盧玉玲介紹

盧玉玲

盧玉玲

基本資料

  • 職稱:教授
  • 聯絡電話:02-27321104 ext 53462
  • 電子郵件:yllu@tea.ntue.edu.tw
  • 研究專長:數位學習、科學創造力、科學教育、探究與實作的課程與評量
  • 學歷

    美國愛荷華大學科學教育博士

  • 經歷

    國立臺北教育大學自然科學教育系 主任
    中華民國科學教育學會 理事長
    中華民國科學教育學會 副理事長
    科技部科學教育實作學門 召集人
    科技部科學教育實作學門複審會 委員
    十二年國民基本教育自然科學領域課程綱要研修小組 委員
    教育部自然領域中央輔導團 常務委員
     

  • 授課領域:近代物理、科學教育、科學課程設計
  • 研究室:科學館B409A研究室
  • 個人網站:前往
  • 個人影音平台:前往
[1]Chien-hsin Chen, Yu-ling Lu, Chi-jui Lien (2012). The Effectiveness of Using a Computer Educational Game on Students’ Concept Learning in Mangrove Environmental Education. Lecture Notes in Information Technology, 23-24, 80-85.(EI). ISBN:978-1-61275-014-9;ISSN:2070-1918 
[2]盧玉玲、連啟瑞、李倩如、羅文岑、邱駖珍(2013)新教育-3D數位遊戲教學系統及教材的開發與應用。國立臺北教育大學國民教育,53(4),35-44。
[3]廖家瑜、連啟瑞、盧玉玲(2013)。國小學童月亮數位遊戲學習之發展與學習成效之評估,科學教育學刊,21(3),317-344。(TSSCI)
[4]Yu-Ling Lu, Ie-Bin Lian, Chi-Jui Lien(2015). The application of the analytic hierarchy process for evaluating creative products in science class and its modification for educational evaluation. International Journal of Science and Mathematics Education, 13 (2), 413-435. ISSN:1571-0068. (SSCI).  
[5]柯政宏、盧玉玲(2015)。情境式數位教材用於課後輔助學習之成效探討-以「簡單機械」單元教學為例,教育科技與學習,3(2),167-190。ISSN:2306-5931。
[6]Kai-Wei Hu, Yu-Ling Lu(2017). Learning effectiveness of using interactive teaching materials on forth graders’ scientific concepts and argumentation ability. In IATED Academy(Ed), EDULEARN17 Proceedings (browse), 450-453. Location: Barcelona, Spa(9th annual International Conference on Education and New Learning Technologies). doi: 10.21125/edulearn.2017.1096
[7]Yu-Ling Lu, & Chi-Jui Lien (2019). Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment. Journal of Educational Computing Research, 0 (0), 1-31. doi: 10.1177/0735633118820684. (SSCI).
[8]Yen-Chieh Chen, Yu-Ling Lu, & Chi-Jui Lien(2019). Learning environments with different levels of technological engagement: A comparison of game-based, video-based, and traditional instruction on students’ learning. Interactive Learning Environments, 1-17. doi:10.1080 / 10494820.2019.1628781.(SSCI)
[9]Huei-Ying Ho, Tzyh- Lee Chang,Tsu-Nan Lee, Chin-Cheng Chou, Shih-Hui Hsiao, u-Hsiang Chen, Yu-Ling Lu (2019). Above- and below-average students think differently: Their scientific argumentation patterns. Thinking Skills and Creativity, 34, 1-10. doi.org/10.1016/j.tsc.2019.100607. (SSCI)
[10]Hsiao-Lin Tuan, Yu-Ling Lu (2019.). Science teacher education in Taiwan: past, present, and future.  Asia-Pacific Science Education, 5(1), 5:15. doi:10.1186/s41029-019-0044-9. ISSN 2364-1177 (online) (ESCI)
[11]Show-Run Lee, Yu-Ling Lu, & Chi-Jui Lien (2019). Students ‘and teachers’ perception of scientific models: transition from daily to scientific language. Journal of Baltic Science Education, 18 (6), 892-906.  doi: 10.33225/jbse/19.18.892. (SSCI) 
[12]Yu-Ling Lu, & Chi-Jui Lien (2020). Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment. Journal of Educational Computing Research, 57(8), 1879-1909. doi: 10.1177/0735633118820684. (SSCI)
[13]Chen-Yu Chen, Hui-Ju Huang, Chi-Jui Lien, & Yu-Ling Lu (2020). Effects of Multi-Genre Digital Game-Based Instruction on Students’ Conceptual Understanding, Argumentation Skills, and Learning Experiences. IEEE Access, 8, 110643-110655. doi: 10.1109/ACCESS.2020.3000659. (SSCI)
[14]Shu-Fen Wu, Yu-Ling Lu, & Chi-Jui Lien(2021).Detecting Students’ Flow States and Their Construct Through Electroencephalogram: Reflective Flow Experiences, Balance of Challenge and Skill, and Sense of Control. Journal of Educational Computing Research, 58(8), 1515-1540. doi.org/10.1177/0735633120944084. (SSCI)
 
[1]Ching-Jung Hsia, Hsueh-Ming Liao, Yu-ling Lu*, Chi-jui Lien , Chien-Ju Li(2015). Developing an Assessment Instrument for Evaluating Fifth and Sixth Grader’s Scientific Literacy and Using it to Explore the Gender Equity in Taiwan. Paper presented at the International Conference of East-Asian Science Education (2015 EASE), Beijing Normal University, Beijing, China. 
[2]Chih-Jen Ke, Yu-ling Lu*, Chi-jui Lien , Wen-Tsen Luo(2015). Influence of situated e-learning on grade school children’s cognitive. Paper presented at the International Conference of East-Asian Science Education (2015 EASE), Beijing Normal University, Beijing, China. 
[3]Chin-San Lin, Yu-Ling Lu, Chi-Jui Lien(2015). The preliminary analysis of dissertations and theses on the topic of “digital game-based learning” in Taiwan’s science education. Paper presented at the International Conference of East-Asian Science Education (2015 EASE), Beijing Normal University, Beijing, China. 
[4]陳姸潔、陳貞伃、盧玉玲(2015)。不同數位媒材對學生科學概念及論證能力學習之影響。發表於國立高雄師範大學主辦,第十一屆台灣數位學習發展研討會(2015 TWELF),國立高雄師範大學。
[5]陳俐俐、盧玉玲(2015)。數位學習與傳統教學對國小四年級學童科學能力學習成效之比較。發表於國立高雄師範大學主辦,第十一屆台灣數位學習發展研討會(2015 TWELF),國立高雄師範大學。
[6]謝佩倫、盧玉玲(2015)。不同的數位教材介入策略對學習成效之影響 -以「水的移動」單元為例。發表於國立高雄師範大學主辦,第十一屆台灣數位學習發展研討會(2015 TWELF),國立高雄師範大學。
[7]Yu-Xiang Chen, Yu-Ling Lu(2015)。The Development of Scientific Argumentation Scale on Elementary School Students. 發表於國立高雄師範大學、中華民國科學教育學會主辦,第31屆科學教育國際研討會,屏東恆春。
[8]Kai-Wei Hu, Yu-Ling Lu(2015). The Research of Scientific Concepts and Argumentation Ability of Elementary School Students by Using Interactive Teaching Materials for E-learning-a case of “the water flow”. 發表於國立高雄師範大學、中華民國科學教育學會主辦,第31屆科學教育國際研討會,屏東恆春。
[9]Chen-Yu Chen, Yen-Chieh Chen, Yu-Ling Lu (2015)。The Research of Students’ Scientific Concepts and Argumentation Ability with Different Academic Achievement by Using Situated E-Learning Educational Short Clip with APP. 發表於國立高雄師範大學、中華民國科學教育學會主辦,第31屆科學教育國際研討會,屏東恆春。
[10]Yu-Ling Lu* and Chi-Jui Lien (2016). Studies for Facilitating Students’ Learning of Science—Symposium of Association of Science Education in Taiwan (ASET). Paper presented at the International Conference of East-Asian Science Education (2016 EASE), Tokyo University of science, Tokyo, Japan. 
[11]
Yu-Ling Lu*, Chi-Jui Lien, Wen-Tsen Luo, and Chien-Ju Li (2016). Students Performance in Different Format of Evaluations: Digital vs. Paper-pencil Tests. Paper presented at the International Conference of East-Asian Science Education (2016 EASE), Tokyo University of science, Tokyo, Japan.
[12]
Yu-Ling Lu*, Chi-Jui Lien, Chien-Ju Li, and Wen-Tsen Luo (2016). Developing an Instrument for Assessing Senior Elementary Students' Understanding on Microalgae Biomass Energy. Paper presented at the International Conference of East-Asian Science Education (2016 EASE), Tokyo University of science, Tokyo, Japan.
[13]Chen-Yu Chen* and Yu-Ling Lu (2016). Study of Using Computer Educational Games to Improve Students’ Learning of Scientific Concept and Scientific Argumentation. Paper presented at the International Conference of East-Asian Science Education (2016 EASE), Tokyo University of science, Tokyo, Japan.
[14]Chin-San Lin*, Yu-Ling Lu, and Chi-Jui Lien (2016). Using Electroencephalography to Explore Students’ Attention and Relaxation Levels during Science Test. Paper presented at the International Conference of East-Asian Science Education (2016 EASE), Tokyo University of science, Tokyo, Japan
[15]Show-Run Lee*and Yu-Ling Lu(2016) Elementary Students’ Perception toward Scientific Models. Paper presented at the International Conference of East-Asian Science Education (2016 EASE), Tokyo University of science, Tokyo, Japan.
[16]Ting-Ju Shu and Yu-Ling Lu (2016). The Effects of Linear and Non–linear Computer Games on Students’ Learning of Scientific Concept and Argumentation. Paper presented at The 2016 Prague International Academic Conference, Prague, Czech Republic.
[17]楊朝芳、盧玉玲(2016)。自主互動與非互動情境式數位學習教材對「微藻固碳」學習的影響。發表於臺中教育大學、中華民國科學教育學會主辦,第32屆科學教育國際研討會,臺中。
[18]李姿瑢、盧玉玲(2016)。非自我控速與自我控速數位遊戲學習對五年級學童科學學習之成效差異-以微藻固碳生質能為例。發表於臺中教育大學、中華民國科學教育學會主辦,第32屆科學教育國際研討會,臺中。
[19]邱進坤、盧玉玲(2016)。不同情境式教學策略對國小學童新興科技學習成效之初探---以「微藻生質能源」為例。發表於台灣教育傳播暨科技學會主辦,台灣教育傳播暨科技學會2016年學術研討會(TEACT 2016),臺北。
[20]Kai-Wei Hu, Yu-Ling Lu(2017). Learning effectiveness of using interactive teaching materials on forth graders’ scientific concepts and argumentation ability. Paper presented at 9th annual International Conference on Education and New Learning Technologies, Barcelona, Spain.
[21]Kai-Hsin Wang , Yu-Ling Lu(2017). The Effectiveness of History-of-Science-based Course on Fifth Graders’ Learning of Nature of Science and Scientific Concept with a Digital Game Based Learning Environment. Paper presented at 7th Network for Inter-Asian Chemistry Educators (NICE 2017), Seoul, Korea.
[22]Show-Run Lee, Yu-Ling Lu(2017). Elementary Teachers’ Perceptions toward Scientific Model. Paper presented at 第八屆全球華人探究學習創新應用大會(GCCIL2017), 成都, 四川.
[23]葉雅婷、盧玉玲(2017)。使用電子書及競賽數位學習對國小六年級學生科學論證能力學習之影響。發表於屏東大學、中華民國科學教育學會主辦,2017第6屆亞洲動物園教育者第33屆科學教育年會聯合國際研討會,屏東。
[24]林郁馨、盧玉玲(2017)。運用不同媒材形式的教學對國小高年級學生在科學證據應用能力的學習成效差異。發表於屏東大學、中華民國科學教育學會主辦,2017第6屆亞洲動物園教育者暨第33屆科學教育年會聯合國際研討會,屏東。
[25]孫國書、盧玉玲(2017)。探討運用電子書對培養國中八年級學生科學素養之成效。發表於高雄中山大學教育研究所主辦,台灣教育研究學會2017學術研討會(TERA2017),高雄國立中山大學。
[26]Show-Run Lee, Yu-Ling Lu(2017). Elementary Teachers’ Perceptions toward Energy Technology. Paper presented at 2017台灣教育研究學會學術研討會,高雄國立中山大學。
[27]Yen-Chieh Chen ,Yu-Ling Lu (2018)Comparative Effectiveness of Different Media on Students’ Growth of Argumentation Skills: Game-based, Film-based and Traditional Instructions. Paper presented at ASERA 2018 Conference, Gold Coast, Australia.
[28]Ting-Ju Hsu , Yu-Ling Lu(2018)The Comparative Effect of Verification and Falsification Teaching Models on Elementary Student’s Argumentation Skills. Paper presented at 2018 2nd International Conference on Education and Distance Learning (ICEDL 2018), Nice, France.
[29]朱恩瑭、盧玉玲(2018)。統整式探究實驗教學時間的長短對探究能力培養之成效影響初探。發表於東華大學、中華民國科學教育學會主辦,2018第34屆科學教育國際研討會,東華大學,花蓮。
[30]許漢英、盧玉玲(2018)。跨科探究實驗教學對不同會考成績高中生之問題解決能力培養適用性初探。發表於東華大學、中華民國科學教育學會主辦,2018第34屆科學教育國際研討會,東華大學,花蓮。
[31]蕭若婷、盧玉玲(2018)。不同討論型態對國小五年級學生科學探究能力學習之影響:以能源車為例。發表於東華大學、中華民國科學教育學會主辦,2018第34屆科學教育國際研討會,東華大學,花蓮
[32]李宥霖、盧玉玲(2018)。漸進開放式探究實驗教學對國中學生科學問題解決能力學習影響初探。發表於東華大學、中華民國科學教育學會主辦,2018第34屆科學教育國際研討會,東華大學,花蓮。
[33]林安婕、盧玉玲(2018)。科學類比推理教學對國小學童科學類比能力之影響初步研究。發表於東華大學、中華民國科學教育學會主辦,2018第34屆科學教育國際研討會,東華大學,花蓮。
[34]Hsuan-Hsi Chen, Yu-ling Lu (2018). The Effect of Differentiated Instruction of Homogeneous Group in Elementary Science Classes. Paper presented at 2018 International Conference of East-Asian Association for Science Education (2018 EASE), National Dong Hwa University, Hualien.
[35]Chin-San Lin, Chi-Jui Lien, &Yu-ling Lu (2018). The Number of Words and Item Difficulty Analysis in Science Achievement Tests of Seventh Graders. Paper presented at 2018 International Conference of East-Asian Association for Science Education (2018 EASE), National Dong Hwa University, Hualien.
[36]Shu Fen Wu, Yu-ling Lu (2018). The Impact of Three Digital Assessment Models on Learning Effectiveness of Students with Differed Learning Achievements - Flow Defined by Brain Wave Measurement. Paper presented at 2018 International Conference of East-Asian Association for Science Education (2018 EASE), National Dong Hwa University, Hualien.
[37]Shu Fen Wu, Chi-Jui Lien, & Yu-ling Lu (2019). Measuring Student’s. Flow Experience with EEG in Science Learning Context: Balance of Challenge-skill, Student’s Performance and Flow. 發表於國立臺灣師範大學、中華民國科學教育學會主辦,2019第35屆科學教育國際研討會,臺北。
[38]Hsuan-His Chen, Yu-ling Lu (2019). When Students Learning Science with More Autonomy: Giving Fifth Granders Learning Choices in “ Starry Sky” Activities. 發表於國立臺灣師範大學、中華民國科學教育學會主辦,2019第35屆科學教育國際研討會,臺北。
近五年執行計畫:
109年度科技部專題研究計畫:科普活動:離島科學傳送:島嶼環境特色與在地文化之科學數位學習及探究實作教材開發與推廣(主題二)
【2020/07/01-2021/06/30】
108年度科技部專題研究計畫:培育探究與創新思考能力之擴增實境及混合實境結合實作的自然科學教學與教材研發【2019/08/01-2022/07/31】
106年度科技部專題研究計畫:提升國小三到六年級中低學習成就學生思考智能與問題解決能力之科學教學與學校生根計畫-春雨計畫II「科學教育培龍計畫」【2017/08/01-2020/07/31】
106年度科技部專題研究計畫:培育十二年國教科學核心素養--問題解決取向之數位學習教材及實作產品之研發【2017/08/01-2019/07/31】
106年度科技部專題研究計畫:創新情境式綠色能源前瞻科技數位學習之教材發展、應用與推廣(3/3)【2017/07/01-2019/09/30】
106年度科技部專題研究計畫:科學教育實作學門研究規劃推動計畫【2017/01/01-2019/12/31】
105年度科技部專題研究計畫:創新情境式綠色能源前瞻科技數位學習之教材發展、應用與推廣(2/3)【2016/07/01-2017/08/31】
104年度科技部專題研究計畫:整合數位學習的學習診斷評量與回饋App系統開發【2015/08/01-2017/07/31】
103年度科技部專題研究計畫:提升國小四到六年級中低學習成就學生科學素養能力之科學教學與學校生根研究─新春雨計畫(科學教育培龍計畫)【2014/08/01-2017/10/31】
102年度科技部專題研究計畫:中小學學生科學素養之情境式數位評量系統及內容研發【2013/08/01-2015/10/31】
 
專書/書中章節:
[1]Yu-ling Lu, Chi-Jui Lien. (2015.8). Elementary Science Education in Taiwan-From the Perspective of International Comparison. In M.-H. Chiu (Eds.), Science education research and practices in Taiwan (pp.163-180). The Netherlands: Springer Verlag. Yu-ling Lu, Chi-Jui Lien. Elementary Science Education in Taiwan-From the Perspective of International Comparison. Science Education Research and Practices in Taiwan: Challenges and Opportunities (ISBN: 978-981-287-471-9). Springer Verlag. Aug, 2015: 163-180. 
[2]Hisashi Otsuji, Phil Seok Oh, Chang Chun Lin, Winnie So Wing Mui, Yu Ling Lu.(2016.5). Primary School Science Teacher Training in East-Asia: In the Continuous Reforming for the Quality Assurance. In Huann-Shyang Lin, John K. Gilbert, Chi-Jui Lien (Eds.), Science Education Research and Practice in East Asia: Trends and Perspective (pp. 245-272). Taiwan: Higher Education Publishing. (ISBN: 978-986-266-151-2). 
[3]盧玉玲、連啟瑞(2016.12)。臺灣的小學科學教育:國際比較觀點。載於邱美虹等(合著),臺灣科學教育研究與實踐:挑戰與機會(209-229頁)。臺北市:高等教育出版社。