葉怡芬
最高學歷:Texas A&M University

現職:國立臺灣師範大學師資培育學院助理教授 

 

經歷:

1.臺灣師範大學科學教育中心專案助理研究員、博士後研究員

2. Department of TLAC at Texas A&M University 研究助理

3.龍華技術學院、致理技術學院、聖約翰科技大學兼任講師

4.時代國際英日語中心講師

5.何嘉仁美語兼任教師

 

專長:課程發展、評量設計、師資培育、科學閱讀

 

著作:

(A) 期刊論文

黃嘉莉、葉怡芬、許瑛韶、曾元顯2017。取得中學教職的關鍵因素:運用決策樹探勘師資培育歷程。教育研究科學期刊(已接受)。

Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K. & Chien, S.-P. (2017). Exploring the structure of TPACK with video-embedded and discipline-focused assessments (透過影帶嵌入與學科內容強化的教師評量探詢資訊科技融入教學知能的架構). Computers & Education, 104, 49-64.

Jen, T.-H., Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K., & Chen, K.-M. (2016). Science teachers’ TPACK-Practical: Standard setting using an evidence-based approach (科學教師的實務型資訊科技融入教學知能: 透過標準化設定法). Computers & Education, 95, 45-62.

Yeh, Y.-F., Joshi, R., & Ji, X. (2015). The development of morphological awareness in Chinese ESL students. (以英語為第二語言的中文母語者在構詞覺知上的發展). Contemporary Educational Psychology, 43, 51-60.

Yeh, Y.-F., Lin, T.-C., Hsu, Y.-S., Wu, H.-K. & Hwang, F.-K. (2015). Science teachers' proficiency levels and patterns of TPACK in a practical context. (科學教師於教學環境中資訊科技融入教學知能的程度與類型). Journal of Science Education and Technology, 24(1), 78-90.

Yeh, Y.-F., Hsu, Y.-S., Wu, H.-K., Hwang, F.-K., & Lin, T.-C. (2014). Developing and validating technological pedagogical content knowledge - practical (TPACK-Practical) through the Delphi Survey Technique (以德懷術發展與效化資訊科技融入學科教學 - 教學導向模型). British Journal of Educational Technology, 45 (4), 707-722.

Yeh, Y.-F., Hsu, Y.-S., Chuang, F.-T., & Hwang, F.-K. (2014). Middle-school students' online-information management behaviors on the information retrieval interface (在促進資訊存取界面中,中學生的線上資訊處理行為). Australasian Journal of Educational Technology, 30(2), 245-260.

Smolkin, L., McTigue, E. & Yeh, Y.-F. (2013). Searching for explanations in science trade books: What can we learn from Coh-Metrix? (科學參考書的分析:從Coh-Metrix的評比方式來分析其特色). International Journal of Science Education, 35(8), 1367-1384.

Yeh, Y.-F., Jen, T.-H. & Hsu, Y.-S. (2012). Major strands in scientific inquiry through cluster analysis of research abstracts (科學探究文獻中的重要主題和關鍵字:透過群集分析來回顧研究摘要). International Journal of Science Education, 34 (18), 2811-2842.

Yeh, Y.-F. Y., McTigue, E. M., & Joshi, R. M. (2012). Moving from explicit to teaching inferential comprehension to middle grade readers (從明確性到暗示性的閱讀:培養學生閱讀中推論理解能力的個案分析). Literacy Research & Instruction, 51, 1-18.  

Lin, L.-F., Hsu, Y.-S. & Yeh, Y.-F. (2011). The role of computer simulation in an inquiry environment: Reconstructing geological events as geologists (電腦模擬在探究學習環境中所扮演的角色:藉由模仿地質學家重建地質事件來增進科學探究能力). Journal of Science Education and Technology, 21 (3), 370-383.

Yeh, Y.-F. Y. & McTigue, E. M. (2009). The frequency, variation, and function of graphical representations within standardized state science tests (美國州內科學考試中的圖像和圖表分析). School Science and Mathematics Journal, 109, 435-449.

(B) 專書論文

Hsu, Y.-S., Yeh, Y.-F., Wu, H.-K. (2015). Chap. 2: The framework of TPACK-P for science teachers in a practical teaching context. In Y.-S. Hsu (ed.). Technological pedagogical content knowledge (TPACK) - East Asian Practices (pp.17-32). Singapore: Springer.

Yeh, Y.-F., & Hsu, Y.-S. (2015). Chap. 4: Rubrics of TPACK-P for teaching science with technology. In Y.-S. Hsu (ed.). Technological pedagogical content knowledge (TPACK) - East Asian Practices (pp.53-70). Singapore: Springer.

Yeh, Y.-F., Hwang, F.-K., Hsu, Y.-S., &Wu, H.-K. (2015). Chap. 5: Applying TPACK-P to a teacher education program. In Y.-S. Hsu (ed.).Technological pedagogical content knowledge (TPACK) - East Asian Practices (pp.71-88). Singapore: Springer.

Yeh, Y.-F., Hsu, Y.-S., Wu, H-K., & Chien, S.-P. (2015). Chap. 12: Rubric for science teachers' TPACK: evaluating teachers' analytical comments to video-based questionnaire. In Khine, M.S. (ed.). New directions in technological pedagogical content knowledge research: Multiple perspectives (pp.267-287). Charlotte, NC: Information Age Publishing.

(C) 執行計畫

葉怡芬 (2016-2017)。臺灣師範大學邁向頂尖大學:i-Teaching 與時代接軌的科學師資培育。[共同主持人]

葉怡芬 (2015-2017)。辨識科學教材中的複雜表徵與學生的表徵理解困難 (MOST 104-2511-S-003-046-MY2)[計畫主持人]

葉怡芬 (2013-2015)。以中英文讀寫活動促進學生的學素養:研發可提升學解釋能力的中英文學讀寫課程 (NSC 102-2511-S-003-011-MY2)[計畫主持人]

 

 

 

 

 

 

國立臺灣師範大學師資培育與就業輔導處  師資培育課程組      106台北市和平東路一段162號      電話:(02)7734-1231         傳真:(02)23693246