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基礎教育中心專任教授 | 蔡俊彥

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聯絡資訊

研究室：綜合大樓GE5021
個人網站：chuyetsai.github.io
電子信箱：ctsai@mail.nsysu.edu.tw
分機：07-5252000 ext 5846

現職

國立中山大學 博雅教育中心 教授

最高學歷

國立高雄師範大學 科學教育博士

重要經歷

  • 科技部「科普活動計畫」複審委員 (2018.04-迄今)
  • 「東亞科學教育學會」(East-Asian Association of Science Education)台灣代表理事 (2019.01-迄今)
  • 「中華民國科學教育學會」理事、學術委員會主委、國際交流委員會主委(2019.12-迄今)
  • 「中華民國通識教育學會」訪視輔導委員 (2020.4-2020.12)
  • 「臺灣通識教育策略聯盟暨品質策進會」秘書長、監事 (2013.08-迄今)
  • 《科學教育學刊》(TSSCI) 2021特刊客座主編(2020-2021)
  • 《通識學刊：理念與實務》執行編輯、副總編輯 (2013.08-迄今)
  • 《環境教育研究》編輯委員 (2020-迄今)
  • 國立中山大學通識教育中心助理教授、副教授 (2015.08-2019.07)
  • 正修科技大學資訊管理系助理教授、副教授 (2010.08-2015.07)
  • 正修科技大學組長、主任、副處長 (2010.08-2015.07)
  • 國民小學教師、組長、資訊執行秘書 (1995.08-2010.07)

榮譽

  • Computers & Education journal (SSCI) 2018 Outstanding Reviewer award (2018.02)
  • Asia Pacific Education Review journal (SSCI) 2016 Excellent Reviewer Award (2017.03)
  • 科技部「優秀年輕學者研究計畫」(2014.08, 2017.08二次合計6年)
  • 科技部「高瞻計畫」成果展大學團隊組特優 (2016.07.29, 2019.07.29合計2次)
  • 國立中山大學「學術研究績優教師獎勵」(全院研究績效前15%) (106學年 ~ 111學年合計6次)
  • 國立中山大學「高被引用論文與學者獎勵(FWCI指數)」(2020.11, 2021.12合計2次)
  • 正修科技大學「研究績效榮譽狀」(2014.11)
  • 正修科技大教學研究服務獎勵 (2012.11, 2013.11, 2014.12合計3次)

學術專長

科學教育、資訊素養、科學素養、程式教學

開授課程

創新科技應用服務、行動科技與社會、研究方法論、程式設計概論、資訊安全概論、科學教育研究、認知與科學教育、資訊教育、網路社會性科學議題論證

科技部研究計畫

  • 提升學生行動科技素養之教學與評量模組發展與研究。科技部。2017/08~2020/07。(優秀年輕學者研究計畫)
  • 促進大學生之科技素養：網路環境中閱讀、論證及社會性科學議題之教學與評量模組發展與研究。科技部。2014/08~2017/07。(優秀年輕學者研究計畫)
  • 其他計畫

代表著作

  1. Tsai, C. Y., Shih, W. L., Hsieh, F. P., Chen, Y. A., Lin, C. L., & Wu, H. J (2022). Using the ARCS model to improve undergraduates’ perceived information security protection motivation and behavior. Computers & Education, 181, article number 104449. (SSCI)
  2. Tsai, C. Y., Shih, W. L., Hsieh, F. P., Chen, Y. A., & Lin, C. L. (2022). Applying the design-based learning model to foster undergraduates’ web design skills: The role of knowledge integration. International Journal of Educational Technology in Higher Education, 19, article number 4. (SSCI)
  3. Wang, H. H., Hong, Z. R., Lin, H. S., & Tsai, C. Y. (2022). The relationships among adult sustainability attitudes, psychological well-being, nature relatedness, and interest in scientific issues. Current Psychology, 41, 1788–1799. (SSCI) (corresponding)
  4. Hsieh, F. P., Lin, H. S., Liu, S. C., & Tsai, C. Y. (2021). Effect of peer coaching on teachers’ practice and their students’ scientific competencies. Research in Science Education, 51, 1569–1592. (SSCI) (corresponding)
  5. Chen, Y. T., Shih, W. L., Lee, C. H., Wu, P. L., & Tsai, C. Y. (2021). Relationships among undergraduates’ problematic information security behavior, compulsive internet use, and mindful awareness in Taiwan. Computers & Education, 164, article number 104131. (SSCI/SCI) (corresponding)
  6. Lin, C. L., & Tsai, C. Y. (2021). The effect of a pedagogical STEAM model on students’ project competence and learning motivation. Journal of Science Education and Technology, 30(1), 112–124. (SSCI) (corresponding)
  7. Hung, J. F., & Tsai, C. Y. (2020). The effects of a virtual laboratory and meta-cognitive scaffolding on students’ data modeling competences. Journal of Baltic Science Education, 19(6), 923-939. (SSCI) (corresponding)
  8. Hsieh, F. P., Chen, J. F., Hung, J. F., & Tsai, C. Y. (2020). The effects of the TRIP model on students’ science reading ability and marine conservation learning interest. Journal of Baltic Science Education, 19(3), 374-387. (SSCI) (corresponding)
  9. 林建良、蔡俊彥(2020)。高中科技課程翻轉教學對學習知覺效果的性別差異。科學教育學刊，28(1)，1-23。(TSSCI) (corresponding)
  10. Tsai, C. Y., Lin, H. S., & Liu, S.C. (2020). The effect of pedagogical GAME model on students’ PISA scientific competencies. Journal of Computer Assisted Learning, 36(3), 359-369. (SSCI)
  11. Shih, W. L., & Tsai, C. Y. (2020). Effect of flipped classroom with BOPPPS model on learners’ learning outcomes and perceptions in a business etiquette course. Asia-Pacific Education Researcher, 29(3), 257-268. (SSCI) (corresponding)
  12. Liu, S.C., Lin, H. S., & Tsai, C. Y. (2020). Ninth grade students’ mental models of the marine environment and their implications for environmental science education in Taiwan. Journal of Environmental Education, 51(1), 72-82. (SSCI)
  13. Tsai, C. Y., & Jack, B. M. (2019). Antecedent factors influencing ethics-related social and socio-scientific learning enjoyment. International Journal of Science Education, 41(9), 1139-1158. (SSCI)
  14. Tsai, C. Y. (2019). Improving students’ understanding of basic programming concepts through visual programming language: The role of self-efficacy. Computers in Human Behavior, 95, 224-232. (SSCI)
  15. Li, Y. Y., & Tsai, C. Y. (2019). The science, the paranormal, cohorts and cognitive polyphasia: The authority of science in Taiwan. In M. Bauer, P. Pansegrau, and R. Shukla (Eds.), The cultural authority of science: Comparing across Europe, Asia, Africa and the Americas (p.p.190-209). London: Routledge.
  16. Tsai, C. Y. (2018). The effect of online argumentation of socio-scientific issues on students’ scientific competencies and sustainability attitudes. Computers & Education, 116, 14-27. (SSCI/SCI)
  17. Tsai, C. Y., & Huang, T. C. (2018). The relationship between adult self-efficacy and scientific competencies: The moderating effect of gender. International Journal of Science and Mathematics Education, 16(Suppl 1), 91-106. (SSCI)
  18. Tsai, C. Y., Li, Y. Y., & Cheng, Y. Y. (2017). The relationships among adult affective factors, engagement in science, and scientific competencies. Adult Education Quarterly, 67(1), 30-47. (SSCI)
  19. Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5), 32-49. (SSCI) (corresponding)
  20. Shih, W. L., & Tsai, C. Y. (2016). The effects of knowledge management capabilities on perceived school effectiveness in career and technical education. Journal of Knowledge Management, 20(6),1373-1392. (SSCI) (corresponding)
  21. Shien, P. P., & Tsai, C. Y. (2015). Impact of a Scientist-Teacher Collaborative Model on students, teachers, and scientists. International Journal of Science Education, 37(13), 2147-2169. (SSCI)
  22. Tsai, C. Y. (2015). Improving students’ PISA scientific competencies through online argumentation. International Journal of Science Education, 37(2), 321-339. (SSCI)
  23. Tsai, C. Y., Lin, C. N., Shih, W. L., & Wu, P. L. (2015). The effect of online argumentation upon students’ pseudoscientific beliefs. Computers & Education, 80, 187-197. (SSCI/SCI).
  24. Tseng, Y. C., Tsai, C. Y., Shieh, P. Y., Hung, J. F., & Huang, T. C. (2014). The relationship between exposure to pseudoscientific television programs and pseudoscientific beliefs among Taiwanese university students. International Journal of Science Education, Part B, 4(2), 107-122. (ESCI) (corresponding)
  25. 黃孝宗、蔡俊彥、黃台珠(2013)。公民科學家意象與參觀博物館對科學研究利益知覺之影響。教育科學研究期刊，58 (3)，1-22。(TSSCI) (corresponding)
  26. Tsai, C. Y., Jack, B. M., Huang, T. C., & Yang, J. T. (2012). Using the Cognitive Apprenticeship Web-based Argumentation System to improve argumentation instruction. Journal of Science Education and Technology, 21(4), 476-486. (SSCI/SCI)
  27. Tsai, C. Y., Shien, P. P., Jack, B. M., Wu, K. C., Chou, C. Y., Wu, Y. Y., Liu, C. J., Chiu, H. L., Hung, J. F. , Chao, D., & Huang, T. C. (2012). Effects of exposure to pseudoscientific television programs upon Taiwanese citizens’ pseudoscientific beliefs. International Journal of Science Education, Part B, 2(2), 175-194. (ESCI)
  28. Wu, K. C., Shien, P. P., Tsai, C. Y., Chao, D., Chou, C. Y., Wu, Y. Y., Liu, C. J., Chiu, H. L., Hung, J. F., & Huang, T. C. (2012). An investigation of Taiwan’s public attitudes toward science and technology. International Journal of Science Education, Part B, 2(1), 1-21. (ESCI)
  29. Jack, B. M., Liu, C. J., Chiu, H. L., & Tsai, C. Y. (2012). Measuring the confidence of 8th grade Taiwanese students’ knowledge of acids and bases. International Journal of Science and Mathematics Education, 10(4), 889-905. (SSCI)
  30. 蔡俊彥、黃台珠、楊錦潭(2008)。國小學童網路論證能力及科學概念學習之研究。科學教育學刊，16(2)，171-192。(TSSCI)
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