Ying‐Chih Chen

Education · 2011–2020

A researcher in the Science corpus: 6 papers; trusts 24 researchers and is trusted by 2 researchers here, as inferred from the citation graph.

Subfields

• Education — 137 citations into it; #7,648 of 11,309 by trust here, #5,825 by citations
• Developmental and Educational Psychology — 124 citations into it; #6,047 of 8,223 by trust here, #5,471 by citations
• Experimental and Cognitive Psychology — 12 citations into it
• Sociology and Political Science — 9 citations into it
• Literature and Literary Theory — 7 citations into it
• Management Science and Operations Research — 6 citations into it
• Cognitive Neuroscience — 5 citations into it

Whom Ying‐Chih Chen trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Perry D. Klein
2. Christine Chin
3. Andy Cavagnetto
4. Alandeom W. Oliveira
5. Dennis S. Gouran
6. Brian Hand
7. Victor D. Sampson
8. Michael Ford
9. William A. Sandoval
10. Youngjun Lee

Who trusts Ying‐Chih Chen overall

1. Brian Hand
2. Soonhye Park

Papers from Ying‐Chih Chen's perspective

Ordered by how strongly the researchers Ying‐Chih Chen trusts endorse each paper. Same corpus, a different order for every researcher.

1. Influence of Oral Discussion on Written Argument
2. Scientific arguments as learning artifacts: designing for learning from the web with KIE
3. Mind in society: The development of higher psychological processes. L. S. Vygotsky.
4. The Quality of Students' Use of Evidence in Written Scientific Explanations
5. Children's Understanding of Scientific Inquiry: Their Conceptualization of Uncertainty in Investigations of Their Own Design
6. Embracing the essence of inquiry: New roles for science teachers
7. Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (Topics in Cognitive Science)
8. Dialogue and the Development of Children's Thinking: A Sociocultural Approach
9. Classroom Discourse and the Space of Learning
10. Improvements to elementary children's epistemic understanding from sustained argumentation

Their papers

• Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study (2011) — 256 citations
• Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach (2020) — 87 citations
• Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017) — 94 citations
• Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry (2016) — 110 citations
• Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016) — 110 citations
• The Effects of Writing-to-Learn Activities on Elementary Students' Conceptual Understanding: Learning about Force and Motion through Writing to Older Peers. (2013) — 116 citations