F. Y. Yang & C. H. Cheng. (2024, November). Preservice teachers' planning of an SDG lesson and the role of executive function. Paper presented at the 2024 SNU-HU-NTNU-KU Joint Symposium for Science Education, Seoul, Korea.

S. C. Chien & F. Y. Yang (2024, November). Developing and Testing a Science Reading System Integrated with Visual Attention. Paper presented at the 2024 SNU-HU-NTNU-KU Joint Symposium for Science Education, Seoul, Korea.

C. J. Qiu & F. Y. Yang. (2024, November). Exploring pre-service Teachers’ Epistemic Knowledge: Test Development and Validation. Paper presented at the 2024 SNU-HU-NTNU-KU Joint Symposium for Science Education, Seoul, Korea.

Guo, Y. T. & Yang, F. Y. (2024, July). Investigating gender differences in visual attention to TAP structure and performance of identifying the argument components in a science text: An eye-tracking study. Paper presented at the Ed-Media Annual Meeting, Brussels, Belgium.

Chien, S. C. & Yang, F. Y. (2023, November). Developing an e-platform for science reading and attention exploration. Poster presented at the 2023 HU-SNU-NTNU-KU Joint Symposium for Science Education: Science Education for Sustainable Development in an Aging Society with Low Birthrate, Sapporo, Japan.

Yang, F. Y., Zhan, W. Y., & Cheng, C. H. (2023, November). Structural analysis for high school students’ conception of science learning, science learning self-efficacy and science achievement. Paper presented at the 2023 HU-SNU-NTNU-KU Joint Symposium for Science Education: Science Education for Sustainable Development in an Aging Society with Low Birthrate, Sapporo, Japan.

Yang, F. Y.,Hsu, Y. S.,& Wu, J. Y. (2023). How social/control beliefs may associate with visual attention to information about plastic reduction and behavioral intention. Poster presented at the 15th Biennial Conference of the European Science Education Research Association (ESERA), Cappadocia, Turkey, Aug. 28 - Sep. 1. 

Yang, F. Y., Yang, C. Y. & Liu, Y. L. (2023). A preliminary study of the brain activation during science problem solving using MEG method. Poster presented at the 20th biannual meeting of European Association of Research in Learning and Instruction (EARLI), Thessaloniki, Greece, Aug. 22-26.  

Yang, F. Y. (2022). Applying the eye tracking method to analyze university leaners' learning and reasoning behaviors in the Augmented Reality Environment. Paper presented at the NARST annual international conference, Vancouver, BC.

Yang, F. Y., Wang, H. Y. & Liu, Y. L. (2021). Eye movements during learning of the molecular shapes with Augmented Reality. Paper presented at the 19th Earli Biennial Conference Online.

Liu, Y. L. & Yang, F. Y. (2021). Using eye tracking method to explore the science learning process in a digital dynamic and interactive learning environment. Paper presented at the EASE Conference 2021: Asian Collaboration Towards the Development of New Science Education for the Future (Online).

Yang, F. Y., Cheng, C. H., Bhagat, K. K., Liou, W. K., Tsai, M. L. (2019).  Tracking geometry learning in the AR environment. Paper presented at the biannual meeting of European Association of Research on Learning and Instruction, Aachen, Germany.

Cheng, C. H., Yang, F. Y., Liou, W. K., Chang, C. Y., & Bhagat, K. K., & Zhang, Y. (2018). Investigating the learning performance and learning motivation toward Geometry learning in an Augmented Reality System. Proceedings of the 26th International Conference on Computers in Education (ICCE).

Yang, F. Y. & Bhagat, K. K. (2018, March).  Exploring the differences in epistemic beliefs in science and reasoning performance between students from Taiwan and India. Paper presented at the annual conference of National Association of Research in Science Teaching (NARST), Atlanta, USA.

Yang, F. Y., Ohno, E., & Cheng, C. H. (2017, Aug). Tracking The Process of Solving Physics Problems And A Preliminary Cross-Country Comparison. Paper presented at the biannual meeting of European Science Education Research Association (ESERA), Dublin, Ireland. 

Cheng, C. H.  & Yang, F. Y. (2016, April) Using the Eye Tracking Method to Reveal Students' Cognitive Conflicts. Paper presented at the NARST Annual International Conference, Baltimore, MD. USA.

Yang, F. Y. & Chang, C. C.(2015, April). Exploring the Relation between Learners’ Beliefs in Science Reading and the Science Text Understanding. Paper presented at the 2015 NARST Annual International Conference, Chicago, IL USA.

Yang, F. Y. & Chen, L. L. (2015, Aug.). Analyzing students’ metacognitive knowledge and cognitive strategies for solving the national standardized test. Paper presented at the annual meeting of European Science Education Research Association (ESERA), Helsinki, Finland

Chen, L. L. & Yang, F. Y., H. L. Wang (2015, July). Exploring the strategies for solving the standardized test questions on the topic of earth science. Paper presented at the 3rd International Conference for Science Educators and Teachers (ISET), Bangkok, Thailand.

Yang, F. Y., & Chang, C. C. (2015, April). Exploring the relation between learners’ beliefs in science reading and the science text understanding. Paper presented at the annual conference of National Association of Research in Science Teaching (NARST), Chicago, USA.

Yang, F. Y., Yang, J. & Rayner, K. (2014, April). Reading and learning of science concepts from texts – An eye tracking analysis. Poster presented at the annual meeting of National Association of Research in Science Teaching (NARST), Pittsburgh, USA.

Chen, Y. C. & Yang, F. Y. (2014, April). Exploring Cognitive Processes in Solving 3D Rotation Problems and the Relation to Science Concept Learning. Paper presented at the annual meeting of National Association of Research in Science Teaching (NARST), Pittsburgh, USA.

Chen, L. L. &Yang, F. Y. (2013, Sep.). Investigating high school students’ reader beliefs and epistemological beliefs in science and the effects on reasoning. Paper presented at the European Science Education Research Association (ESERA), Nicosia, Cyprus.

Yang, F. Y., Jien, W. J., Chang, C. Y. (2012, June). Learning “Dinosaurs” with a multimedia presentation in a classroom environment – An eye movement analysis. Paper presented at the Ed-Media Annual Meeting, Denver, USA.

Yang, F. Y., Lai, M.-L., & Tsai, M.-J. (2011, Sep.). Reading and reasoning about uncertain science issue: An eye-movement analysis. Paper presented at the biennial meeting of European Association for Research on Learning and Instruction (EARLI), Exeter, England.

Chen, Y. C. & Yang, F. Y. (2011, Sep.). Exploring the graphical representations in the high-school Earth Science textbooks. Paper presented at the biennial meeting of European Association for Research on Learning and Instruction (EARLI), Exeter, England.

Lai, M.-L., Tsai, M.-J., & Yang, F. Y. (2011, Sep.). Investigating the consistency and extraneous effects when solving math word problems. Interactive poster presented at the biennial meeting of European Association for Research on Learning and Instruction (EARLI), Exeter, England.

Tsai, M.-J., Lai, M.-L. & Yang, F. Y. (2011, Sep.). Relationships between students’ eye-movements and their online searching strategies. Interactive poster presented at the biennial meeting of European Association for Research on Learning and Instruction (EARLI), Exeter, England.

Yang, F. Y. & I-Ju Tsai (2010, April). Exploring the reading of the uncertain science issue: An eye movement approach. Interactive poster presented at the NARST annul meeting, Philadelphia.

Yang, F. Y., Tseng, J. S. & Fu, S. C. (2010, April). Exploring the associations between social motivational factors and science achievement among 9th graders. Paper presented at the NARST annul meeting, Philadelphia.

Yang, F. Y., Tsai, M. J. & Tsai, C. C. (2009, Aug.). University students’ reasoning on debating science issues and judgments about online information. Interactive poster presented at the biannual meeting of European Association of Research in Learning and Instruction (EARLI), Amsterdam, Netherlands.

Yang, F. Y., Tsai, M. J. & Tsai, C. C. (2008, June.). University students’ epistemological criteria for judging online information. Paper presented at the Ed-Media Annual Meeting, Vienna, Austria.

Yang, F. Y., Tsai, M. J. & Hsu, Y. S. (2008). A cross-analysis for high-school students’ personal epistemological beliefs and understandings about scientific inquiry. Paper presented at the NARST 2008 Annual Meeting, Baltimore, ML. USA.

Yang, F. Y. & Tsai, C. C. (2007). The Development of Scientific Reasoning in the Informal Context and Personal Epistemology among Young Thinkers. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Yang, F. Y. & Chang, C. C. (2006). High-School Learners’ Environmental Preferences, Personal Beliefs and Concept Achievements in the Web-based Context. Paper presented at the ICS 2006 Biennial Meeting, Taipei (Nominated as one of the best papers in the conference)

Yang, F. Y., Chang, C. C. & Tsai, C. C. (2006). Interactions between learner preferences and views about the web-based learning and personal epistemology. Paper presented at the ED-MEDIA --World Conference on Educational Multimedia, Hypermedia & Telecommunications, Orlando, FL.

Yang, F. Y., Chang, C. Y. & Hsu, Y. S. (2006). An Analysis on Teacher Perspectives about the Constructivist Instruction. Paper presented at the NARST 2005 Annual Meeting, San Francisco.

Yang, F. Y., Tsai, C. C. & Lee, Jung-Sing (2005). The mode of informal reasoning and the personal epistemology of the 6th graders. Paper presented at the 11th Biennial Conference European Association for Research on Learning and Instruction (EARLI), Nicosia, Cyprus.

Yang, F. Y., Chang, C. C. and Tsai, C. C. (2005). Exploring learner preferences about the forms of instructional structure, interaction and cognitive process in the web-based learning environment. Paper presented at the ED-MEDIA --World Conference on Educational Multimedia, Hypermedia & Telecommunications, Montreal, CA.

Chang, C. C., Yang, F. Y., and Tsai, C. C. (2005). An Analysis of the web-based learning environment for earth science education in Taiwan. Paper presented at the ED-MEDIA --World Conference on Educational Multimedia, Hypermedia & Telecommunications, Montreal, CA.

Ting, C. C., Yang, F. Y., and Hung, J. F. (2005). The College Students’ Awareness of Limitations in Backing Theory in Scientific Argumentation between Competing Theories. Paper presented at the NARST 2005 Annual Meeting, Dallas, USA.

Yang, F. Y. (2004). Exploring Taiwan Secondary Earth Science Teachers’ Personal Epistemology. Paper presented at the NARST 2004 Annual Meeting, Vancouver, CA.

Yang, F. Y. (2003). Exploring High School Students’ Use of Personal Theory and Evidence and their Self-reflection. Paper presented at the NARST 2003 Annual Meeting, Philadelphia.

Yang, F. Y. (2002). Concept learning through the issue-based instruction. Interactive poster presented at the NARST 2002 Annual Meeting, New Orland.

Yang, F. Y. (2001). An analysis of adolescents’ cognitive orientation and associated reasoning behavior in STS decision-making Situations. Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, 696-698.

Chang, C. Y., Yang, F. Y., and Tsai, C. C. (2001). Comparison of science outcomes with CAI versus expository-internet instruction. Paper presented at the Third International Conference of the European Science Education Research Association (E.S.E.R.A.), Thessaloniki, Greece.

Lee, T. Y., Yang, F. Y., and Hsu, Y. S. (2001). In Search of a Comprehensive Earthquake Hazard Mitigation Curriculum. APEC Workshop on Dissemination of Disaster Mitigation Technologies for Humanistic Concerns Phase I, Taipei.

邱昀、楊芳瑩 (2023)：分析社會性科學議題的閱讀、情緒變化與論證行為之關係，中華民國第39屆科學教育學術研討會，臺灣臺北，2023年12月7-9日。

郭育廷、楊芳瑩 (2023)：使用眼球追蹤技術探討大學生論證架構學習歷程與論證成分辨識表現之性別差異，中華民國第39屆科學教育學術研討會，臺灣臺北，2023年12月7-9日。

楊芳瑩、許盛翔、蔡宜佑、徐雅柔、戴宏明、黃鈞彥、蔡宇翔 (2021)。運用眼球追蹤技術分析配備透明顯示器之數位互動學習歷程，第37屆科學教育國際研討會，臺灣彰化，2021年12月9-11日。

吳尚庭、楊芳瑩、簡士傑 (2020)。運用眼球追蹤技術分析AR環境下的地科概念學習歷程及科學推理表現，第36屆科學教育國際研討會，臺灣高雄，2020年12月17-19日。

連筱萍、楊芳瑩、簡士傑 (2020)。以眼球追蹤技術探究擴增實境應用於月相變化主題之學習歷程與成效，第36屆科學教育國際研討會，臺灣高雄，2020年12月17-19日。

王慧筠、楊芳瑩、簡士傑 (2020)。以眼球追蹤法分析擴增實境材料對高中化學分子形狀主題理解的影響，第36屆科學教育國際研討會，臺灣高雄，2020年12月17-19日。

產學合作 - 顯示科技於智慧教育場域應用之研究開發。工研院。

闕妤安、楊芳瑩 (2016)：眼動追蹤不同學習表現學生數學解題策略之初探-三角形性質概念為例。第32屆科學教育國際研討會。臺灣彰化，2020年12月17-19日。

古馥瑄、楊芳瑩 (2011)：九年級學生的閱讀信念與科學短文理解。第27屆科學教育學術研討會，臺灣高雄，2011年12月15-18日。

陳宇新、楊芳瑩、蔡孟蓉 (2009)：探討大專學生的知識認識觀與資訊判準策略之研究。第25屆科學教育學術研討會，臺灣臺北。2009年12月18-19日。 

劉苑莉、楊芳瑩 (2009)：高中學生的個人閱讀信念與科學文本之閱讀理解建構過程的關係。第25屆科學教育學術研討會，臺灣臺北。2009年12月18-19日。

丁信中、楊芳瑩 (2006)：中學生的社會文化認同與其對相關社會性科學問題的決擇。第22屆科學教育學術研討會，臺灣臺北。2006年11月14-15日。

傅淑卿、楊芳瑩 (2005)：探討國三學生對自然科學學科內容與學習過程之興趣。第21屆科學教育學術研討會，臺灣彰化。2005年1月5日。

李蓉欣、楊芳瑩 (2005)：中學地球科學教師教學後設認知能力與個人知識認識信念之相關研究。第21屆科學教育學術研討會，臺灣彰化。2005年1月5日。

張正杰、楊芳瑩、許明陽 (2005)：臺灣地區高中生地震防災概念研究。論文彙編：中國地質學會九十四年年會暨學術研討會。國立中央大學。

張正杰、楊芳瑩 (2004)：網頁式的數位學習環境–分析國內地球科學網站教學模式與發展趨勢。第20屆科學教育學術研討會，臺灣高雄。

丁信中、楊芳瑩、洪振方 (2004)： 探索青年學生對支持理論侷限覺察的模式。第20屆科學教育學術研討會，臺灣高雄。

葉婉儀、楊芳瑩 (2003)：探討社會性科學議題地震教學模組對高一學生地震相關科學概念學習之成效分析。第19屆科學教育學術研討會，臺灣臺北。

丁信中、楊芳瑩、洪振方(2003)：青年學生對理論侷限之覺察。第19屆科學教育學術研討會，臺灣臺北。

翁正鴻、楊芳瑩 (2001)：應用STS 教學策略於大學通識課程之研究。論文彙編：第三屆STS科學教育研討會。國立臺灣師範大學。

丁信中、洪振方、楊芳瑩 (2000)：從地球科學理論形成過程的結構探討科學學習過程的模式。第16屆科學教育學術研討會，臺灣臺北。