Adah Miller, E., Li, T., Chen, I., Codere, S., & Krajcik, J. (2025). Designing for and investigating elementary students’ cognitive flexibility, science, and literacy achievement in project-based science learning. Disciplinary and Interdisciplinary Science Education Research. (Adah Miller & Li are co-first authors to this paper.)
Adah Miller, E., & Li, T. (2025). Manufacturing authenticity as part of written PBL curriculum: Contrived versus spontaneous events. Journal of the Learning Sciences, 1–48.
Ayano, E.*, Adah Miller, E., & Li, T. (In press). Investigating how teachers’ (existing) sociopolitical consciousness serves as a resource for adapting science units to the project-based learning approach. Science & Education.
Chen, I., Adah Miller, E., Li, T., Bartz, K., & Codere, S. (2025). Toward knowledge-in-use with the core idea of adaptation: Evaluating unit formative assessment for elementary students’ scientific practices and knowledge. International Journal of Science and Mathematics Education.
Chi, M., He, P., Li, G., & Zheng, C. (2025). Development and validation of an instrument to investigate secondary school students’ desire to engage in scientific inquiry. International Journal of Science Education. https://doi.org/10.1080/09500693.2025.2546460
Li, T., Krajcik, J., & Spiro, R. (2025). The transformative collaboration of human intelligence and artificial intelligence in designing knowledge-in-use science assessment for learning. Journal of Science Education and Technology.
Li, T., Haudek, K., & Krajcik, J. (2025). Utilizing deep learning AI to analyze scientific models: Overcoming challenges. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-025-10217-0
Shan, Y., Zheng, C., & He, P. (2025). Assessing Chinese secondary chemistry teachers’ understanding of electrochemistry: A Rasch modeling study. Science & Education. https://doi.org/10.1007/s11191-025-00680-x
Tran, H., Adah Miller, E., Lahiri, S., He, X., DeLuca, J., Hamel, E., He, P., … & Sharma, A. (2025). ‘The hurricane was gritando’: Leveraging elementary students’ climate experiences through storytelling as an approach to climate justice. Environmental Education Research, 1–22. https://doi.org/10.1080/13504622.2025.2498934
2024
Chi, M., Zheng, C., & He, P. (2024). Assessing high school students’ chemical thinking: An instrument development and validation study. Chemistry Education Research and Practice. https://doi.org/10.1039/D4RP00106K
Chi, M., Zheng, C., & He, P. (2024). Using the lens of essential questions–perspectives to investigate the representations of chemical thinking in Chinese secondary chemistry textbooks. Research in Science Education. https://doi.org/10.1007/s11165-024-10208-y
Fackler, A. K., Adah Miller, E., & Li, T. (2024). Promoting meaningful and equitable modeling practices in science classrooms. Science and Children.
Guo, J., Ma, Y., Li, T., Noetel, M., Liao, K., & Greiff, S. (2024). Harnessing artificial intelligence in generative content for enhancing motivation in learning. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2024.102547
He, P., Zhang, Y., Li, T., Zheng, Y., & Yang, J. (2024). Diagnosing middle school students’ proficiency in constructing scientific explanations with the integration of chemical reaction and patterns: A cognitive diagnostic modeling approach. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2413926
Li, T., Adah Miller, E., Simani, M. C., & Krajcik, J. (2024). Adapting scientific modeling practice for promoting elementary students’ productive disciplinary engagement. International Journal of Science Education, 1–35. https://doi.org/10.1080/09500693.2024.2361488
Li, T., He, P., & Peng, L. (2024). Measuring high school student engagement in science learning: An adaptation and validation study. International Journal of Science Education, 46(6), 524–547. https://doi.org/10.1080/09500693.2023.2248668
Liu, R., Liu, C., & He, P. (2024). Chinese grades 1–9 students’ views of the nature of science: Do they differ by grade level, gender, and parents’ occupation? Science & Education, 1–27. https://doi.org/10.1007/s11191-024-00519-x
2023
Chi, M., Zheng, C., & He, P. (2023). Reframing chemical thinking using the lens of disciplinary essential questions and perspectives. Science & Education, 1–26. https://doi.org/10.1007/s11191-023-00438-3
He, P., Chen, I.-C., Touitou, I., Bartz, K., Schneider, B., & Krajcik, J. (2023). Predicting student science achievement using post-unit assessment performances in a coherent high school chemistry project-based learning system. Journal of Research in Science Teaching, 60(4), 724–760. https://doi.org/10.1002/tea.21815
He, P., Krajcik, J., & Schneider, B. (2023). Transforming standards into classrooms for knowledge-in-use: An effective and coherent project-based learning system. Disciplinary and Interdisciplinary Science Education Research, 5, Article 22, 1–23. https://doi.org/10.1186/s43031-023-00088-z
Huang, M., & He, P. (2023). Pre-service science teachers’ understanding of socio-scientific issues instruction through a co-design and co-teaching approach amidst the COVID-19 pandemic. Sustainability, 15(10), Article 8211. https://doi.org/10.3390/su15108211
Krajcik, J., Schneider, B., Miller, E., Chen, I.-C., Bradford, L., Baker, Q., Bartz, K., Miller, C., Li, T., Codere, S., & Peek-Brown, D. (2023). Assessing the effect of project-based learning on science learning in elementary schools. American Educational Research Journal, 60(1), 70–102. https://doi.org/10.3102/00028312221129247
Li, T., Chen, I., Miller, E., Miller, C., Schneider, B., & Krajcik, J. (2023). The relationships between elementary students’ knowledge-in-use performance and their science achievement. Journal of Research in Science Teaching.https://doi.org/10.1002/tea.21900 [SSCI, IF = 4.6] Wiley Top Viewed Articleamong work published in Journal of Research in Science Teaching between January 1, 2023 – December 31, 2023, up to 12 months after publication
Li, T., Reigh, E., He, P., & Adah Miller, E. (2023). Can we and should we use artificial intelligence for formative assessment in science? Journal of Research in Science Teaching,60 (6):1385–1389. https://doi.org/10.1002/tea.21867.
2022
Adah Miller, E., Makori, H., Akgun, S., Miller, C., Li, T., & Codere, S. (2022). Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin. Journal of Research in Science Teaching,1-7. https://doi.org/10.1002/tea.21805. [SSCI, IF = 4.6]
He, P., Zheng, C., & Li, T. (2022). Development and validation of an instrument for measuring Chinese chemistry teachers’ perceived self-efficacy towards chemistry core competencies. International Journal of Science and Mathematics Education. 20(7),1337-1359. https://doi.org/10.1007/s10763-021-10216-8.
He, P., Zheng, C., & Li, T. (2022). High school students’ conceptions of chemical equilibrium in aqueous solutions: Development and validation of a two-tier diagnostic instrument. Journal of Baltic Science Education. 21(3), 428-444. https://doi.org/10.33225/jbse/22.21.428.
Zhai, X., He, P., & Krajcik, J. (2022). Applying machine learning to automatically assess scientific models. Journal of Research in Science Teaching, 59(10), 1765–1794. https://doi.org/10.1002/tea.21773.
2021
He, P., Zheng, C., & Li, T. (2021). Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies. Chemistry Education Research and Practice, 22(2), 513-531. https://doi.org/10.1039/C9RP00286C.
Li, T., Miller, E., Chen, I.C., Bartz, K., Codere, S., & Krajcik, J. (2021). The relationship between teacher’s support of literacy development and elementary students’ modelling proficiency in project-based learning science classrooms. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 49(3), 302-316. https://doi.org/10.1080/03004279.2020.1854959 [ESCI, IF = 1.0]
2014-2020
He, P., Liu, X., Zheng, C. & Jia, M. (2016). Using Rasch measurement to validate an instrument for measuring the quality of classroom teaching in secondary chemistry lessons. Chemistry Education Research and Practice, 17, 381-393. http://dx.doi.org/10.1039/C6RP00004E.
Yang, Y., He, P., & Liu, X. (2018). Validation of an instrument for measuring students’ understanding of interdisciplinary science in grades 4-8 over multiple semesters: a Rasch measurement study. International Journal of Science and Mathematics Education, 16 (4), 639-654. https://doi.org/10.1007/s10763-017-9805-7.
Zheng, C., Fu, L., & He, P. (2014). Development of an instrument for assessing the effectiveness of chemistry classroom teaching. Journal of Science Education and Technology, 23(2), 267-279. https://doi.org/10.1007/s10956-013-9459-3.
Zheng, C., Li, L., & He, P. (2019). The development, validation, and interpretation of a content coding map for analyzing chemistry lessons in Chinese secondary schools. Chemistry Education Research and Practice, 20, 246-257., http://dx.doi.org/ 10.1039/C8RP00085A.