Publications (limited to work after 2011) *denote student

Hsu, P.-S., Lee, E. M., & Smith, T. J. (2024). Exploring non-dominant youths’ engineering identity through productive struggles in a Making summer program. Educational Technology Research and Development, 72, 83-107. http://doi.org/10.1007/s11423-023-10299-w (Special issue: Learning through design and maker education)

Hsu, P.-S., Lee, E. M., & Smith, T. J. (2023). Designing an online undergraduate engineering course in response to the COVID-19 epidemic using a Community of Inquiry framework. Journal of Computers in Mathematics and Science Teaching, 41(3), 1-29. 

Hsu, P.-S., Lee, E. M., & Smith, T. J. (2023). Designing an online undergraduate engineering course in response to the COVID-19 epidemic using a Community of Inquiry framework. Journal of Computers in Mathematics and Science Teaching, 41(3), 1-29. Retrieved March 23, 2023 from https://www.learntechlib.org/primary/p/220641/

Hsu, P.-S., Freedman, R., *Brockmann, D., Hueneke, Z., La Barbera, D., Kluga, B., *Zhang, R., *Sullivan, I., & Van Dyke, M. (2022). Development of a gamified tool for middle school students. International Journal of Designs for Learning, 13 (1), 114-125. https://doi.org/10.14434/ijdl.v13i1.32624

Hsu, P.-S., Lee, E. M., & Smith, T. J. (2022). Exploring the influence of equity pedagogy on non-dominant youths’ attitudes toward science through Making. RMLE Online: Research in Middle Level Education, 45 (8), 1-16. https://doi.org/10.1080/19404476.2022.2116668

Hsu, P.-S. (2021). Using technology to support collaborative argumentation in science classrooms. Journal of Computers in Mathematics and Science Teaching, 40(2), 103-110. Retrieved March 23, 2023 from https://www.learntechlib.org/primary/p/218617/

Hsu, P.-S., & Van Dyke, M. (2021). A case study of exploring learning experiences in a science summer camp for middle level students from Taiwan and the United States. RMLE Online: Research in Middle Level Education, 44(5), 1-17. https://doi.org/10.1080/19404476.2021.1907507 

Hsu, P.-S., *Al-Ararah, R., & *Mukhopadhyay, S. (2020). Exploring collaborative scientific argumentation in science classrooms. Middle Grades Review, 6 (1), Article 6. https://scholarworks.uvm.edu/mgreview/vol6/iss1/6

Hsu, P.-S., Lee, E. M., *Ginting, S., Smith, T. J., & Kraft, C. (2019). A case study exploring non-dominant youth’s attitudes toward science through Making and scientific argumentation. International Journal of Science and Mathematics Education, 17(Suppl 1), 185-207. https://doi.org/10.1007/s10763-019-09997-w

Hsu, P.-S., Van Dyke, M., Smith, T. J., & Looi, C.-K. (2018). Argue like a scientist with technology: the effect of within-gender versus cross-gender team argumentation on science knowledge and argumentation skills among middle-level students. Educational Technology Research and Development, 66(3), 733-766. https://doi.org/10.1007/s11423-018-9574-1

Hsu, P.-S., *Ginting, S., & Van Dyke, M. (2018). Development of an online graph-oriented collaborative argumentation tool for middle school students: A faculty expert’s perspective. International Journal of Designs for Learning, 9(1), 171-178. https://doi.org/10.14434/ijdl.v9i1.23572 

Hsu, P.-S., Van Dyke, M., & Smith, T. J. (2017). The effect of varied gender groupings on argumentation skills among middle school students in different cultures. Middle Grades Review, 3(2), Article 4. https://scholarworks.uvm.edu/mgreview/vol3/iss2/4/

Hsu, P.-S. (2016). Examining current beliefs, practices and barriers about technology integration: A case study. Tech Trends, 60(1), 30-40. https://doi.org/10.1007/s11528-015-0014-3 

Hsu, P.-S., Adulseranee, R., Newman, E., Underwood, J., *Wills, C., & Van Dyke, M. (2016). Designing an online collaborative tool for middle school students. International Journal of Designs for learning, 7(3), 34-41. https://doi.org/10.14434/ijdl.v7i3.13469 

Hsu, P.-S., Van Dyke, M., & *Chen, Y., Smith, T. J. (2016). A cross-cultural study of the effect of a project-based learning environment that incorporates a graph-oriented, computer-assisted application on middle school students’ science knowledge and scientific argumentation. Journal of Computer Assisted Learning, 32(1), 51-76. https://doi.org/10.1111/jcal.12118

Hsu, P.-S., Van Dyke, M., & *Chen, Y. (2015). Examining the effect of teacher guidance on collaborative argumentation in middle level classrooms. RMLE Online: Research in Middle Level Education, 38(9), 1-11. https://doi.org/10.1080/19404476.2015.11641185

*Chen, Y., Hong, N., & Hsu, P.-S. (2015) A Mobil-assisted Chinese Language Instructional Design for Young Chinese Heritage Learners: My New Science Discovery. Teaching Chinese in International Contexts, 6, 20-29. 

Hsu, P.-S. (2013). Examining changes of preservice teachers’ beliefs about technology integration during student teaching. Journal of Technology and Teacher Education, 22(1), 27-48. Retrieved March 23, 2023 from https://www.learntechlib.org/primary/p/40463/

Hsu, P.-S. (2012). Examining the impact of educational technology courses on preservice teachers’ development of TPACK. Teaching Education, 23(2), 195-213. https://doi.org/10.1080/10476210.2011.622041