Journal Articles
Fang, S.-C.*, Fan, S.-C. (2025) Students opportunities to learn: Exploring junior secondary teachers’ enactments of STEM integration. Research in Science Education. https://doi.org/10.1007/s11165-025-10265-x (SSCI)
Yang, K.-L., Fang, S.-C.*, & Fan, S.-C.* (2025). Development and validation of an instrument for assessing secondary students’ transdisciplinary STEM practices. International Journal of STEM Education, 12(1), 5. https://doi.org/10.1186/s40594-025-00529-3 (SSCI)
Fang, S.-C., Yang, K.-L., Fan, S.-C.* (2023) A conceptual framework for assessing transdisciplinary STEM practices. Research in Science & Technological Education. 43(1), 272–293. https://doi.org/10.1080/02635143.2023.2264781(SSCI)
Fang, S.-C.*, Fan, S.-C. (2023) Exploring teachers’ conceptions and implementations of STEM integration at the junior secondary level in Taiwan: An interview study. International Journal of Science and Mathematics Education. 21(7), 2095 – 2121. DOI: 10.1007/s10763-022-10335-w (SSCI)
Xu, L., Fang S.-C.*, Hobbs L. (2023) The Relevance of STEM: A Case Study of an Australian Secondary School as an Arena of STEM Curriculum Innovation and Enactment. International Journal of Science and Mathematics Education. 21(2),667-689. DOI: 10.1007/s10763-022-10267-5 (SSCI)
Fang, S.-C*. (2021) Towards scientific inquiry in secondary earth science classrooms: opportunities and realities. 19(4), 771-792. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-020-10086-6 (SSCI)
Fang, S.-C., Hsu, Y.-S.*, Lin, S-S (2019) Conceptualizing socioscientific decision-making from a review of research in science education. International Journal of Science and Mathematics Education. 17(3), 427-448. DOI: 10.1007/s10763-018-9890-2 (SSCI)
Fang, S.-C., Hsu, Y.-S.* (2017) Exploring university students’ group and individual socioscientific decision making with web-based instruction. Chinese Journal of Science education. 25(4), 391-412. DOI: 10.6173/CJSE.2017.2504.04 (TSSCI)
Fang, S.-C., Hsu, Y.-S.* (2017) Understanding Science Teachers' Enactments of a Computer-Based Inquiry Curriculum. Computers & Education. 112, 69-82. DOI: https://doi.org/10.1016/j.compedu.2017.05.004 (SSCI)
Fang, S.-C., Hsu, Y.-S.*, Chang, H.-Y., Wu, H.-K, Chang, W.-H., Chen, C.-M. (2016) Investigating the effects of structured and guided inquiry on students’ development of conceptual knowledge and inquiry abilities: A case study in Taiwan. International Journal of Science Education. 38(12), 1945-1971. DOI: 10.1080/09500693.2016.1220688 (SSCI)
Fang, S.-C., Hsu, Y.-S.*, Hsu, W.-H. (2016) Effects of Explicit and Implicit Prompts on Students’ Inquiry Practices in Computer-Supported Learning Environments in High School Earth Science. International Journal of Science Education. 38(11), 1699-1726. DOI: 10.1080/09500693.2016.1213458 (SSCI)
Fang, S.-C.*, Hart, C., & Clarke, D. J. (2016) Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms. Journal of Research in Science Teaching. 53(2), 181-214. DOI: 10.1002/tea.21298 (SSCI)
Hsu, Y.-S.*, Fang, S.-C., Zhang, W.-X., Wu, H.-K., Wu, P.-H., Hwang, F.-K. (2016) Identifying effective design features of technology-infused inquiry learning modules: A two-year study of students’ inquiry abilities. Journal of Educational Technology & Society. 19(2), 228-244. (SSCI)
Fang, S.-C.*, Hart, C., & Clarke, D. J. (2015) Redefining the mole ~ the perspective of teaching and learning. Accreditation and Quality Assurance: Journal for Quality, Comparability and Reliability in Chemical Measurement. 20(3), 215-217. doi: 10.1007/s00769-014-1102-3 (SCI)
Fang, S.-C.*, Hart, C., Clarke, D. J. (2014) Unpacking the meaning of the mole concept for secondary school teachers and students. Journal of Chemical Education. 91 (3), 351-356. doi: 10.1021/ed400128x (SCI)
Fang, S.-C.*, Hart, C., & Clarke, D. J. (2014). Reply to “Comment on ‘Unpacking the Meaning of the Mole Concept for Secondary School Teachers and Students’”. Journal of Chemical Education. 91 (8), 1099-1100. doi: 10.1021/ed500424s (SCI)
Book and Book Chapters
1. Hsu, Y.-S., & Fang, S.-C. (2019). Opportunities and Challenges of STEM Education. In Y.-S. Hsu & Y.-F. Yeh (Eds.), Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices (pp. 1-16). Singapore: Springer Singapore.
2. Fang, S.-C.*, & Hsu, Y.-S. (2019). Assessment Challenges in STEM Reforms and Innovations. In Y.-S. Hsu & Y.-F. Yeh (Eds.), Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices (pp. 191-203). Singapore: Springer Singapore.
3. Hsu, Y.-S., Chang, H.-Y., Fang, S.-C., & Wu, H.-K. (2015). Developing technology-infused inquiry learning environment to promote science learning in Taiwan. In M. S. Khine (Ed.), Science Education in East Asia: Pedagogical Innovations and Best Practices (pp. 373-403): Cham, Switzerland: Springer.
4. Fang, S.-C. (2011). Teaching and learning the mole concept: an investigation of science secondary classrooms in Australia and Taiwan. (Unpublished PhD dissertation). University of Melbourne, Melbourne, Australia.
中文期刊論文
吳貞儀、許瑛玿*、張文馨、方素琦（2017）。社會性科學議題線上教學模組對高中生多元面向決策的影響。數位學習科技期刊，9(3)，69-94.。