Personal Journal

Year Paper Title
2023 Compton-Lilly, C., Hsin, C.-T.*, & Luu, D. T. (in press). Supporting young children’s language learning in Indigenous Taiwanese communities through the creation of bilingual books. Primary Voices. (Invited paper), 2023
2023 Hsin, C.-T.*, Compton-Lilly, C., Hsieh, M.-F., & Luu, D. T. (2023). Creating books and sustaining Indigenous languages with two Atayal communities. Journal of Early Childhood Literacy. Advance online publication. https://doi.org/10.1177/14687984231161116 (SSCI; IF: 2.227; 151/267, Education & Educational Research), 2023
2023 Hsin, C.-T., Wu, H.-K.*, Liang, J.-C., & Luu, D. T. (2023). Factors predicting kindergarten teachers’ integration of science into their teaching in Indigenous areas. Australasian Journal of Early Childhood, 48(1), 50-65. https://doi.org/10.1177/18369391221120956 (SSCI; IF: 1.238), 2023
2023 Hsin, C.-T.*, & Wu, H.-K. (2023). Implementing a project-based learning module in urban and Indigenous areas to promote young children’s scientific practices. Research in Science Education, 53(1), 37-57. https://doi.org/10.1007/s11165-022-10043-z (SSCI; IF: 5.439; 9/264, Education & Educational Research; Open Access), 2023
2022 Evaluation of children's cognitive load in processing and storage of their spatial working memory, Frontiers in Psychology: Cognition, 13:918048. doi: 10.3389/fpsyg.2022.918048. (First author, SSCI, IF = 4.232, Q1), Sep. 2022
2022 Aug. 2022
2022 Chen, Y. C., Wu, H.-K.*, & Hsin, C.-T. (2022). A systematic review of assessments for young children’s scientific and engineering practices. Research in Science & Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2022.2121693 (SSCI; IF: 1.697), 2022
2022 2022
2022 2022
2022 Chen, Y.-C., Wu, H.-K.*, & Hsin, C.-T. (2022). Science teaching in kindergartens: Factors associated with teachers’ self-efficacy and outcome expectations for integrating science into teaching. International Journal of Science Education, 44(7), 1045-1066. https://doi.org/10.1080/09500693.2022.2062800 (SSCI; IF: 2.241; 135/264, Education & Educational Research; Open Access), 2022