{"id":13,"date":"2025-09-28T15:44:00","date_gmt":"2025-09-28T22:44:00","guid":{"rendered":"https:\/\/labs.wsu.edu\/caire\/?page_id=13"},"modified":"2026-09-08T00:17:50","modified_gmt":"2026-09-08T07:17:50","slug":"research","status":"publish","type":"page","link":"https:\/\/labs.wsu.edu\/caire\/research\/","title":{"rendered":"Journal Articles"},"content":{"rendered":"\n

2026<\/h2>\n\n\n\n
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  1. He, P., & Krajcik, J. (2026). Artificial intelligence in science education: global insights and future directions. Disciplinary and Interdisciplinary Science Education Research, 8(1), 6. https:\/\/doi.org\/10.1186\/s43031-026-00154-2<\/a>\u00a0<\/li>\n\n\n\n
  2. Shah, N., Stroupe, D., Yadav, A., Bernhard, T., Logan, C., Dyer, E., He, P.<\/strong>, Krist, C., & Li, T. <\/em>(2026). <\/em>Refusing Educational Technology: Artificial Intelligence, Inequity, and the Problem of Critical Optimism. 1-9, Educational Researcher. <\/em>https:\/\/doi.org\/10.3102\/0013189X261466234<\/em><\/a>\u00a0<\/li>\n\n\n\n
  3. Liu, C., Liao, X., Liu, R., Zhang, J., & He, P.<\/strong> (2026). Acquisition and Retention of Nature of Science Understandings: A Five-Year Longitudinal Study with Elementary Students. Research in Science Education<\/em>, 1-26. https:\/\/doi.org\/10.1007\/s11165-026-10342-9<\/a>\u00a0<\/li>\n\n\n\n
  4. Wang, Y., Wen, J., He, P., Chen, Q., Chen, J., & Qian, Y. (2026). Latent profiles of resilience in chemistry: tracking chemistry performance during critical educational transitions. International Journal of Science Education, 1\u201319. https:\/\/doi.org\/10.1080\/09500693.2026.2630292<\/a>.\u00a0<\/li>\n\n\n\n
  5. Emily, A. M., Li, T., Selin, A., Hildah, M., Simani, M., & Krajcik, J. (2026). Project-Based Science Learning: Adaptations That Promote Productive Disciplinary Engagement and Disrupt Exclusionary Practices. Education Sciences<\/em>, 16<\/em>(8), 1258. https:\/\/doi.org\/10.3390\/educsci16081258<\/li>\n\n\n\n
  6. Li, T., Krajcik, J. S., & Spiro, R. (2026). The transformative collaboration of human intelligence and artificial intelligence in designing Knowledge-in-use science assessment for learning. Journal of Science Education and Technology, 35(3), 688-714. https:\/\/doi.org\/10.1007\/s10956-025-10275-4\u00a0<\/li>\n<\/ol>\n\n\n\n

    2025<\/h2>\n\n\n\n
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    1. Shan, Y., Zheng, C., & He, P.<\/strong> (2025). Assessing Chinese Secondary Chemistry Teachers\u2019 Understanding of Electrochemistry: A Rasch Modeling Study.Science & Education. <\/em>https:\/\/doi.org\/10.1007\/s11191-025-00680-x<\/em><\/a>\u00a0<\/li>\n\n\n\n
    2. Chi, M., He, P.<\/strong>, Li, G., & Zheng, C. (2025). Development and Validation of an Instrument to Investigate Secondary School Students\u2019 Desire to Engage in Scientific Inquiry. International Journal of Science Education.<\/em> https:\/\/doi.org\/10.1080\/09500693.2025.2546460<\/em><\/a>\u00a0<\/li>\n\n\n\n
    3. Tran, H., Adah Miller, E., Lahiri, S., He, X., DeLuca, J., Hamel, E., He, P.,<\/strong> \u2026 & Sharma, A. (2025). \u2018The hurricane was gritando\u2019: leveraging elementary students\u2019 climate experiences through storytelling as an approach to climate justice. Environmental Education Research<\/em>, 1-22. https:\/\/doi.org\/10.1080\/13504622.2025.2498934<\/a>.\u00a0<\/li>\n\n\n\n
    4. 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. <\/li>\n\n\n\n
    5. 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<\/a>\u00a0<\/li>\n\n\n\n
    6. Ayano, E. *, Adah Miller, E., & Li, T. (In press). Investigating how teachers\u2019 (existing) sociopolitical consciousness serves as a resource for adapting science units to the project-based learning approach. Science & Education. <\/li>\n\n\n\n
    7. Adah Miller, E., Li, T., Chen, I. C., Krajcik, J., & Codere Kelly, S. (2025). Designing for and investigating elementary students\u2019 cognitive flexibility, science, and literacy achievement in project-based science learning. Disciplinary and Interdisciplinary Science Education Research<\/em>, 7<\/em>(1), 13. (Adah Milelr & Li are co-first authors to this paper.) <\/li>\n\n\n\n
    8. Chen, I. C., Miller, E. A., Li, T., Bartz, K., & Codere, S. (2025). Toward Knowledge-in-use with the Core Idea of Adaptation: Evaluating Unit Formative Assessment for Elementary Students\u2019 Scientific Practices and Knowledge. International Journal of Science and Mathematics Education, 23(8), 3359-3387. <\/li>\n<\/ol>\n\n\n\n

      2024<\/h2>\n\n\n\n
        \n
      1. Chi, M., Zheng, C., & He, P. <\/strong>(2024). Assessing high school students\u2019 chemical thinking: An instrument development and validation study. Chemistry Education Research and Practice<\/em>. https:\/\/doi.org\/10.1039\/D4RP00106K<\/a><\/li>\n\n\n\n
      2. Chi, M., Zheng, C., & He, P.<\/strong> (2024). Using the lens of essential questions\u2013perspectives to investigate the representations of chemical thinking in Chinese secondary chemistry textbooks. Research in Science Education<\/em>. https:\/\/doi.org\/10.1007\/s11165-024-10208-y<\/a><\/li>\n\n\n\n
      3. Fackler, A. K., Adah Miller, E., & Li, T.<\/strong> (2024). Promoting meaningful and equitable modeling practices in science classrooms. Science and Children<\/em>.<\/li>\n\n\n\n
      4. Guo, J., Ma, Y., Li, T.<\/strong>, Noetel, M., Liao, K., & Greiff, S. (2024). Harnessing artificial intelligence in generative content for enhancing motivation in learning. Learning and Individual Differences<\/em>. https:\/\/doi.org\/10.1016\/j.lindif.2024.102547<\/a><\/li>\n\n\n\n
      5. He, P.<\/strong>, Zhang, Y., Li, T.<\/strong>, Zheng, Y., & Yang, J. (2024). Diagnosing middle school students\u2019 proficiency in constructing scientific explanations with the integration of chemical reaction and patterns: A cognitive diagnostic modeling approach. International Journal of Science Education<\/em>. https:\/\/doi.org\/10.1080\/09500693.2024.2413926<\/a><\/li>\n\n\n\n
      6. Li, T.<\/strong>, Adah Miller, E., Simani, M. C., & Krajcik, J. (2024). Adapting scientific modeling practice for promoting elementary students\u2019 productive disciplinary engagement. International Journal of Science Education<\/em>, 1\u201335. https:\/\/doi.org\/10.1080\/09500693.2024.2361488<\/a><\/li>\n\n\n\n
      7. Li, T.<\/strong>, He, P.<\/strong>, & Peng, L. (2024). Measuring high school student engagement in science learning: An adaptation and validation study. International Journal of Science Education, 46<\/em>(6), 524\u2013547. https:\/\/doi.org\/10.1080\/09500693.2023.2248668<\/a><\/li>\n\n\n\n
      8. Liu, R., Liu, C., & He, P.<\/strong> (2024). Chinese grades 1\u20139 students\u2019 views of the nature of science: Do they differ by grade level, gender, and parents\u2019 occupation? Science & Education<\/em>, 1\u201327. https:\/\/doi.org\/10.1007\/s11191-024-00519-x<\/a><\/li>\n<\/ol>\n\n\n\n

        2023<\/h2>\n\n\n\n
          \n
        1. Chi, M., Zheng, C., & He, P.<\/strong> (2023). Reframing chemical thinking using the lens of disciplinary essential questions and perspectives. Science & Education<\/em>, 1\u201326. https:\/\/doi.org\/10.1007\/s11191-023-00438-3<\/a><\/li>\n\n\n\n
        2. He, P.<\/strong>, 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<\/em>(4), 724\u2013760. https:\/\/doi.org\/10.1002\/tea.21815<\/a><\/li>\n\n\n\n
        3. He, P.<\/strong>, 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<\/em>, Article 22, 1\u201323. https:\/\/doi.org\/10.1186\/s43031-023-00088-z<\/a><\/li>\n\n\n\n
        4. Huang, M., & He, P.<\/strong> (2023). Pre-service science teachers\u2019 understanding of socio-scientific issues instruction through a co-design and co-teaching approach amidst the COVID-19 pandemic. Sustainability, 15<\/em>(10), Article 8211. https:\/\/doi.org\/10.3390\/su15108211<\/a><\/li>\n\n\n\n
        5. Krajcik, J., Schneider, B., Miller, E., Chen, I.-C., Bradford, L., Baker, Q., Bartz, K., Miller, C., Li, T.<\/strong>, Codere, S., & Peek-Brown, D. (2023). Assessing the effect of project-based learning on science learning in elementary schools. American Educational Research Journal, 60<\/em>(1), 70\u2013102. https:\/\/doi.org\/10.3102\/00028312221129247<\/a><\/li>\n\n\n\n
        6. Li, T.<\/strong>, Chen, I., Miller, E., Miller, C., Schneider, B., & Krajcik, J. (2023). The relationships between elementary students\u2019 knowledge-in-use performance and their science achievement. Journal of Research in Science Teaching.<\/em>https:\/\/doi.org\/10.1002\/tea.21900<\/a> [SSCI, IF = 4.6] Wiley Top Viewed Articleamong work published in Journal of Research in Science Teaching<\/em> between January 1, 2023 – December 31, 2023, up to 12 months after publication<\/strong><\/li>\n\n\n\n
        7. Li, T.<\/strong>, Reigh, E., He, P<\/strong>., & Adah Miller, E. (2023). Can we and should we use artificial intelligence for formative assessment in science? Journal of Research in Science Teaching,60 <\/em>(6):1385\u20131389. https:\/\/doi.org\/10.1002\/tea.21867<\/a>.<\/li>\n<\/ol>\n\n\n\n

          2022<\/h2>\n\n\n\n
            \n
          1. Adah Miller, E., Makori, H., Akgun, S., Miller, C., Li, T<\/strong>., & 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<\/em>,1-7. https:\/\/doi.org\/10.1002\/tea.21805<\/a>. [SSCI, IF = 4.6]<\/li>\n\n\n\n
          2. He, P<\/strong>., Zheng, C., & Li, T.<\/strong> (2022). Development and validation of an instrument for measuring Chinese chemistry teachers\u2019 perceived self-efficacy towards chemistry core competencies. International Journal of Science and Mathematics Education. 20<\/em>(7),1337-1359. https:\/\/doi.org\/10.1007\/s10763-021-10216-8.<\/li>\n\n\n\n
          3. He, P.<\/strong>, Zheng, C., & Li, T.<\/strong> (2022). High school students\u2019 conceptions of chemical equilibrium in aqueous solutions: Development and validation of a two-tier diagnostic instrument. Journal of Baltic Science Education. 21<\/em>(3), 428-444. https:\/\/doi.org\/10.33225\/jbse\/22.21.428<\/a>.<\/li>\n\n\n\n
          4. Zhai, X., He, P<\/strong>., & Krajcik, J. (2022). Applying machine learning to automatically assess scientific models. Journal of Research in Science Teaching, 59<\/em>(10), 1765\u20131794. https:\/\/doi.org\/10.1002\/tea.21773.<\/a><\/li>\n<\/ol>\n\n\n\n

            2021<\/h2>\n\n\n\n
              \n
            1. He, P.<\/strong>, Zheng, C., & Li, T.<\/strong> (2021). Development and validation of an instrument for measuring Chinese chemistry teachers\u2019 perceptions of pedagogical content knowledge for teaching chemistry core competencies. Chemistry Education Research and Practice<\/em>, 22(2), 513-531. https:\/\/doi.org\/10.1039\/C9RP00286C.<\/li>\n\n\n\n
            2. Li, T<\/strong>., Miller, E., Chen, I.C., Bartz, K., Codere, S., & Krajcik, J. (2021). The relationship between teacher\u2019s support of literacy development and elementary students\u2019 modelling proficiency in project-based learning science classrooms. Education 3-13: International Journal of Primary, Elementary and Early Years Education<\/em>, 49<\/em>(3), 302-316. https:\/\/doi.org\/10.1080\/03004279.2020.1854959<\/a>  [ESCI, IF = 1.0]<\/li>\n<\/ol>\n\n\n\n

              2014-2020<\/h2>\n\n\n\n
                \n
              1. He, P<\/strong>., 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<\/em>, 17, 381-393. http:\/\/dx.doi.org\/10.1039\/C6RP00004E<\/a>.<\/li>\n\n\n\n
              2. Yang, Y., He, P<\/strong>., & Liu, X. (2018). Validation of an instrument for measuring students\u2019 understanding of interdisciplinary science in grades 4-8 over multiple semesters: a Rasch measurement study. International Journal of Science and Mathematics Education<\/em>, 16 (4), 639-654. https:\/\/doi.org\/10.1007\/s10763-017-9805-7.<\/li>\n\n\n\n
              3. Zheng, C., Fu, L., & He, P.<\/strong> (2014). Development of an instrument for assessing the effectiveness of chemistry classroom teaching. Journal of Science Education and Technology<\/em>, 23(2), 267-279. https:\/\/doi.org\/10.1007\/s10956-013-9459-3.<\/li>\n\n\n\n
              4. Zheng, C., Li, L., & He, P<\/strong>. (2019). The development, validation, and interpretation of a content coding map for analyzing chemistry lessons in Chinese secondary schools. Chemistry Education Research and Practice<\/em>, 20, 246-257., http:\/\/dx.doi.org\/ 10.1039\/C8RP00085A.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

                Our lab shares journal articles authored by CAIRE researchers across recent years, highlighting peer-reviewed scholarship related to AI, science education, learning sciences, assessment, and equity in K\u201312 and higher education contexts.<\/p>\n","protected":false},"author":44109,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_wsuwp_accessibility_report":null},"categories":[],"tags":[],"wsuwp_university_location":[],"wsuwp_university_org":[],"_links":{"self":[{"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/pages\/13"}],"collection":[{"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/users\/44109"}],"replies":[{"embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":19,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"predecessor-version":[{"id":2758,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/pages\/13\/revisions\/2758"}],"wp:attachment":[{"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/media?parent=13"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/categories?post=13"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/tags?post=13"},{"taxonomy":"wsuwp_university_location","embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/wsuwp_university_location?post=13"},{"taxonomy":"wsuwp_university_org","embeddable":true,"href":"https:\/\/labs.wsu.edu\/caire\/wp-json\/wp\/v2\/wsuwp_university_org?post=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}