Eidin, E., He, P., & Li, T. (March 2026). Preservice science teachers’ use of AI for NGSS teaching and 3D learning. Paper proposal submitted to the 99th Annual International Conference of the National Association for Research in Science Teaching (NARST), Seattle, WA.
Fiser, T., He, P., Wang, Z., Xue, Y., Shin, N., & Krajcik, J. (March 2026). Teachers’ use of 3D learning progressions to adapt local instructional materials: A multiple case study. Paper proposal submitted to the 99th Annual International Conference of the National Association for Research in Science Teaching (NARST), Seattle, WA.
He, C.-W., He, P., Li, T., Fiorella, L., & Lemons, P. (March 2026). Automated scoring of constructed responses: BERT performance on near- and far-transfer biochemistry problems. Paper submitted to the Annual Conference of the National Association for Research in Science Teaching (NARST), Seattle, WA.
He, P. (March 2026). Learning progressions and GenAI for supporting teacher instructional adaptations and student three-dimensional learning. Symposium proposal submitted to the 99th Annual International Conference of the National Association for Research in Science Teaching (NARST), Seattle, WA.
He, P., Yang, K., Liu, H., Li, H., Chu, Y., Tang, J., & Li, T. (March 2026). Leveraging GenAI to generate actionable feedback on student 3D learning: A human-centered design approach. Paper proposal submitted to the 99th Annual International Conference of the National Association for Research in Science Teaching (NARST), Seattle, WA.
He, P., Xue, Y., Shin, N., Dai, S., & Krajcik, J. (April 2026). Leveraging learning progressions to support teacher adaptation and student 3D learning: A two-year case study. Proposal submitted to the Annual Meeting of the American Educational Research Association (AERA), Los Angeles, CA.
Jin, G., Li, T., Lee, H. J., Xue, Y., He, P., Adesope, O. O., Dydasco, C. G., Sunday, O. J., & Nishida, K. (April 2026). Using large language models to analyze chemistry undergraduate students’ self-constructed concept maps. Proposal submitted to the Annual Meeting of the American Educational Research Association (AERA), Los Angeles, CA.
Kaldaras, L., Carlson, C., Tang, W., Li, T., Djaba, P., Krajcik, J., & Haudek, K. (April 2026). Learning progression-guided AI evaluation to support feedback on multimodal scientific modeling tasks. Paper submitted to the Annual Meeting of the American Educational Research Association (AERA).
Li, T., Adah Miller, E., He, P., Reigh, E., He, X., & Amerman, H. (March 2026). When and how AI use aligns with practice-based and equity-oriented science learning: A vignette-based conceptual analysis. Paper proposal submitted to the 99th Annual International Conference of the National Association for Research in Science Teaching (NARST), Seattle, WA.
Liu, H., Hu, J., He, P., & Wang, L. (March 2026). Analyzing core idea–practice integration in Chinese high school chemistry classrooms through chemical thinking perspectives. Paper proposal submitted to the 99th Annual International Conference of the National Association for Research in Science Teaching (NARST), Seattle, WA.
Wang, Z., He, P., Fiser, T., Xue, Y., Shin, N., & Krajcik, J. (March 2026). Teachers’ use of 3D learning progressions to adapt local instructional materials: A multiple case study. Paper proposal submitted to the 99th Annual International Conference of the National Association for Research in Science Teaching (NARST), Seattle, WA.
2025
Bowers, J., & He, P. (2025). Teacher use of 3D assessments to assess student learning and provide feedback. Paper proposal submitted to the 98th Annual International Conference of the National Association for Research in Science Teaching (NARST), National Harbor, MD.
He, P. (2025). Generating learning progression–based actionable feedback to support students’ three-dimensional learning: A large language model approach. Paper proposal submitted to the 98th Annual International Conference of the National Association for Research in Science Teaching (NARST), National Harbor, MD.
He, P., & Krajcik, J. (2025). Empowering project-based learning with AI to foster knowledge-in-use. Invited keynote presentation by the SIG of Problem-Based Learning & Project-Based Learning at the Annual Meeting of the American Educational Research Association (AERA).
He, P., & Li, T. (2025). Designing 3D assessments with generative AI: A hands-on workshop for elementary and middle school educators. Four-hour workshop accepted by the Washington Science Teacher Association (WSTA), Tacoma, WA.
He, P., Haudek, K., Krajcik, J., & Morell, L. (2025, June). Developing and using learning progressions to support usable knowledge. Session presentation at the CADRE Principal Investigators Meeting, Washington, DC.
He, P., Shin, N., Krajcik, J., & Xue, Y. (2025, June). Developing and testing a learning progression for middle school physical science incorporating disciplinary core ideas, science and engineering practices, and crosscutting concepts. Poster presentation at the CADRE Principal Investigators Meeting, Washington, DC.
He, P., Xue, Y., & Liu, F. (2025). Using large language models to analyze students’ hands-on responses and support teachers’ timely instructional decisions. Paper proposal submitted to the 98th Annual International Conference of the National Association for Research in Science Teaching (NARST), National Harbor, MD.
Huang, M., Wang, L., He, P., & Wang, W. (2025). Designing solutions in middle school science: A multi-case study of the “Design and Construction of the Space Station Atmospheric Revitalization Subsystem” project. Paper proposal submitted to the Global Chinese Academy for Science Education Research Conference, Hong Kong, China.
Kaldaras, L., Li, T., Haudek, K., & Krajcik, J. (2025). Learning progression-guided AI evaluation of scientific models integrating writing and drawing to support multimodal knowledge-in-use. Paper accepted by the Annual Meeting of the American Educational Research Association (AERA).
Lahiri, S., Tran, H., He, X., Adah Miller, E., Huang, Y., DeLuca, J., Hamel, E., Li, T., He, P., Luft, J., Oni, K., & Sharma, A. (2025). Using storytelling for climate justice: Recounting climate experiences in elementary classrooms. Paper accepted by the Annual Meeting of the American Educational Research Association (AERA).
Li, T. (2025). AI and educational justice: A critical conversation. Paper accepted as part of a presidential session of the Annual Meeting of the American Educational Research Association (AERA).
Li, T. (2025). Cognitive synergy of human intelligence and artificial intelligence in designing equitable science assessments. Paper accepted by the Annual Conference of the National Association for Research in Science Teaching (NARST).
Li, T. (2025). The transformative collaboration of human intelligence and artificial intelligence in designing equitable next generation science assessments. Paper accepted by the Annual Meeting of the American Educational Research Association (AERA).
Li, T., Kaldaras, L., Haudek, K., & Krajcik, J. (2025). Feedback on utilizing deep learning AI to analyze scientific models. Paper accepted by the Annual Conference of the National Association for Research in Science Teaching (NARST).
Li, T., Krajcik, J., & Akgun, S. (2025). Designing 3D assessments with generative AI: A hands-on workshop for elementary and middle school educators. Full-day workshop accepted by the National Science Teachers Association (NSTA) Professional Learning Institute, Minneapolis, MN.
Liu, C., Liu, R., Zhang, J., & He, P. (2025). Acquisition and retention of nature of science understandings: A five-year longitudinal study with elementary students. Paper proposal submitted to the Global Chinese Academy for Science Education Research Conference, Hong Kong, China.
Tran, H., DeLuca, J., Lahiri, S., Adah Miller, E., Sharma, A., Hamel, E., He, P., Huang, Y., Li, T., & Luft, J. (2025). Elementary climate education: A framework for including climate justice in climate emergency lessons. Presentation at the Annual International Conference of the National Association for Research in Science Teaching (NARST), Washington, DC.
Tran, H., Lahiri, S., He, X., Adah Miller, E., DeLuca, J., Hamel, E., He, P., & Huang, Y. (2025). “The hurricane was gritando”: Leveraging elementary students’ climate change experiences through storytelling toward an approach to climate justice. Paper accepted by the Annual Conference of the Association for Science Teacher Education, Long Beach, CA.
Zang, L., & Li, T. (2025). Integrating generative artificial intelligence to enhance critical multilingual awareness in world language teacher preparation. Paper accepted by the Annual Meeting of the American Educational Research Association (AERA).
2024
Adah Miller, E., & Li, T. (April 2024). Elementary students’ production and use of epistemic diversity in the context of disciplinary science engagement. Paper submitted to the Annual Meeting of the American Educational Research Association (AERA), Philadelphia, PA.
He, P., Chu, Y., Yang, K., Shin, N., Tang, J., & Krajcik, J. (May 2024). Using generative AI to automatically identify students’ three-dimensional understanding in learning progression-based assessments. Poster presented at the CREATE for STEM Mini-Conference, East Lansing, MI.
He, P., Shin, N., & Krajcik, J. (March 2024). Developing three-dimensional learning progressions of energy, interaction, and matter at the middle school level: Design-based research. Paper proposal submitted to the 97th Annual International Conference of the National Association for Research in Science Teaching (NARST), Denver, CO.
He, P., Shin, N., & Krajcik, J. (March 2024). Using generative AI to automatically identify students’ three-dimensional understanding in an NGSS-aligned learning progression. Paper proposal submitted to the 97th Annual International Conference of the National Association for Research in Science Teaching (NARST), Denver, CO.
He, P., Shin, N., Zeng, M., Nilsen, K., McKinney, D., Harris, C., He, X., Zhai, X., & Krajcik, J. (April 2024). Integrating instructional strategies with automatic information of students’ assessment performance to support teachers’ timely instructional decisions. Paper submitted to the Annual Meeting of the American Educational Research Association (AERA), Philadelphia, PA.
He, P., Shin, N., Kaldaras, L., & Krajcik, J. (April 2024). Integrating artificial intelligence into learning progressions to support student knowledge-in-use: Opportunities and challenges. Paper proposal submitted to the Annual Meeting of the American Educational Research Association (AERA), Philadelphia, PA.
He, X., Zhai, X., He, P., & Latif, E. (March 2024). Improving machine scoring performance with unbalanced training datasets. Paper proposal submitted to the 97th Annual International Conference of the National Association for Research in Science Teaching (NARST), Denver, CO.
Huang, M., He, P., Zeng, M., Shin, N., Bowers, J., & Krajcik, J. (March 2024). Developing a three-dimensional learning progression for matter and its interactions at the middle school level. Paper proposal submitted to the 97th Annual International Conference of the National Association for Research in Science Teaching (NARST), Denver, CO.
Kaldaras, L., Li, T., Haudek, K., & Krajcik, J. (March 2024). Rubric development for AI scoring of NGSS learning progression-based scientific models to support individual opportunity to learn. Paper submitted to the Annual Conference of the National Association for Research in Science Teaching (NARST), Denver, CO.
Kaldaras, L., Li, T., Haudek, K., & Krajcik, J. (April 2024). NGSS learning progression–based scoring of scientific models. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Philadelphia, PA.
Li, T., Kaldaras, L., Haudek, K., & Krajcik, J. (March 2024). Utilizing deep learning AI to evaluate scientific models: Overcoming the challenges. Paper presented at the Annual Conference of the National Association for Research in Science Teaching (NARST), Denver, CO.
Li, T., Kaldaras, L., Haudek, K., & Krajcik, J. (April 2024). Using AI to evaluate multimodal formative assessments in physical science. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Philadelphia, PA.
Morales, C., Lee, J., Eidin, E., He, P., & Bayer, I. (March 2024). Measuring students’ three-dimensional learning and transfer using NGSS-designed life science assessments. Paper proposal submitted to the 97th Annual International Conference of the National Association for Research in Science Teaching (NARST), Denver, CO.
Shin, N., Nilsen, K., He, P., He, X., & Krajcik, J. (April 2024). Supporting teachers’ timely instructional decisions using artificial intelligence–assisted information to promote student science learning. Paper submitted to the Annual Meeting of the American Educational Research Association (AERA), Philadelphia, PA.
Zeng, M., He, P., Huang, M., Shin, N., Bowers, J., & Krajcik, J. (March 2024). Developing a three-dimensional learning progression for thermal energy at the middle school level. Paper proposal submitted to the 97th Annual International Conference of the National Association for Research in Science Teaching (NARST), Denver, CO.
2023
Adah Miller, E., Li, T., & Codere, S. (April 2023). Empowering teachers as architects of equity and social justice–oriented environments through adaptation design. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Amerman, H., Zhai, X., Latif, E., He, P., & Krajcik, J. (April 2023). Does transformer deep learning yield more accurate scores on written explanations than traditional machine learning? Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Chen, I., Li, T., & Akgun, S. (April 2023). Can we narrow the achievement gap in elementary science classrooms? Exploring the ESES program. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Chen, I., Li, T., & Akgun, S. (April 2023). Promoting science achievement with students from diverse socio-economic, gender, race, and language backgrounds post-COVID-19. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Haudek, K. C., Krajcik, J., Li, T., & Kaldaras, L. (May 2023). Evaluating effects of student automatic feedback aligned to a three-dimensional learning progression to promote knowledge-in-use. Paper presented at the CREATE for STEM Conference, Michigan State University, East Lansing, MI.
He, P., Li, T., & Ma, W. (April 2023). Applying cognitive diagnostic assessment to unpack high school students’ knowledge-in-use in science education. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
He, P., Shin, N., Amerman, H., Zhai, X., & Krajcik, J. (April 2023). Designing and applying scoring rubrics for automatically scored knowledge-in-use assessment tasks for instructional decisions. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
He, P., Shin, N., Huang, M., Zeng, M., Bowers, J., & Krajcik, J. (June 2023). Developing and testing a learning progression for middle school physical science incorporating disciplinary core ideas, science and engineering practices, and crosscutting concepts. Poster presentation at the 2023 CADRE PI Meeting, Washington, DC.
He, P., Shin, N., Nilsen, K., Amerman, H., & Krajcik, J. (April 2023). Developing three-dimensional instructional strategies based on students’ performance on classroom assessments. Paper presented at the 2023 Annual Conference of the National Association for Research in Science Teaching (NARST), Chicago, IL.
He, P., Shin, N., Zhai, X., & Krajcik, J. (April 2023). Guiding teacher use of artificial intelligence-based classroom assessment to improve instructional decisions: A conceptual framework. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Krajcik, J., He, P., Shin, N., & Zhai, X. (August 2023). Using artificial intelligence to support teachers’ use of instructional supports to improve students’ usable knowledge: A conceptual framework. Paper presented at the 2023 Annual Conference of the European Science Education Research Association, Cappadocia, Turkey.
Li, T., & Krajcik, J. (May 2023). Automatically assessing elementary students’ hand-drawn scientific models using artificial intelligence. Paper presented at the CREATE for STEM Conference, Michigan State University, East Lansing, MI.
Li, T., Chen, I., & Bartz, K. (April 2023). Teacher instructional supports and elementary student science learning and social-emotional learning after the COVID-19 pandemic. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Li, T., Liu, F., & Krajcik, J. (April 2023). Automatically assessing elementary students’ hand-drawn scientific models using machine learning: Is it possible? Paper presented at the 2023 Annual Conference of the National Association for Research in Science Teaching (NARST), Chicago, IL.
Li, T., Schmidt, J., & Krajcik, J. (April 2023). Exploring interactions between elementary students’ situational engagement and teacher instructional supports over time. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Shin, N., He, P., Nilsen, K., Amerman, H., Krajcik, J., & Zhai, X. (April 2023). Design model for pedagogical content knowledge supports based on AI-automated scores. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Wang, X., Li, T., He, P., & Krajcik, J. (April 2023). Investigating a learning progression for particle nature of matter from upper elementary through high school. Paper presented at the 2023 Annual Conference of the National Association for Research in Science Teaching (NARST), Chicago, IL.
Zhai, X., He, X., Latif, E., He, P., Krajcik, J., Yin, Y., Harris, C., & Weiser, G. (April 2023). Teacher interpretation of AI-augmented assessment reports. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
Zhang, Y., He, P., & Li, T. (April 2023). Diagnosing middle school students’ scientific modeling: A cognitive diagnostic modeling approach. Paper presented at the 2023 Annual Conference of the National Association of Research in Science Teaching (NARST), Chicago, IL.
Zhang, Y., Li, T., & He, P. (April 2023). Applying cognitive diagnosis models to assess middle school students’ scientific explanations. Paper presented at the 2023 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
2022
Akgun, S., Chen, I., Li, T., Miller, E., Codere, S., & Krajcik, J. (March 2022). Using ML-PBL teaching practices to support student sensemaking and social-emotional learning in elementary science classrooms. Paper presented at the 2022 Annual Conference of the National Association for Research in Science Teaching (NARST), Vancouver, British Columbia.
Chen, I., Li, T., Akgun, S., Schnider, B., & Krajcik, J. (March 2022). Curriculum-aligned instruction and formative assessments: Promote students’ academic and social-emotional learning. Paper presented at the 2022 Annual Conference of the National Association for Research in Science Teaching (NARST), Vancouver, British Columbia.
He, P., Chen, I., & Krajcik, J. (April 2022). Three-dimensional learning progression for supporting students’ knowledge-in-use proficiency in high school project-based learning chemistry curriculum. Paper presented at the 2022 Annual Conference of the National Association for Research in Science Teaching (NARST), Vancouver, British Columbia.
He, P., Shin, N., Zhai, X., & Krajcik, J. (May 2022). Guiding teacher use of artificial intelligence-based knowledge-in-use assessment to improve instructional decisions: A conceptual framework. Presentation at the International Conference for AI-Based Assessments in STEM Education, Athens, Georgia.
Li, T. (March 2022). Developing deep learning through systems thinking. Paper presented at the 2022 Annual Conference of the National Association for Research in Science Teaching (NARST), Vancouver, British Columbia.
Li, T. (March 2022). Employing adaptation design principles to enhance elementary student engagement in modeling. Paper presented at the 2022 Annual Conference of the National Association for Research in Science Teaching (NARST), Vancouver, British Columbia.
Li, T., Chen, I., & Krajcik, J. (April 2022). Teacher enactment of NGSS-aligned curriculum, student science achievement in knowledge-in-use, and social and emotional learning. Paper presented at the 2022 Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.
Miller, E., Li, T., Bateman, K., Akgun, S., Makori, H., Codere, S., Danziger, S., Simani, M. C., & Krajcik, J. (November 2022). Adaptation principles to foster engagement and equity in project-based science learning. Paper presented at the 2022 Annual Meeting of the International Society of the Learning Sciences (ISLS), Virtual Conference.
2021
Chen, I., Miller, C., Li, T., Bartz, K., Schneider, B., & Krajcik, J. (April 2021). How teacher practices influence elementary students’ social emotional learning. Paper presented at the 2021 Annual Conference of the National Association for Research in Science Teaching (NARST), Virtual Conference.
He, P., Chen, I., Touitou, I., Maestral, S., & Krajcik, J. (April 2021). Tracking the progress of high school students’ modeling proficiencies across sequential project-based learning chemistry curriculum: A longitudinal study. Paper presented at the 2021 Annual Conference of the National Association for Research in Science Teaching (NARST), Virtual Conference.
Li, T. (April 2021). Developing student learning through project-based learning. Paper presented at the 2021 Annual Meeting of the American Educational Research Association (AERA), Virtual Conference.
Li, T., Chen, I., Miller, E., Bartz, K., Krajcik, J., & Schneider, B. (April 2021). Employing NGSS-aligned three-dimensional unit assessments to predict student science achievement in elementary project-based learning classrooms. Paper presented at the 2021 Annual Conference of the National Association for Research in Science Teaching (NARST), Virtual Conference.
Shin, N., He, P., Li, T., & Krajcik, J. (April 2021). A three-dimensional integrated learning progression and aligned assessments to monitor middle school student proficiency of energy, modeling, and cause and effect. Paper presented at the 2021 Annual Conference of the National Association for Research in Science Teaching (NARST), Virtual Conference.
Zeng, M., Chiu, M., He, P., & Krajcik, J. (April 2021). Investigating students’ performance on explanations, developing and using models via the use of Next Generation Science Assessment (NGSA). Paper presented at the 2021 Annual Conference of the National Association for Research in Science Teaching (NARST), Virtual Conference.
Zhai, X., Yang, J., Li, T., He, P., & Krajcik, J. (April 2021). Applying machine learning to automatically evaluate student scientific modeling competence. Paper presented at the 2021 Annual Conference of the National Association for Research in Science Teaching (NARST), Virtual Conference.
2014-2020
He, P., Shin, N., & Krajcik, J. (March 2020). Design 3D classroom-based assessments for measuring middle school students’ knowledge-in-use of energy: A research-based systematic approach. Session presented at the 2020 Annual Meeting of the Michigan Science Teachers Association, Lansing, MI.
He, P., Shin, N., Li, T., & Krajcik, J. (March 2020). Developing an integrated learning progression and assessments to measure middle school student proficiency of energy. Paper submitted to the 2020 Annual Conference of the National Association for Research in Science Teaching, Portland, OR. Conference canceled.
Li, T., He, P., Shin, N., & Krajcik, J. (March 2020). Creating authentic, three-dimensional classroom-based assessments for measuring middle school students’ knowledge-in-use of energy. Paper submitted to the 2020 Annual National Conference of the National Science Teachers Association (NSTA), Boston, MA. Conference canceled.
Miller, E., Li, T., Chen, I., Codere, S., Schneider, B., & Krajcik, J. (April 2020). Leveraging flexible thinking for scientific sensemaking in ML-PBL. Paper presented at the 2020 Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
He, P., Li, T., Shin, N., & Krajcik, J. (May 2019). Creating three-dimensional classroom-based assessments for measuring middle school students’ knowledge-in-use of proficiencies of science. Poster presented at the 2019 Annual CREATE for STEM Mini-Conference, East Lansing, MI.
Li, L., Zheng, C., & He, P. (2018). The development, validation, and interpretation of a content coding map for analyzing chemistry lessons in Chinese secondary schools. Paper presented at the 2018 Annual Conference of the National Chemistry Curriculum and Teaching Methodology, Keynote Speech, Chongqing, China.
Yang, Y., He, P., Wu, Y., Liu, X., Gardella, J., & Li, S. (March 2018). Effects of professional development on teacher knowledge, practice, and student learning of interdisciplinary science. Paper presented at the 2018 Annual Conference of the National Association for Research in Science Teaching, Atlanta, GA.
He, P., Zheng, C., & Liu, X. (November 2016). Using many-facet multi-dimensional Rasch modeling to measure the progression of chemistry teacher teaching performance. Paper presented at the 2016 Annual Conference of the National Chemistry Curriculum and Teaching Methodology, Keynote Speech, Wuhu, China. (In Chinese)
Yang, Y., He, P., Liu, X., & Eades-Baird, M. (April 2016). Validation of an instrument for measuring students’ understanding of science in grades 4–8 over multiple semesters: A Rasch measurement study. Paper presented at the 2016 Annual Conference of the National Association for Research in Science Teaching, Baltimore, MD.
He, P., Liu, X., Zheng, C., & Xu, K. (October 2015). Development and application of a two-tier multiple-choice diagnostic instrument to identify grade 11–12 students’ alternative conceptions of ionic equilibrium. Paper presented at the 2015 Annual Meeting of the East-Asian Association for Science Education (EASE) Conference, Beijing, China.
He, P., Zheng, C., & Liu, X. (April 2015). Development of a coding system and instruments for assessing the quality of instructional behaviors in secondary chemistry classrooms. Paper presented at the 2015 Annual Conference of the National Association for Research in Science Teaching, Chicago, IL.
He, P., Zheng, C., & Liu, X. (April 2015). Using Rasch measurement to validate an instrument for evaluating classroom teaching in chemistry lessons. Paper presented at the 2015 Annual Conference of the National Association for Research in Science Teaching, Chicago, IL.
He, P., Zheng, C., & Liu, X. (October 2015). Developing an instrument to measure teachers’ teaching performances on changes in matter. Paper presented at the 2015 Annual Meeting of the East-Asian Association for Science Education (EASE) Conference, Beijing, China.
Yang, Y., He, P., & Liu, X. (October 2015). Students’ science achievements and variables of students, teachers, and parents: A structural equation modeling study. Paper presented at the 2015 Annual Meeting of the East-Asian Association for Science Education (EASE) Conference, Beijing, China.