1. Yang, F. Y., Bhagat, K.K., Zhan, W. Y., Lampropoulos, G., & Guo, Y. T. (Accepted). Analyzing the Relationships between Argumentative Reasoning and Justification Beliefs and the Effects of Prior Experience of Scientific Information. International Journal of Science Education.

2. Yang, F. Y., Liu, Y. L., Chien, S. C., & Hung, Y. W. (2025). Progression of Argumentative Reasoning and the Relation with Visual Attention in an Interactive Learning Environment. Journal of Educational Technology & Society, 28, 111-127.

3. Yang, F. Y., Bhagat, K. K. Brandmo, C. Zhan, W. Y., Bråten*, I. (2025). Modeling Relationships among Beliefs about Scientific Knowledge, Beliefs about Justification for Knowing in Science, and Argumentative Reasoning about a Climate-Related Issue. European Journal of Psychology of Education, 40: 26. https://doi.org/10.1007/s10212-024-00922-6 (Published online: Dec. 2024).

4. Suprapto, N., Kholiq, A., Yang, F.-Y., Hakim, S. R., Agusti, R. R. H. P., Hidaayatullaah, H. N., & Nisa’, K. (2024). The use of eye movement technology in education: a review and bibliometric study. Multidisciplinary Reviews, 7(9), 2024214. https://doi.org/10.31893/multirev.2024214

5. Jian, Y. C., Cheung, L. Y. T., Wu, Y. J, Yang, F. Y. & Chiou, G. L. (2023). Eye movements in the manipulation of hands‐onand computer‐simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses. Instructional Science. https://doi.org/10.1007/s11251-023-09634-8. (SSCI)

6. Yang, F. Y. & Wang, H. Y. (2023). Tracking visual attention during learning of complex science concepts with augmented 3D visualizations. Computers & Education, 193. https://doi.org/10.1016/j.compedu.2022.104659. (Open Access) (SSCI) (SCIE)

7. Cheng, C. H. & Yang, F. Y. (2022): Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components, International Journal of Science Education, 44(5), 1336-1355. https://doi.org/10.1080/09500693.2022.2076950. (SSCI)

8. Bhagat, K.K., Yang, F. Y.*, Cheng, C. H. et al. (2021). Tracking the process and motivation of math learning with augmented reality. Education Technology Research & Development, 69, 3153–3178. https://doi.org/10.1007/s11423-021-10066-9. (SSCI)

9. Cheng, C. H., Braten*, I, Yang, F. Y., & Brandmo, C. (2021). Investigating structural relationships among upper-secondary school students’ beliefs about knowledge, justification for knowing and internet-specific justification in the domain of science. Journal of Research in Science Teaching, 58, 950-1009. https://doi.org/10.1002/tea.21689. (SSCI)

10. Chen, Y. C., Yang, F. Y. & Chang, C. C. (2020). Conceptualizing spatial abilities and their relation to science learning from a cognitive perspective. Journal of Baltic Science Education, 19(1), 50-63. https://doi.org/10.33225/jbse/20.19.50. (SSCI)

11. Yang, F. Y., Bhagat, K. K. & Cheng, C. H. (2019). Associations of Epistemic Beliefs in Science and Scientific Reasoning in University Students from Taiwan and India. International Journal of Science Education, 41(10), 1347-1365. https://doi.org/10.1080/09500693.2019.1606960. (SSCI)

12. Yang, F. Y., Tsai, M. L., Chiou, G. L., Lee, S. W. Y., Chang, C. C., & Chen, L. L. (2018). Instructional suggestions supporting science learning in digital environments based on a review of eye tracking studies. Educational Technology & Society, 21(2), 28-45. (SSCI) 

13. Yang, F. Y., Liu, Ｓ.-Y., Hsu, C.-Y., Chiou, G.-L., Wu, H.-K., Wu, Y.-T., Chen, S.-F., Liang, J.-C., Tsai, M.-J., Lee, S. W.-Y., Lee, M.-H., Lin, C.-L., Chu, R.-J., Tsai, C.-C. (2018). High school students’ epistemic knowledge of science and its relation to learner factors in science learning. Research in Science Education, 48, 325-344. https://doi.org/10.1007/s11165-016-9570-6. (SSCI)

14. Yang, F. Y. (2017). Examining the reasoning of conflicting science information from the information processing perspective – an eye movement analysis. Journal of Research in Science Teaching, 10, 1347-1372. https://doi.org/10.1002/tea.21408. (SSCI)

15. Huang, R. T., Tang, T. W., Lee, Y. P., & Yang, F. Y. (2017). Does proactive personality matter in mobile learning? Australasian Journal of Educational Technology, 33(2), 86-96. https://doi.org/10.14742/ajet.2896.  (SSCI) 

16. Yang, F. Y., Chang, C. C., Chen, L. L., & Chen, Y. C. (2016). Exploring learners’ beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding. International Journal of Science Education, 39(10), 1591-1606. https://doi.org/10.1080/09500693.2016.1200763 (SSCI)

17. Lin, Y. T., Wu, C. C., Hou, T. Y.,  Lin, Y. C., Yang, F. Y., & Chang, C. H. (2016). Tracking students’ cognitive processes during program debugging – An eye-movement approach. IEEE Transactions on Education, 59(3), 175-186. (SSCI, this paper received The Outstanding Paper Award)

18. Yang, F. Y., Huang, R. T., Tsai, I. J. (2016). The effects of epistemic beliefs in science and gender difference on university students' science-text reading: An eye-tracking study. International Journal of Science and Mathematics Education, 14, 473-498. https://doi.org/0.1007/s10763-014-9578-1. (SSCI)  

19. Chen, Y. C., & Yang, F. Y.* (2014). Probing the relationship between process of spatial problems solving and science learning – An eye tracking approach. International Journal of Science and Mathematics Education, 12, 579-603. (SSCI) https://doi.org/10.1007/s10763-013-9504-y. (SSCI)  

20. Lai, M. L., Tsai, M. J., Yang, F. Y.*, Hsu, C. Y., Liu, T. C., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90- 115. https://doi.org/10.1016/j.edurev.2013.10.001. (SSCI)  

21. Yang, F. Y., Chang, C. Y., Jien, W. R., Jien, Y. T. Tseng, Y. H. (2013). Tracking learners’ visual attention during a multimedia presentation in a real classroom. Computers & Education, 62, 208-220. https://doi.org/10.1016/j.compedu.2012.10.009.  (SSCI)   

22. Yang, F. Y.*, Chen, Y. H., Tsai, M.-J. (2013) How university students evaluate online information about a socio-scientific issue and the relationship with their epistemic beliefs. Educational Technology & Society, 16(3), 385-399. (SSCI). 

23. Yang, F. Y., Tseng, J. S. & Lin, M. H. (2012). The Interaction between Junior-High Students’ Academic and Social Motivations and the influences of the motivational factors on Science Performance. The Asia-Pacific Educational Researcher, 21, 92-106. (SSCI)

24. Tsai, M. J., Hou, H. T., Lai, M. L., Liu, W. Y. & Yang, F. Y. (2011). Visual attention for solving multiple-choice science problem: An eye-tracking analysis. Computers & Education, 58, 375-385. (SSCI)

25. Tsai, C. C. & Yang, F. Y. (2011). Editorial: Research about science learning in Asian countries. The Asia-Pacific Education Research, 20, 201-206. (SSCI)

26. Yang, F. Y. & Tsai, C. C. (2010). Reasoning on the science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38, 325-354. (SSCI)

27. Chang, C. C. & Yang, F. Y.* (2010). Exploring the cognitive loads of high-school students as they learn concepts in web-based environments. Computers & Education, 55, 673-680 (SSCI)

28. Yang, F. Y. & Chang, C. C. (2009). Examining High-School Students' Preferences toward Learning Environments, Personal Beliefs and Concept Learning in Web-Based Contexts. Computers & Education, 52, 848-857. (SSCI)

29. Chang, C. Y., Chang, Y. H., Yang, F. Y. (2009). Exploring secondary science teachers' perceptions on the Goals of Earth Science Education in Taiwan, International Journal of Science Education, 31(17), 2315-2334.  (SSCI)

30. Yang, F. Y., Chang, C. Y., and Hsu, Y. S. (2008). Teacher Views about the Constructivist Instruction and Personal Epistemology – A National Study in Taiwan. Educational Studies, 34, 527-542. (SSCI)

31. Yang, F. Y. & Tsai, C. C. (2008). Investigating learner preferences and beliefs about learning n the web-based context. Computers & Education, 50, 1284-1303. (SSCI) (Motivation)

32. Yang, F. Y. (2005). Student views concerning evidence and the expert in reasoning a socio-scientific issue and personal epistemology. Educational Studies, 31, 65-84. (SSCI)

33. Yang, F. Y. (2004). Exploring High School Students’ Use of Theory and Evidence in a Life Context: The role of scientific thinking in environmental science decision-making. International Journal of Science Education, 26, 1345-1364. (SSCI)

34. Yang, F. Y. & Anderson, O. R. (2003). Senior high school students' preference and reasoning modes about nuclear energy use. International Journal of Science Education, 25, 221-244. (SSCI)

1.    鄭嘉惠、楊芳瑩、連筱萍、洪逸文(2019). 科學課室教學之教師提問模式分析: 以地球科學課室為例，科學教育學刊，167-184。