基本資料

• 職稱：教授

• 聯繫電話：02-27321104 ext 53315

• 電子郵件：jwlin@mail.ntue.edu.tw

• 研究專長：概念改變與演化、模型與建模、科學素養評量

• 學歷：國立台灣師範大學科學教育博士

• 授課領域：生物、科學教育

• 研究室：科學館502室

期刊論文

A、匿名審查制度之期刊

1. Lin, J. W.,* & Chen, Y. M. (2023). Unpacking students’ modeling practices during a modeling-based STEM curriculum on highway route selection: Comparing between high and low spatial ability students. International Journal of Science and Mathematics Education, 21 (Suppl 1), 67–86.  (SSCI) (MOST 108-2511-H-152 -004 -MY3)
2. Lin, J. W.,* Cheng, T. S., & Linn, G. (2023). The impacts of modelling-based SSI teaching module on preservice teachers’ decision making—A case of Dongfeng highway route selection. International Journal of Science Education, 45(1), 65-85.(SSCI) (MOST 108-2511-H-152 -004 -MY3)
3. Chen, C. S., & Lin, J. W. * (2021). An Action Research on the Long-Term Implementation of an Engineering-Centered PjBL of Sustainable Energy in a Rural Middle School. Sustainability, 13(19), 10626. (SSCI)
4. Lin, J. W.*, & Yu, R. C. (2022). Examining modelling ability before educational reforms: Findings of cross-country comparisons of grade 8 data from TIMSS 2011. Asia Pacific Journal of Education, https://doi.org/10.1080/02188791.2020.1798740.(SSCI) (MOST 108-2511-H-152 -004 -MY3)
5. Lee, M. H., Liang, J. C., Wu, Y. T., Chiou, G. L., Hsu, C. Y., Wang, C. Y., Lin, J. W., & Tsai, C. C. (2020). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18 (1), 1-18. (SSCI)
6. Chiu, M. H., & Lin, J. W. (2019). Modeling competence in science education. Disciplinary and Interdisciplinary Science Education Research. 1, 12. https://doi.org/10.1186/s43031-019-0012-y  (MOST 105-2628-S-259 -001 -MY3)
7. Chen, C. S. & Lin, J. W.* (2019). A practical action research study of the impact of maker-centered STEM-PjBL on a rural middle school in Taiwan. International Journal of Science and Mathematics Education. (SSCI) (MOST 105-2628-S-259 -001 -MY3)
8. Lin, J. W.* (2017). A cross-grade study validating the evolutionary pathway of student mental models in electric circuits. EURASIA Journal of Mathematics, Science & Technology Education, 13(7), 3099-3137. (SSCI) (MOST 103-2628-S-259-001-MY2) (IF=0.903, Rank=147/235)
9. Lin, J. W.* (2017). A comparison of experienced and preservice elementary school teachers’ content knowledge and pedagogical content knowledge about electric circuit. EURASIA Journal of Mathematics, Science & Technology Education, 13(3), 835-856. (SSCI) (NSC 102-2511-S-259 -003 -MY3) (IF=0.903, Rank=147/235)
10. Lin, J. W.* (2016). Development and evaluation of the diagnostic power for a computer-based two-tier assessment. Journal of Science Education and Technology, 25(3), 497–511. 10.1007/s10956-016-9609-5 (MOST 103-2628-S-259-001-MY2) (IF=1.124, 80/231) (SSCI)
11. Lin, J. W., Yen, M. H., Liang, J. C., Chiu, M. H.* & Guo, C. J. (2016). Examining the factors that influence students’ science learning processes and their learning outcomes: 30 years of conceptual change research. EURASIA Journal of Mathematics, Science & Technology Education, 12(9), 2617-2646. doi: 10.12973/eurasia.2016.000600a (SSCI) (NSC 102-2511-S-259 -003 -MY3) (MOST 103-2628-S-259-001-MY2) 
12. Lin, J. W.* (2016). Do skilled elementary teachers hold scientific conceptions and can they accurately predict the type and source of students’ preconceptions of electric circuits? International Journal of Science and Mathematics Education, 14(supplement 2), 287-307.(SSCI) (NSC 99-2511-S-133-002-MY3, NSC 102-2511-S-259 -003 -MY3) DOI：10.1007/s10763-015-9635-4
13. Chang, H. Y., Wang, C. Y., Lee, M. H., Wu, H.-K., Liang, J. C., Lee, W. Y.; Chiou, G. L., Lo, H. C., Lin, J. W., Hsu, C. Y., Wu, Y. T., Chen, S. Hwang, F. K., & Tsai, C. C*. (2015). A review of features of technology-supported learning environments based on participants’ perceptions. Computers in Human Behavior, 53, 223-237. (SSCI) (IF=2.694, 20/129)
14. Lin, J. W.* (2014). Elementary school teacher knowledge of model functions and modeling processes: A comparison of science and non-science majors. International Journal of Science and Mathematics Education, 12(5), 1197-1220. (SSCI) (NSC 99-2511-S-133-002-MY3)
15. Wang, C. Y., Wu, H.-K., Lee, W. Y., Hwang, F. K., Chang, H. Y., Wu, Y. T., Chiou, G. L.,  Chen, S. Liang, J. C., Lin, J. W., Lo, H. C., & Tsai, C. C.* (2014).  A review of research on technology-assisted school science laboratories. Educational Technology & Society, 17 (2), 307–320. (SSCI)
16. Wang, T. H. Chiu, M. H.*, Lin, J. W., & Chou, C. C. (2013).  Diagnosing students’ mental models via the web-based mental models diagnosis (WMMD) system.  British Journal of Educational Technology, 44(2), E45-E48. (SSCI) (NSC 97-2628-S-678 -001 –MY2, NSC 99-2511-S-133-002-MY3)
17. Chen, S., Lo, H. C., Lin, J. W., Liang, J. C., Chang, H. Y., Hwang, F. K., Chiou, G. L., Wu., Y. T., Lee, W. Y., Wu, H. K., Wang, C. Y., & Tsai, C. C.* (2012).  Development and implications of technology in reform-based physics laboratories.  Physical Review Special Topics- Physics Education Research, 8(2). DOI: 10.1103/PhysRevSTPER.8.020113 (SSCI, SCI)
18. Lin, J. W., & Chiu, M. H.* (2010).  The mismatch between students’ mental models of acids/bases and their sources and their teacher’s anticipations thereof. International Journal of Science Education, 32(12), 1617-1646. (SSCI)
19. Lin, J. W., & Chiu, M. H.* (2007). Exploring characteristics and diverse sources of students’ mental models in acids and bases. International Journal of Science Education, 29(6), 771-803. (SSCI)
20. Lin, J. W., & Chiu, M. H.* (2007). A case study about teacher’s pedagogical content knowledge influencing in students’ mental models in acids and bases. Chemical Education Journal, 9(2) (Serial No. 17). ISSN 1344-7963 （日本化學學會國際性刊物）
21. Chiu, M. H.*, & Lin, J. W. (2005). Promoting fourth graders’ conceptual change of their understanding of electric current via multiple analogies. Journal of Research in Science Teaching, 42(4), 429-464. (SSCI)
22. 鄭子善、林靜雯*、李宜諺、林錦鴻(2021)。社會性科學議題建模課程對師資生公路選線決策的影響。科學教育學刊，29(3), 219-243。
23. 林靜雯*、余阮清(2017)。臺灣四年級與八年級學生於TIMSS 2011試題中建模能力之比較。科學教育學刊，25(4)，331-354。(NSC 102-2511-S-259 -003 -MY3, MOST- 105-2628-S-259 -001 -MY3) （TSSCI）
24. 林靜雯(2017)。從Science formative assessment: 75 practical strategies for linking assessment, instruction, and learning一書激盪教師多元評量策略。台灣化學教育，20。
25. 林靜雯(2016)。國小教師對普適性科學模型及氣體粒子模型之本質知多少？台灣化學教育，11。(NSC 102-2511-S-259 -003 -MY3)
26. 林靜雯(2016)。化學探究教學：介紹一本化學探究教材的免費書籍-Inquiry in action: Investigating matter through inquiry。台灣化學教育，13。
27. 林靜雯*、林怡瑾（2015）。五年級資優生與專家教師使用圖形化程式（NXT-G）之心智模式及建模歷程。科學教育學刊，23(3)，293-319。(NSC 102-2511-S-259 -003 -MY3) （TSSCI）
28. 陳佩怡*、林靜雯(2015)。非化學背景教師參與兩屆NICE的經驗分享。台灣化學教育，9。
29. 林靜雯*、林錦鴻、陳美蓉（2014）。科學新聞觀點對不同年齡階段女性健康決策之影響—以荷爾蒙療法為例。科學教育學刊，22(3)，45-70。（TSSCI）
30. 林靜雯*、林燕青（2013）。以電學主題為取樣依據探究小學自然領域教科書之百年演進。物理教育學刊，14(2)，81-106。
31. 吳育倫、林靜雯*（2013）。兒童地球形狀概念演化樹之跨年級調查驗證。教育科學研究期刊，58(4)，133-163。（TSSCI）(NSC 99-2511-S-133- 002-MY3)
32. 林靜雯*、吳育倫（2013）。應用診斷測驗結合答題信心探究跨年級學生簡單暨串聯電路之理解及影響來源。教育科學研究期刊，58(2)，25-56。（TSSCI）(NSC 99-2511-S-133- 002-MY3) 10.3966/2073753X2013065802002
33. 林靜雯*（2012）。國中學生為什麼改變了心智模式？以電學教-學序列為例。台北市立教育大學學報，43(1)，59-92。(NSC 97-2628-S-678-001-MY2, NSC 99-2511-S-133- 002-MY3)
34. 林靜雯*、鍾禎庭（2012）。以社會性科學議題的網路資訊評判提升學生科學素養。教師天地，178，20-25。
35. 林靜雯*、林錦鴻（2011）。探討大學生閱讀更年期衛教單張知識對其接受荷爾蒙補充療法決策的影響。科學教育研究與發展季刊，63，37-68。
36. 林靜雯*、吳育倫與林燕青（2011）。動態表徵融入二階層試題對診斷學生簡單暨串聯電路概念之答題影響。科學教育研究與發展季刊，61，25-50。(NSC 97-2628-S-678 -001-MY2, NSC 99-2511-S-133-002-MY3)
37. 林靜雯*、吳育倫（2011）。探討動態表徵結合即時回饋系統對診斷學生簡單暨串聯電路之另有概念的影響。教育與心理研究，34（1），79-107。（TSSCI）(NSC 97-2628-S-678 -001-MY2)
38. 林靜雯*、吳育倫（2010）。國小教師科學模型功能及建模歷程量表之編制發展與實測分析。教育與心理研究，33（4），23-51。（TSSCI）
39. 林燕青、林靜雯*（2010）。2004-2008年科學教育研究與發展季刊內容分析。科學教育研究與發展季刊，56，1-28。
40. 林靜雯*、邱美虹（2009）。教-學序列研究對科學教學的啟示。科學教育月刊，323，2-14。
41. 林靜雯*、邱美虹（2009）。探究學生串聯電路認知特徵演化歷程之跨年級研究。教育科學研究期刊，54（4），139-170。（TSSCI）(NSC 97-2628-S-678 -001-MY2)
42. 林靜雯*、邱美虹（2009）。探究以學生心智模式為設計基礎之教-學序列研究對學生電學學習之影響。科學教育學刊，17（6），481-507。（TSSCI）(NSC 97-2628-S-678 -001-MY2)
43. 張志康*、林靜雯與邱美虹（2009）。跨年級中學生串並聯電路心智模式的研究。科學教育月刊，317，2-20。
44. 林靜雯*（2009）。生物探究型學習軟體之評鑑原則的發展與試用。科學教育研究與發展季刊，54，1-24。
45. 張志康、林靜雯與邱美虹*（2009）。從方法論向度探討中學生對模型與建模歷程之觀點。科學教育研究與發展季刊，53，24-42。
46. 林靜雯*（2009）。檢視1995-2003年台灣科學教育研究性別議題。科學教育研究與發展季刊，52，21-50。
47. 林靜雯、邱美虹*（2008）。從認知/方法論之向度初探高中學生模型及建模歷程之知識。科學教育月刊，307， 9-14。（轉載自中華民國第二十三屆科學教育學術研討會）
48. 林靜雯*（2008）。跨年級學生電學心智模式一致性與課程進程之比較研究。教育與心理研究，31（3），53-79。（TSSCI）
49. 林靜雯*（2008）。應用雙層式診斷測驗促進科學教學之精進。教師天地，154，74-77。
50. 林靜雯*（2007）。探究九年國教實施後科學教科書之編寫內容多元性與編審制度之關係—以國中電學主題為例。科學教育研究與發展季刊，49，1-18。
51. 林靜雯*、邱美虹（2007）。以概念演化觀點分析我國電學教科書之教-學序列。國立編譯館館刊，35（2），3-14。
52. 林靜雯*、邱美虹（2006）。以述詞分析法探究多重類比於電學教學中概念改變之成效。科學教育學刊，14（1），55-81。（TSSCI）
53. 林靜雯*、邱美虹（2005）。整合類比與多重表徵研究取向探究多重類比設計對兒童電學概念學習之影響。科學教育學刊，13（3），317-345。（TSSCI）
54. 邱美虹、林靜雯*（2002）。以多重類比探究兒童電流心智模式之改變。科學教育學刊，10（2），109-134。（TSSCI）
55. 林靜雯*（1999）。類比與國小自然科科學概念的學習。科學教育研究與發展季刊，14，20-33。

B、不具匿名審查制度之期刊

1. Lin, J. W. & Chen, C. L. (2017). A New trend in popular science train in Taiwan “Science day/week for all” and “round island popular science train in Taiwan”. The Newsletter of the East-Asian Association for Science Education, 10(2), 0038, 3。
2. 李宜諺、林靜雯(2019)。臺灣慶祝國際化學元素週期表年海報競賽作品分析與簡介。台灣化學教育，34。
3. 林靜雯、李宜諺(2019)。第八屆亞洲化學教育國際研討會論文發表情形速寫。台灣化學教育，33。
4. 林靜雯(2019)。教師模型、建模內容知識與建模本位教學內容知識之發展。台灣化學教育，32。
5. 林靜雯(2018)。國內外化學教育交流(九月份)。台灣化學教育，27。
6. 林靜雯(2018)。國內外化學教育交流(五月份)。台灣化學教育，25。
7. 林靜雯(2018)。國內外化學教育交流(一月份)。台灣化學教育，23。
8. 林靜雯(2017)。國內外化學教育交流(五月份)。台灣化學教育，19。
9. 林靜雯(2017)。國內外化學教育交流(一月份)。台灣化學教育，17。
10. 林靜雯(2016)。國內外化學教育交流(九月份)。台灣化學教育，15。
11. 林靜雯(2016)。國內外化學教育交流(一月份)。台灣化學教育，11。
12. 林靜雯(2015)。科學建模相關試題如何出題？以TIMSS 2011年八年級試題為例。國教新知，62(2)，57-63。(NSC 102-2511-S-259 -003 -MY3)
13. 林靜雯(2015)。由資深教師與師資生之比較探討科學教師內容知識與教學內容知識之培力。T&D飛訊，208，1-21。(NSC 102-2511-S-259 -003 -MY3)
14. http://www.nacs.gov.tw/NcsiWebFileDocuments/b1759fe9ef0398830587be146cc50cf1.pdf
15. 林靜雯(2015)。國內外化學教育交流(三月份)。台灣化學教育，6。
16. 林靜雯(2014)。國內外化學教育交流(九月份)。台灣化學教育，3。
17. 林靜雯(2014)。國內外化學教育交流(五月份)。台灣化學教育，創刊號。

會議論文

1. Chen, J., Lin, J. W.*., & Chen, C. L. (2022). Elementary school students’ mental models on dissolution at the particulate level. Paper presented at 2022 International Conference of East-Asian Association for Science Education. July 25-26, Daegu, Korea.

2. Lin, J. W.*, Cheng, Z. S., & Lin, C. H. (2022). The influences of modeling-based socioscientific issues on preservice teachers’ decision making—A case of highway route selection. Paper presented at 2021 International Conference of East-Asian Association for Science Education. Paper presented at 2021 International Conference of East-Asian Association for Science Education. July 25-26, Daegu, Korea.
3. Lin, J. W.*, & Lee, Y. Y. (2021, Jun.). A systematic review of phases and cycles of model(ing)-based inquiry. Paper presented at 2021 International Conference of East-Asian Association for Science Education. Jun. 18-21, Shizuoka, Japan. (MOST 108-2511-H-152 -004 -MY3)
4. Chen, C. S., & Lin, J. W.* (2019, Dec.). An action research of STEM-PjBL as a classroom management strategy in a rural middle school. Paper presented at the 2019 International Conference of Science Education in Taiwan, Dec. 5-7, Taipei, Taiwan. (MOST 108-2511-H-152 -004 -MY3)
5. Lin, J. W.* (2019, Sep.). Promoting students’ modeling competence: A cladistical approach. Keynote speech at the International Conference on Research and Academic Community Services (ICRACOS) 2019, Sep. 7, Surabaya, Indonesia. (MOST 108-2511-H-152 -004 -MY3)
6. Lee, Y. Y., Tsai, J. Y., & Lin, J. W.* (2019, July). Jigsaw of chemical elements. Paper presented at The 8th International Conference on Network for Inter-Asian Chemistry Educators, July 29-Aug. 1, Taipei, Taiwan.
7. Wang, S. J., & Lin, J. W.* (2019, Aug.). Integrating confidence assessment to explore senior high school students’ ideas about electric circuit models: A comparison of science and non-science majors. Paper presented at 2019 ESERA, Aug. 26-30, Bologna, Italy. (MOST- 105-2628-S-259 -001 -MY3).
8. Chen, C. S., & Lin, J. W.* (2018, Nov.). The impact of STEM-PjBL on a rural middle school in Taiwan. Paper presented at 2018 International Conference of East-Asian Association for Science Education. Nov. 29- Dec. 2, Hualien, Taiwan. (MOST- 105-2628-S-259 -001 -MY3)（本論文獲得EASE 2018 Outstanding Paper Award）
9. Chang, C. H. & Lin, J. W*. (2018, Nov.). Using SOLO taxonomy to explore the levels of representational models in exhibition of invention activities. Paper presented at 2018 International Conference of East-Asian Association for Science Education. Nov. 29- Dec. 2, Hualien, Taiwan. (MOST- 105-2628-S-259 -001 -MY3)
10. Wang, S. J., Lin, J. W., Liu, M. C., Chen, C. L., Ku, C. H., Lai, C. H., & Chao, H. C. (2018, Nov.). Construction of interdisciplinary project-based curriculum for engineering education in university-The feedback analysis of learners and instructors. Paper presented at 2018 International Conference of East-Asian Association for Science Education. Nov. 29- Dec. 2, Hualien, Taiwan. 
11. Cheng, C. H., & Lin, J. W. (2018, Nov.). Exploring the use of modeling-based texts for integrated systems: Take the human body systems as an example. Paper presented at 2018 International Conference of East-Asian Association for Science Education. Nov. 29- Dec. 2, Hualien, Taiwan. (MOST- 105-2628-S-259 -001 -MY3)
12. Chen, Y. M., & Lin, J. W. (2018, Nov.). A Study on textbook about the classification of analogical models-Examples of “Stratum” and “Terrain.” Paper presented at 2018 International Conference of Associate of Science Education in Taiwan. Nov. 29- Dec. 2, Hualien, Taiwan. (MOST- 105-2628-S-259 -001 -MY3)
13. Chang, C. H., Hsu, Y. C., Yen, K. M., & Lin, J. W. (2018, July). Examining a pre-service teacher’s pedagogical content knowledge with modeling curriculum through designing chemistry teaching activities. Paper presented at 25th International Conference on Chemistry Education. July. 10-14, Sydney, Austria. (MOST- 105-2628-S-259 -001 -MY3)
14. Chen, C. L., & Lin, J. W. (2018, April). Come some blending? Teachers’ beliefs and instructional strategies regarding out-of-school science activity in schools. Poster presented at 2018 NARST, March, 10-13, Atlanta, GA. (MOST- 105-2628-S-259 -001 -MY3)
15. Amelia, F. R., & Lin, J. W.* (2017, Nov.). Models and modeling in atomic structure of Indonesian chemistry textbooks. Paper presented at 2017 International Conference of Association of Science Education in Taiwan. Dec. 8-10, PingTung, Taiwan. (MOST- 105-2628-S-259 -001 -MY3)
16. Tseng, C. Y., & Lin, J. W.* (2017, July). The development of chemistry teacher's pedagogical content knowledge on models and modeling. Poster presented at 2017 International Conference for Network for Inter-Asian Chemistry Educators, July. 26-28, Seoul, Korea. (MOST- 105-2628-S-259 -001 -MY3)
17. Chang, C. H., & Lin, J. W.* (2017, July). Using three-tier diagnostic instrument to diagnose elementary school students’ alternative conceptions of combustion. Paper presented at 2017 NICE, July. 26-28, Seoul, Korea. (MOST- 105-2628-S-259 -001 -MY3)
18. Lin, P. H., & Lin, J. W.*(2017, Aug.). Using modelling-based inquiry to enhance preservice teachers’ content knowledge, modelling ability, and understanding of nature of models and modeling. Paper presented at 2017 ESERA, Aug. 21-25, Dublin, Ireland. (MOST- 105-2628-S-259 -001 -MY3).
19. Wang, S. J. & Lin, J. W.* (2017, Aug.). Integrating confidence assessment to explore senior high school students' ideas about models of electric circuits. Paper presented at 2017 ESERA, Aug. 21-25, Dublin, Ireland. (MOST- 105-2628-S-259 -001 -MY3)
20. Chang, C. H. & Lin, J. W.*(2017, Jul.). Using three-tier diagnostic instrument to diagnose elementary school students’ alternative conceptions of combustion. Paper presented at the 7th International Conference of Network for Inter-Asian Chemistry Educators, July 26-28, Seoul, Korea.
21. Lin, J. W.* & Yu, R. C. (2017, April). Using revised modeling ability analytic index to compare cross-countries students' modeling ability in TIMSS items. Paper presented at 2017 NARST, April 22-25, San Antonio, Taxis. (MOST- 105-2628-S-259 -001 -MY3)
22. Amelia, F. R. & Lin, J. W.* (2016, Dec.). A systematic review on modeling-oriented textbook. Paper presented at 2016 International Conference of Association of Science Education in Taiwan. Dec. 8-10, Taichung, Taiwan. (MOST- 105-2628-S-259 -001 -MY3)
23. Suprapto, N., Lin, J. W., Ku, C. H., Pasaribu, M. A., & Dwiningsih, K. (2016, Aug.). Using three-tier diagnostic test to assess conceptions of ionisation energy in Indonesia. Paper presented at 2016 International Conference of East-Asian Association for Science Education, Aug. 25-28, Tokyo, Japan.
24. Cheng, T. H., & Lin, J. W. (2016, Aug.). Seventh grade students’ mental models of blood circulation during exercise. Paper presented at 2016 International Conference of East-Asian Association for Science Education, Aug. 25-28, Tokyo, Japan.
25. Chang, C. H., & Lin, J. W. (2016, Aug.). Integrating musical elements into science teaching to explore different musical intelligence and naturalistic intelligence students’ science learning. Paper presented at 2016 EASE, Aug. 25-28, Tokyo, Japan.
26. Lin, J. W.*, Cheng, M. F., Yu, R. C., & Wu, W. (2016, April). Comparing elementary and junior High school students’ conceptual understanding and analogical modeling competence of electricity. Paper presented at 2016 NARST, April 14-17, Baltimore, USA. (NSC 102-2511-S-259 -003 -MY3)
27. Chen, J. L.,* & Lin, J. W. (2015, Dec.). How the teacher influences on student tutors to implement task-related science activities— comparing two primary schools’ experience. Paper presented at 2015 International Conference of Association of Science Education in Taiwan. Dec. 10-12, Kenting, Taiwan.
28. Lin, J. W.*(2015, Oct). Could computer-based assessment improve the diagnosis of two-tier instrument? Paper presented at 2015 International Conference of East-Asian Association for Science Education. Oct 16-18, Beijing, China. (MOST 103-2628-S-259-001-MY2 )
29. Lin, J. W.*, & Yu, R. C. (2015, Jul). Using TIMSS items to examine students’ science modeling ability: A cross-countries comparison in the topic of classification of matter. Paper presented at the 6th International Conference of Network for Inter-Asian Chemistry Educators, July 29-31, Tokyo, Japan. (NSC 102-2511-S-259 -003 -MY3)
30. Yen, M. H., Lin, J. W., Liang. J. C., Chiu, M. H.,* Huang, W., Liu, C. K., Gou, C. J., Kao, H. L., Chen, J. Y., Lu, Y. L., Yu, H. P., & Chiu, F. Y. (2014, Dec.). Factors investigated in empirical studies concerning conceptual change: A review from 1982-2011. Paper presented at the 2nd International History, Philosophy and Science Teaching: Asian Regional Conference, Dec. 4-7, Taipei, Taiwan.
31. Lin, J. W.*, & Lin, Y. C. (2014, Oct).  Gifted elementary students' and expert teachers' mental models and modeling processes in NXT-G. Paper presented at Symposium on STEM Education Policy in Asia and the US, Oct. 2221-22. Beijing, China. (NSC 102-2511-S-259 -003 -MY3)
32. Lin, J. W.*, Tu, L. P., & Lin, P. H. (2014).  Development and application of the analogy-based modeling ability questionnaire--An example of electric circuits. Paper presented at the 9th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3), Aug. 26-29, Bologna, Italy. (NSC 102-2511-S-259 -003 -MY3)
33. Chiu, M. H.*, Lin, J. W., & Chou, C. C. (2014).  Content analysis of theories and teaching strategies on conceptual change research in science education from 1982 to 2012. Paper presented at the 9th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3), Aug. 26-29, Bologna, Italy.
34. Kao, H. L., Chiu, M. H.*, Guo, C. J., Lin, J. W., Chen, J. Y., Lu, Y. L., Yen, M. H., Liang, J. C., Yu, H. P., Chiu, F. Y., Liu, C. K., & Huang, W. (2014).  A content analysis of research on methodological issues of conceptual change published in selected science education journals from 1982-2011. Paper presented at the 9th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3), Aug. 26-29, Bologna, Italy.
35. Lin, P. H., & Lin, J. W.* (2014).  Could self‐generated analogies foster sixth grade students model reconstruction in electric circuits? Paper presented at the 9th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3), Aug. 26-29, Bologna, Italy. (NSC 102-2511-S-259 -003 -MY3)
36. Chen, P. Y., Lin, C. Y., & Lin, J. W.* (2013).  How does a novice science teacher use action research to promote dropout students’ chemistry learning motivation and concepts? Paper presented at the 5th International Conference of Network for Inter-Asian Chemistry Educators, July 28-29, PingTung, Taiwan.
37. Lin, J. W.*, Lin, C. H., & Chen, M. J. (2013). How different framing of science news articles and their sequences influence female undergraduates’ health decision? An example of hormone replacement therapy. Paper presented at the 5th International Conference of Network for Inter-Asian Chemistry Educators, July 28-29, PingTung, Taiwan.
38. Lin, J. W.* (2013).  A cross-grade study of re-validating the evolutionary processes of students’ cognitive characters in electric circuit. Paper presented in 2013 International Conference of East-Asian Association for Science Education. July 4-6, Hong Kong, China. （本論文獲得EASE 2013 Outstanding Paper Award）(NSC 97-2628-S-678 -001-MY2, NSC 99-2511-S-133-002-MY3)
39. Lin, J. W.,* & Wu, Y. L. (2012).  Students’ conceptual evolution in earth—An empirical validation of “conceptual evolutionary tree” approach.  Paper presented at the 8th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3), Sep 1-4, Trier, Germany. (NSC 99-2511-S-133-002-MY3)
40. Lin, J. W.,* Wu, Y. L., & Lin, Y. C. (2011). What are the impacts of dynamic representations on students’ answering behavior in the two-tier test in electricity? Paper presented at the 42nd annual conference of Australian Science Education Research Association. June 29-July 2, Adelaide, SA. (NSC 99-2511-S-133-002-MY3)
41. Hsu, P. H., Lin, J. W.,* & Lin, C. H. (2011). Using a role-play method to explore how the menopause syndrome with hormone-replacement therapy related knowledge would affect undergraduates’ decision making. Paper presented at the 4th Network for Inter-Asian Chemistry Educators Symposium, July 28-29, Seoul, Korea.
42. Lin, C. H., Lin, J. W.,* & Lin, H. F. (2010). Is a hospital circular effective? How would the hormone-replacement therapy related knowledge affect non-science majored undergraduates’ attitude?  Paper presented at the 21st International Conference on Chemical Education, August 8-13, Taipei, Taiwan.
43. Lin, J. W., & Chiu, M. H.* (2010). A national survey of students’ conceptions and their sources of chemistry in Taiwan. Paper presented at the 21st International Conference on Chemical Education, August 8-13, Taipei, Taiwan.
44. Lin, J. W.,* & Chiu, M. H. (2010). Investigating the influences of mental model based teaching-learning sequence on students learning: An example of electricity.  Paper presented at the 7th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3), May 25-27, Leuven, Belgium. (NSC 97-2628-S-678 -001-MY2)
45. Lin, J. W.,* Lin, H, F., & Wu, Y. L. (2010). What are the differences between science majored and non-science majored in-service teachers’ knowledge about functions of models and modeling processes? Paper presented at 2010 NARST, March 20-24, Philadelphia, USA.
46. Lin, J. W.,* & Wu, Y. L. (2009). Comparing the differences between science majored and non-science majored in-service teachers’ knowledge about modeling and modeling processes.  Paper presented at 2009 International East-Asian Science Education Conference, Oct 21-23, Taipei, Taiwan.
47. Lin, Y. H., Lai, A. F., & Lin, J. W.* (2009). The impact of critical thinking in science reading by blog-based cooperative learning. Paper presented at 2009 International East-Asian Science Education Conference, Oct 21-23, Taipei, Taiwan.
48. Chen, C. L., Lai, A. F., & Lin, J. W.* (2009). The impact of integrating Google Earth and its related tools in global warming instruction in elementary school.  Paper presented at 2009 International East-Asian Science Education Conference, Oct 21-23, Taipei, Taiwan.
49. Lin, J. W.,* Wu, Y. L., & Lin, H. F. (2009). Exploring in-service teachers’ viewpoints about model and modeling processes via the perspective of methodology.  Paper presented at the 3rd Network for Inter-Asian Chemistry Educators Symposium, July 29-30, Tokyo, Japan.
50. Lin, J. W.,* & Chiu, M. H. (2009). Why are mental model based teaching-learning sequences in electricity effective? Perspective from students’ affection attitude.  Paper presented at the European Science Education Research Association 2009, August 31-September 4, Istanbul, Turkey. (NSC 97-2628-S-678 -001-MY2)
51. Lin, J. W.,* & Chiu, M. H. (2008). Comparing two approaches for analyzing students’ conceptual evolutionary pathways—An example of electricity.  Paper presented at the 6th International Conference on Conceptual Change (European Association for Research on Learning and Instruction, SIG 3), August 23-25, Turku, Finland. (NSC 97-2628-S-678 -001-MY2)
52. Lin, J. W.,* & Chiu, M. H. (2008). A national study on investigating the Taiwan high school students’ alternative conceptions in chemical equilibrium and acids and bases. Paper presented at the 20th International Conference on Chemical Education, August 3-8, Le Reduit, Mauritius.
53. Lin, J. W.,* & Chiu, M. H. (2008). Investigating the influences of mental model based teaching-learning sequences on students learning in electricity. Paper presented at the NARST 2008, March 30-April 2, Baltimore, U.S.A.
54. Lin, J. W.* (2007). Viewing the transitions of senior high school chemistry curriculums and textbooks via the book collection of National Institute for Compilation and Translation.  Paper presented at the 2nd Network for Inter-Asian Chemistry Educators Symposium, July 30-31, Taipei, Taiwan.
55. Lin, J. W., Chiu, M. H.*, & Chao, H. Y. (2007). Promoting public understanding of chemistry in rural village via the activity of “young ambassadors for chemistry”.  Paper presented at the 2nd Network for Inter-Asian Chemistry Educators Symposium, July 30-31, Taipei, Taiwan. 
56. Lin, J. W., Chiu, M. H.*, & Liu, C. K. (2007). Designing indicators of cognitive apprenticeship to evaluate learning environments—An example of redox teaching.  Paper presented at the 2nd Network for Inter-Asian Chemistry Educators Symposium, July 30-31, Taipei, Taiwan.
57. Lin, J. W.,* & Chiu, M. H. (2007). Students’ conceptual evolution in electricity—An empirical evaluation of cladistical perspective. Paper presented at the NARST 2007, April 15-18, New Orleans, U.S.A.
58. Lin, J. W.,* & Chiu, M. H. (2006). Comparing characteristics and sources of students’ mental models with the teacher’s predictions in acids. Paper presented at the International Conference on Chemical Education, Seoul, Korea.
59. Lin, J. W.*, Chiu, M. H., & Hsu, Y. F. (2006, September). A novel approach to analyze pupils’ conceptual evolutionary pathway in electricity from systematic perspective. Paper presented at Bioinformatics in Taiwan 2006, Taichung, Taiwan, R.O.C. （本論文獲得Symposium and Workshop of Bioinformatics in Taiwan 2006海報競賽優勝）
60. Lin, J. W.*, & Chiu, M. H. (2006, April). Students' conceptual evolution in electricity-The Cladistical perspective. Paper presented at the NARST 2006, San Francisco, U.S.A.
61. Lin, J. W., & Chiu, M. H.* (2005, August). Portraying science in the classroom: A case study about teacher's pedagogical content knowledge influencing in students’ understanding of acids and bases. Paper presented at the 11th Asian Chemical Congress, Seoul, Korea.
62. Lin, J. W., Chiu, M. H.*, & Liang, J. C. (2004, April). Exploring mental models and causes of students' misconceptions in acids and bases. Paper presented at the NARST 2004, Vancouver, Canada. (本論文獲得NARST 2004 Outstanding paper award 提名)
63. Chiu, M. H.*, Lin, J. W., & Liang, J. C. (2003, December). An exploratory study on causes of students' misconceptions in acids and bases. Paper presented at the International Conference on Science & Mathematics Learning, Taipei, Taiwan.
64. Chiu, M. H.*, Chou, C. C., & Lin, J. W. (2001, March). Understanding students’ learning in chemical equilibrium via an analysis of ontological categories in protocols. Paper presented at the NARST 2001, St. Louis, U.S.A.
65. 林靜雯*、鄭宏文、陳星彤(2022，12月)。以概念構圖促進師資生雙語自然教學設計信心。論文發表於中華民國第三十七屆科學教育學術研討會。新竹市：國立清華大學。
66. 鄭宏文、林靜雯*、陳星彤(2022，12月)。概念構圖融入雙語自然教材教法以應用於國小師資培育之個案研究。論文發表於中華民國第三十七屆科學教育學術研討會。新竹市：國立清華大學。
67. 陳楨鈺、林靜雯*(2021，12月)。電腦輔助建模與一般教學對六年級學童齒輪概念心智模式變化的差異。論文發表於中華民國第三十六屆科學教育學術研討會。彰化縣：國立彰化師範大學。
68. 張幃勛、林靜雯*(2021，12月)。探討雙層 CoP 專業發展課程對小學教師建模本位教學內容知識的變化。論文發表於中華民國第三十六屆科學教育學術研討會。彰化縣：國立彰化師範大學。
69. 陳知麟、劉姵君、林靜雯*(2021，12月)。偏鄉小學參與科普活動經驗之個案研究—以全民科學週為例。論文發表於中華民國第三十六屆科學教育學術研討會。彰化縣：國立彰化師範大學。
70. 連翊薰、林靜雯*(2021，9月)。嚴重特殊傳染性肺炎(COVID-19)線上教學資源內容分析之研究。2021全國科普論壇。屏東縣：國立海洋生物博物館。(MOST 108-2511-H-152 -004 -MY3)
71. 陳益民、林靜雯*(2020，12月)。建模式探究教學法對國小高年級學生模型本質之演變。論文發表於中華民國第三十六屆科學教育學術研討會。高雄市：國立科學工藝博物館。（本文榮獲研討會最佳論文獎）(MOST 108-2511-H-152 -004 -MY3)
72. 林靜雯*(2018，12月)。教師模型、建模內容知識與建模導向教學內容知識及其自我信心之發展。亞太化學教育高峰論壇暨國際研討會。台北市：國立台灣師範大學。（邀請演講）
73. 林碧惠、林靜雯* (2018，11月)。以建模導向自發性類比探討學生電路心智模式的概念改變。論文發表於中華民國第三十四屆科學教育學術研討會。花蓮縣：國立東華大學。（本文榮獲研討會最佳論文獎）(MOST- 105-2628-S-259 -001 -MY3)
74. 陳知麟*、林靜雯(2016，12月)。花蓮科學週闖關活動中教師及小老師如何鷹架國小學童科學素養。論文發表於科學教育傳播新途徑國際研討會。台北市：國立台灣科學教育館。
75. 陳益民、林靜雯* (2016，12月)。國小六年級學童於「沈積岩層地層結構」建模歷程試題之初探。論文發表於中華民國第三十二屆科學教育學術研討會。台中市：國立科學教育博物館。(NSC 102-2511-S-259 -003 -MY3)
76. 王獻樟、鍾禎庭、林靜雯*(2016，12月)。社會性科學議題之網路搜尋對六年級學生 科學認識觀之影響。論文發表於中華民國第三十二屆科學教育學術研討會。台中市：國立科學教育博物館。(NSC 102-2511-S-259 -003 -MY3)
77. 陳禹廷、林靜雯*(2016，12月)。數位學伴遠距課輔的教學困擾歸因之個案研究。論文發表於中華民國第三十二屆科學教育學術研討會。台中市：國立科學教育博物館。
78. 林靜雯*(2015，12月)。以TIMSS 2011試題及建模能力分析指標檢測學生物質分類建模能力之跨國比較。中國化學會年會。花蓮縣：國立東華大學。(NSC 102-2511-S-259 -003 -MY3)
79. 林靜雯*、余阮清、楊悠娟(2015，11月)。花蓮縣2015全民科學週對種子小老師科學興趣與概念之影響。2015年中華民國環境教育學術暨實務交流國際研討會暨東亞環境教育論壇。花蓮縣：國立東華大學。
80. 林靜雯(2014，11月)。由科學學習心理學取向探討科學教育與潛能開發：概念演化樹理論與實徵之簡介。論文發表於第一屆教育與潛能開發理論與實務研討會。花蓮縣：國立東華大學。(NSC 102-2511-S-259 -003 -MY3)
81. 楊祥旻、林靜雯*(2012，12月)。結合電子白板探討電腦模擬教學和實作教學對國小三年級學生於電學概念之影響。論文發表於中華民國第二十八屆科學教育學術研討會。台北市：國立台北教育大學。（NSC 99-2511-S-133-002-MY3）
82. 石紘聿、林靜雯*(2012，12月)。以教學實驗研究法探究互動式電子白板與動手實作對三年級不同電學成就學生之影響。論文發表於中華民國第二十八屆科學教育學術研討會。台北市：國立台北教育大學。（NSC 99-2511-S-133-002-MY3）
83. 林靜雯*、許寶珊、林錦鴻、吳榮倫(2012，12月)。科學新聞觀點對女性健康決策之影響—以更年期婦女是否採用荷爾蒙療法為例。論文發表於中華民國第二十八屆科學教育學術研討會。台北市：國立台北教育大學。
84. 林靜雯*(2012，5月)。概念演化樹之簡介及其於概念改變教學之應用。2012年國小自然領域教學策略專業發展研討會。台北市：國立台北教育大學。（NSC 99-2511-S-133-002-MY3）
85. 鍾禎庭、林靜雯*（2012，5月）。社會性科學議題之網路搜尋對國小六年級學生科學認識觀及資訊評判標準之探討。2012年國小自然領域教學策略專業發展研討會。台北市：國立台北教育大學。
86. 許文豪、林靜雯*（2012，5月）。以社會性科學議題之網路搜尋探討國小六年級學生立場改變之強弱與理由：以小學生使用手機為例。2012年國小自然領域教學策略專業發展研討會。台北市：國立台北教育大學。
87. 徐永檀、林靜雯*（2012，5月）。補習班專家教師與生手教師學科教學知識之比較：以國中化學反應單元為例。2012年國小自然領域教學策略專業發展研討會。台北市：國立台北教育大學。
88. 林怡瑾、林靜雯*（2011，11月）。五年級資優生與專家教師使用圖形化程式（NXT-G）之心智模式及建模歷程。第七屆台灣數位學習發展研討會。台北市：福華國際文教會館。（NSC 99-2511-S-133-002-MY3）
89. 許民陽、林靜雯*、林燕青（2011，6月）。小學自然領域教科書的百年演進-以電學為例。教科書百年演進國際學術研討會。台北市：國家教育研究院。
90. 張祝娟、林靜雯*（2011，5月）。科學教科書建模歷程呈現及學生閱讀過程中實際建模歷程之比較-以國小電路主題為例。論文發表於2011中華民國物理教育學會年會暨成果發表會。台北市：台北市立教育大學。（NSC 99-2511-S-133-002-MY3）
91. 吳育倫、林靜雯*（2011，12月）。結合答題信心診斷跨年級學生真正理解及另有概念之影響來源--以簡單暨串聯電路為例。論文發表於中華民國第二十七屆科學教育學術研討會。高雄市：國立中山大學。（NSC 99-2511-S-133-002-MY3）
92. 林燕青、林靜雯*（2011，12月）。以電學單元之插圖運用窺小學自然領域教科書百年演進。論文發表於中華民國第二十七屆科學教育學術研討會。高雄市：國立中山大學。
93. 林靜雯*、林燕青、吳育倫（2010，12月）。動態表徵對六年級學生於簡單暨串聯電路之診斷測驗中判答、題意理解及答題信心之影響。論文發表於中華民國第二十六屆科學教育學術研討會。花蓮市：國立東華大學。(NSC 97-2628-S-678 -001-MY2, NSC 99-2511-S-133-002-MY3)
94. 吳育倫、林靜雯*、林燕青（2010，12月）。探討動態表徵對診斷學生簡單暨串聯電路心智模式暨另有概念之影響。論文發表於中華民國第二十六屆科學教育學術研討會。花蓮市：國立東華大學。(NSC 97-2628-S-678 -001-MY2)
95. 許寶珊、林靜雯*、林錦鴻、廖美惠（2010，12月）。科學新聞對非科學主修大學生之決策影響—以更年期婦女使用荷爾蒙補充療法為例。論文發表於中華民國第二十六屆科學教育學術研討會。花蓮市：國立東華大學。
96. 鄭兆珊、林靜雯*（2010）。我國與芬蘭國小階段教科書中電學教材之內容分析及教師意見調查。2010年物理教學及示範研討會。中壢市：國立中央大學。(NSC 97-2628-S-678 -001-MY2)
97. 林靜雯*、劉怡君（2010）。不同表徵對診斷六年級學生簡單暨串聯電路心智模式的影響。2010年物理教學及示範研討會。中壢市：國立中央大學。(NSC 97-2628-S-678 -001-MY2)
98. 林靜雯*、林燕青（2010）。學生為什麼改變了心智模式？以國中電學概念改變教學為例。論文發表於2010年物理教育學會年會暨學術研討會。台北市：國立台灣師範大學。(NSC 97-2628-S-678 -001-MY2)
99. 邱美虹*、周金城與林靜雯（2010）。全國化學概念診斷計畫的成果與意涵。論文發表於科學素養、科學課程和評量研討會。台北市：國立台灣師範大學。
100. 吳育倫、林靜雯*（2009）。探討動態表徵結合即時回饋系統對診斷學生電流迷思概念的影響。論文發表於中華民國第二十五屆科學教育學術研討會。台北市：國立台灣師範大學。(NSC 97-2628-S-678 -001-MY2)
101. 林靜雯*、邱美虹（2008）。以概念演化樹探究學生電學心智模式演化之歷程。論文發表於中華民國第二十四屆科學教育學術研討會。彰化市：國立彰化師範大學。
102. 葉盈君、林靜雯*（2008）。自然與生活科技教科書中生物學相關專有名詞譯名之探討。論文發表於中華民國第二十四屆科學教育學術研討會。彰化市：國立彰化師範大學。
103. 劉淑津、林靜雯*（2008）。自然與生活科技教科書中理化相關專有名詞譯名之探討。論文發表於中華民國第二十四屆科學教育學術研討會。彰化市：國立彰化師範大學。
104. 林靜雯、邱美虹*（2007）。從認知/方法論之向度初探高中學生模型及建模歷程之知識。論文發表於中華民國第二十三屆科學教育學術研討會。高雄：國立高雄師範大學。
105. 張志康、林靜雯與邱美虹*（2007）。中學生心智模式演變歷程之分析-以電路為例。論文發表於中華民國第二十三屆科學教育學術研討會。高雄：國立高雄師範大學。
106. 林靜雯*（2007）。以國中電學主題教科書之分析比較近五十年來科學教科書於不同編審制度下多元性之研究。論文發表於吳大猷先生百歲冥誕科學教育學術研討會。台北市：國立台灣師範大學。
107. 林靜雯*、邱美虹（2006，12月）。探究以學生心智模式為設計基礎之教-學序列對學生電學概念學習之影響。論文發表於中華民國第二十二屆科學教育學術研討會。台北市：國立台灣師範大學。
108. 林靜雯*（2006）。由概念演化觀點探究不同教科書教-學序列對不同心智模式學生電學學習之影響。國立編譯館受獎論文研討會。台北市：國立編譯館。
109. 林靜雯*、邱美虹（2000，12月）。多重類比教學對國小四年級學生電流心智模式的影響。論文發表於中華民國第十六屆科學教育學術研討會。台北市：國立台灣師範大學。
110. 邱美虹*、周金城、林靜雯（2000，12月）。以述詞分析探究認知師徒制的教學成效。論文發表於中華民國第十六屆科學教育學術研討會。台北市：國立台灣師範大學。

研究計畫

獎助

教學與研究獎勵事蹟：

其他

A.專書及專書論文：

1. Chiu M. H., & Lin J. W. (2022). Research on modeling competence in science education from 1991 to 2020 with cultural and global implications. In: Atwater M.M. (ed.) International Handbook of Research on Multicultural Science Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-37743-4_34-1
2. Lin, J. W.*, & Chiu, M. H. (2017). Evaluating multiple analogical representations from students' perceptions. In D. F. Treagust, R. Duit, & B. J. Fraser (Eds.), Multiple representations in physics (pp.71-91). Netherlands: Springer.
3. Chiu, M. H., Lin, J. W. & Chou, C. C. (2016). Impacts of citations on conceptual change articles between 1982 and 2011: From international and regional perspectives. In M. H. Chiu, (Ed.), Science education research and practice in Asia: Challenges and opportunities (pp.225-243). Netherlands: Springer.
4. Chiu, M. H.*, Lin, J. W. & Chou, C. C. (2016).  Content analysis of conceptual change research and practice in science education: From localization to globalization. In M. H. Chiu et al., (Eds.) Science education research and practices in Taiwan: Challenges and opportunities (pp.89-131). Netherlands: Springer.
5. Chiu, M. H., Tuan, H. L., Wu, H.-K., Lin, J. W., & Chou, C. C. (2013). Chemical education and sustainability in the global age. Netherlands: Springer.
6. Lin, J. W., & Chiu, M. H.* (2013). A national survey of students’ conceptions and their sources of chemistry in Taiwan: Examples of chemical equilibrium and acids/bases. In Mei-Hung Chiu et al., (Eds.), Chemical Education and Sustainability in the Global Age. (pp.171-184). Netherlands: Springer.
7. Lin, J. W.* (2013).  Learning and conceptual change in chemistry. In Mei-Hung Chiu et al., (Eds.), Chemical education and sustainability in the global age. (p. 26). Netherlands: Springer.
8. Chiu, M. H.*, & Lin, J. W. (2008). Research on learning and teaching of students’ conception in science: A cognitive approach review. In Ingrid V. Eriksson (Ed.) Science Education in the 21st Century. (pp.291-316). New York: Nova Science Publishers.
9. 林靜雯、李宜諺(2023)。模型/建模本位探究的階段與循環:回顧與啟示。邱美虹主編。科學探究與實作之理念與實踐。臺北市：師大出版社。
10. 林靜雯（2022）。第三章 自然科學課程教材內容與發展。周金城、何慧瑩主編。國小自然科學教材教法之教案與教學。台北市：國立台北教育大學自然科學教育學系。
11. 林靜雯（2022）。第四章 教學方法。周金城、何慧瑩主編。國小自然科學教材教法之教案與教學。台北市：國立台北教育大學自然科學教育學系。
12. 林靜雯（2022）。第六章 教學設計。周金城、何慧瑩主編。國小自然科學教材教法之教案與教學。台北市：國立台北教育大學自然科學教育學系。
13. 林靜雯主編(2021)。在地科學宅急便—地方本位科普教案集。臺北市：國立臺北教育大學。
14. 邱美虹*、林靜雯、周金城（2016）。第八章 師大與臺灣科學教育發展。周愚文主編。師大與臺灣教育（274-310頁）。台北市：國立台灣師範大學出版中心。
15. 邱美虹*、林靜雯、周金城（2016）。科學教育中概念改變研究與實務之內容分析：從本土化到全球化。邱美虹主編。臺灣科學教育研究與實踐：挑戰和機會。臺北市：高等教育出版社。
16. 許民陽、林靜雯*、林燕青（2012）。第十二章  小學自然領域教科書的百年演進-以電學為例。國家教育研究院主編。開卷有益：教科書之回顧與前瞻（413-449頁）。台北市：高等教育出版社。

B.翻譯：

林靜雯（譯）（2003）。 P. Thagard 著。概念和概念系統 (Conceptual Revolutions) 。邱美虹等譯，概念革命（pp. 14-43）。台北市：洪葉文化。