自然與應用科學教育組約聘助理教授
14. 國立中山大學通識教育中心自然與應用科學教育組博士後研究員
15. 德國University of Oldenburg教育學院博士後研究員
16. 國民中學地球科學／理化教師

開授課程

科學的本質(EMI)、服務學習：人人都是科學家、科學思考與實作(EMI) 、氣候變遷與調適、用影像說故事：探索科技、環境與社會、環境教育實踐推廣

研究計畫

國科會計畫總覽    教育部計畫總覽

敘事的力量：以科學敘事化為本的氣候變遷教學模組發展、學生學習歷程與成效分析研究。科技部。(2021.08-2023.07)
探討與提升氣候變遷教育中的系統性思考能力。科技部。(2018.08-2021.07)
106學年度環境教育師資培育課程─課程名稱：環境教育。教育部。(2018.02-2018.07)
探討大學生對環境之未來思考力及教學研究 。科技部。(2015.01-2016.09)
提升國中學生學習興趣及科學素養之實務研究：子計畫三。科技部。(2015.08-2018.07)

近期代表著作

1. Wang, C. Y., Tseng, Y. C., Lin, S. S., Liu*, S. C., Reid, A., & Monroe, M. C. (2024). Addressing the climate emergency with educational approaches: a bibliometric analysis of climate change education scholarship. Environmental Education Research, 1–28. https://doi.org/10.1080/13504622.2024.2386443 (SSCI) (*Corresponding author)
2. Liu, S.-C. (2023). Examining undergraduate students’ systems thinking competency through a problem scenario in the context of climate change education. Environmental Education Research, 29(12): 1780-1795. (SSCI)
3. Liu, S.-C. (2022). Futures-focused teaching and learning of climate change: an exploration into students’ perceptions of the climate future. In Y.-S. Hsu, R. Tytler and P. J. White (eds.): Innovative Approaches to Socioscientific Issues and Sustainability Education: Linking Research to Practice (pp. 271-289). Singapore: Springer Nature Singapore.
4. Li, Y.-Y. & Liu, S.-C.* (2022). Examining Taiwanese students’ views on climate change and the teaching of climate change in the context of higher education. Research in Science & Technological Education, 40(4): 515-528. (SSCI) (*Corresponding author)
5. Liu, S.-C. (2021). Using drawings to examine undergraduate students’ mental models of the greenhouse effect: a factor analysis approach. International Journal of Science Education, 43(18): 2996-3017. (SSCI)
6. 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. doi: 10.1007/s11165-019-9839-7 (SSCI)
7. 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) (*Corresponding author)
8. 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. The Journal of Environmental Education, 51(1), 72-82. (SSCI)
9. Liu, S.-C. (2019). Genetically modified food for the future: examining university students’ expressions of futures thinking. International Journal of Science Education, 41(8), 1038-1051. (SSCI)
10. Wang, H.-H., Hong, Z.-R., Liu, S.-C., & Lin, H. (2018). The impact of socio-scientific issue discussions on student environmentalism. Eurasia Journal of Mathematics,Science and Technology Education, 14(12), em1624. doi: 10.29333/ejmste/95134 (Scopus)
11. Pan, Y.-T. & Liu, S.-C.* (2018). Students’ understanding of a groundwater system and attitudes towards groundwater use and conservation. International Journal of Science Education, 40(5), 564-578.
12. https://www.tandfonline.com/eprint/D8n35RnyxBmIMgnQpdEy/full(SSCI)(*Corresponding author)
13. Liu, S.-C. (2018). Environmental education through documentaries: assessing learning outcomes of a general environmental studies course. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1371–1381. (Scopus)
14. Liu, S.-C., & Lin, H. (2018). Envisioning preferred environmental futures: exploring relationships between future-related views and environmental attitudes. Environmental Education Research, 24(1), 80-96. (SSCI)
15. Liu, S.-C. & Lin, H. (2015). Exploring undergraduate students’ mental models of the environment: Are they related to environmental affect and behavior? Journal of Environmental Education, 46(1), 23-40. (SSCI)
16. Liu, S.-C. & Lin, H. (2014). Undergraduate students’ ideas about nature and human-nature relationships: An empirical analysis of environmental worldviews. Environmental Education Research, 20(3), 412-429. (SSCI)
17. Liu, S.-C. & Lin, H. (2014). Primary teachers’ beliefs about scientific creativity in the classroom context. International Journal of Science Education, 36(10), 1551-1567. (SSCI)
18. Liu, S.-C. & Lin, H. (2014). Undergraduate students’ science related ideas as embedded in their environmental worldviews. International Journal of Science and Mathematics Education, 12(5), 1001-1021. (SSCI)