林倍伊助理教授(Dr. Lin, Pei-Yi)

研究室　　綜合教學大樓7樓717室

分機 73017

E-mail peiyilin@mx.nthu.edu.tw

最高學歷　國立政治大學教育系博士

研究專長　知識翻新、設計思考、學習科學、電腦輔助協作學習

研究專案

■ 運用原則導向的知識翻新活動發展教師覺察力。國科會(112-2410-H-007 -032 -MY3)
■ 運用知識創新活動發展教師與師資生的設計思考與設計心向。科技部(111-2410-H-007 -003 -MY2)
■ 一位小學新手教師如何設計知識翻新的環境：以混合研究為例。科技部。(105-2917-I-564-064 -)
■ 設計思考的教育創新：培養現代公民的學習能力。科技部。(103-2917-I-004 -002 -)

期刊論文

■ 朱玲慧、張宇慧、林倍伊（2022.6）。「憂鬱世代」青少年的失敗恐懼與幸福感：自我效能的中介角色。教育與心理研究，45(2)，59-85。(通訊作者) (TSSCI)
■ Lin, P.-Y., Chai, C. S., Di, W., & Wang, X. (2022.6). Modeling Chinese Teachers' Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency. Frontiers in Psychology, 13. (SSCI)
■ Lin, P. Y., Chai, C. S., & Jong, M. S. Y. (2021). A study of disposition, engagement, efficacy, and vitality of teachers in designing science, technology, engineering, and mathematics education. Frontiers in Psychology, 12.
■ Chai, C. S., Lin, P.-Y., King, R. B., & Jong, M. S. Y. (2021). Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West. Frontiers in Psychology, 12, 448.
■ Lin, P.-Y., Chai, C. S., Jong, M. S. Y., Dai, Y., Guo, Y., & Qin, J. (2021). Modeling the structural relationship among primary students' motivation to learn artificial intelligence. Computers and Education: Artificial Intelligence, 2, 100006.
■ Chai, C. S., Lin, P.-Y., Jong, M. S. Y., Dai, Y., Chiu, T. K., & Qin, J. (2021). Perceptions of and behavioral intentions towards learning artificial intelligence in primary school students. Educational Technology & Society, 24(3), 89-101.
■ Lin, P.-Y., Hong, H.-Y. & Chai, C. S. (2020). Fostering College Students' Design Thinking in a Knowledge-building Environment. Educational Technology Research and Development, 68(3), 949-974. (First author) (SSCI, Impact Factor: 2.303; 2019 Ranking: 58/263 in Education & Educational Research, Q1)
■ Hong, H.-Y., Ma, L., Lin, P.-Y., & Lee, Y.-H. (2020). Advancing Third Graders’ Reading Comprehension through Collaborative Knowl Building: A Comparative Study in Taiwan. Computers & Education, 157, 103962. (SSCI, Impact Factor: 5.296; 2019 Ranking: 4/263 in Education & Educational Research, Q1)
■ Dai, Y., Chai, C. S., Lin, P.-Y., Jong, M. S.-Y., Guo, Y., & Qin, J. (2020). Promoting Students' Well-Being by Developing Their Readiness for the Artificial Intelligence Age. Sustainability, 12(16), 6597. (SCIE, Impact Factor: 2.576; 2019 Ranking: 120/265 in Environmental Sciences, Q2)
■ Jong, M. S.-Y., Geng, J., Chai, C. S., & Lin, P.-Y. (2020). Development and Predictive Validity of the Computational Thinking Disposition Questionnaire. Sustainability, 12(11), 4459. (SCIE, Impact Factor: 2.576; 2019 Ranking: 120/265 in Environmental Sciences, Q2)
■ Li, P.-J., Hong, H.-Y., Chai, C. S., Tsai, C.-C., & Lin, P.-Y. (2020). Fostering Students' Scientific Inquiry through Computer-Supported Collaborative Knowledge Building. Research in Science Education, 50, 2035-2053. (SSCI, Impact Factor: 2.248; 2019 Ranking: 66/263 in Education & Educational Research, Q2)
■ Hong, H.-Y., Lin, P.-Y.*, Chai, C. S., Hung, G. T., & Zhang, Y. (2019). Fostering Design-oriented Collective Reflection among Preservice Teachers through Principle-based Knowledge Building Activities. Computers & Education, 130, 105-120. (*Corresponding author) (SSCI, Impact Factor: 5.296; 2019 Ranking: 4/263 in Education & Educational Research, Q1)
■ Hong, H.-Y., & Lin, P.-Y.* (2019). Elementary Students Enhancing Their Understanding of Energy-saving through Idea-centered Collaborative Knowledge-building Scaffolds and Activities. Educational Technology Research and Development, 67(1), 63-83. (*Corresponding author) (SSCI, Impact Factor: 2.303; 2019 Ranking: 58/263 in Education & Educational Research, Q1)
■ Hong, H.-Y., Lin, P.-Y.* & Lee, Y-H. (2019). Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan. Learning and Individual Differences, 76, 101787. (*Corresponding author) (SSCI, Impact Factor: 1.916; 2019 Ranking: 25/60 in Psychology, Educational, Q2)
■ Hong, H.-Y., Lin, P.-Y.*, Chen, B., & Chen, N. (2019). Integrated STEM Learning in an Idea Centered Knowledge-Building Environment. The Asia-Pacific Education Researcher, 28(1), 63-76. (*Corresponding author) (SSCI, Impact Factor: 0.744; 2019 Ranking: 227/263 in Education & Educational Research, Q4)
■ Lin, P.-Y.*, Chai, C. S., & Jong, M. S.-Y. (2019). A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students' Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism. International Journal of Environmental Research and Public Health, 16(24), 5157. (First and corresponding author) (SSCI, Impact Factor: 2.849; 2019 Ranking: 32/170 in Public, Environmental & Occupational Health, Q1)
■ Lin, P.-Y., Chang, Y.-H., Lin, H.-T., & Hong, H.-Y. (2017). Fostering College Students' Creative Capacity through Computer-supported Knowledge Building. Journal of Computers in Education, 4(1), 43-56. https://doi.org/10.1007/s40692-016-0063-4 (First author) (Scopus)
■ 林倍伊、吳惠萍、洪國財、董艳、蔡敬新、洪煌堯(2017)。基于知識創新觀點的網絡資源與學習平台之教學設計。開放學習研究，6，28-34。
■ Lin, P.-Y.,* & Schunn, C.D. (2016). The Dimensions and Impact of Informal Science Learning Experiences on Middle Schoolers' Attitudes and Abilities in Science. International Journal of Science Education, 38(17), 2551-2572. (First and corresponding author) (SSCI, Impact Factor: 1.485; 2019 Ranking: 146/243 in Education & Educational Research, Q3)
■ 林倍伊、林顯達、李佩蓉、詹雯靜、洪國財、洪煌堯(2016)。在不同模式的電腦支援協作學習環境下，師培生理解教學理論層次之差異—以Blackboard和Knowledge Forum為例。資訊社會研究，31，71-108。

洪煌堯、蔡佩真、林倍伊*(2014)。透過知識創新教學理念與學習平臺以培養國小學生自然課合作學習與翻新想法的習慣。科學教育學刊，22(4)，413 - 439。(TSSCI)

研討會論文

■ Lin, P.-Y. (2023). Exploring Factors Influencing Pre-service Teachers' Design for Teaching. In the INTED2023 Proceedings, (pp. 4238-4241). IATED.
■ Chai, C. S., Lin, P.-Y., Jong, M. S. Y., Dai, Y., & Chiu, T. K. F, (2020, November). Primary students' readiness for learning of artificial intelligence: A case study in Beijing. Paper presented at the 28th International Conference on Computers in Education. Online.
■ Chai, C. S., Lin, P.-Y., Jong, M. S. Y., Dai, Y., Chiu, T. K. F, & Huang, B. (2020). Factors Influencing Students' Behavioral Intention to Continue Artificial Intelligence Learning. . In Proceedings of the 2020 International Symposium on Educational Technology, (ISET020) (pp.147- 150). Bangkok, Thailand: The Institute of Electrical and Electronics Engineers, Inc.
■ Lin, P.-Y., Ma, L., & Hong, H.-Y. (2019). Advancing Elementary Students' Reading Comprehension through Knowledge Building. In Lund, K., et al (Eds.). (2019). A Wide Lens: Combining Embodied Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, (vol 2, pp. 632-635). Lyon, France: International Society of the Learning Sciences.

■ Lin, P.-Y., & Hong, H.-Y. (2019). Exploring Group' Design Thinking Patterns in a Principe-based Knowledge-Building Environment. In Lund, K., et al (Eds.). (2019). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, (vol 2, pp. 692-695).Lyon, France: International Society of the Learning Sciences.
■ Hong, H.-Y., Lin, P.–Y., Chai, C. S., Tsai, C.-C., & Zhang, Y. (2019). The Role of Teachers' Design Knowledge in Promoting Creative Work with Knowledge and Ideas. In Bereiter, C. (Chair), The Roles of Knowledge in Knowledge Creation Symposia presented. In Lund, K., et al (Eds.). (2019). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, (vol 2, pp. 767-774). Lyon, France: International Society of the Learning Sciences.

■ Chu, L. H., Dong, D., Lin, P.-Y., & Huang, C. H. (2019, April). Psychological Capital and Well-being: The Mediating Role of Emotion Regulation. Poster presented at the 2019 Annual Meeting of the American Educational Research Association. Toronto, Canada.

■ Lin, P.-Y., & Hong, H.-Y. (2019, March). Advancing elementary students' literacies through principled-based knowledge building pedagogy. Paper presented at the 2019 Knowledge Building Summer Institute. Singapore.
■ Hong, H.-Y., Lin, P.-Y., & Lin. C. P. (2018). Exploring teachers' knowledge and beliefs for developing knowledge-building environments. In Yang, J. C. et al. (Eds.) Proceedings of the 26th International Conference on Computers in Education, (pp. 217 - 219). Manila, Philippines: Asia-Pacific Society for Computers in Education.
■ Lin, P.-Y., Chang, Y.-H., & Chen, B. (2018, August). Exploring Novice Teachers' Reflections and Design Practices on Knowledge-Building in Junior High School Classrooms. Poster presented at the 2018 Knowledge Building Summer Institute. Toronto, Canada.
■ Lin, P.-Y., Hong, H.-Y., & Chai, C. S. (2018, August). 5th Graders Building Knowledge in a Science Class. Poster presented at the 2018 Knowledge Building Summer Institute. Toronto, Canada.
■ Chu, L.-H., Lin, P.-Y., Huang, C-H. (2018, August). How to Cope with Stress? Impact of Psychological Capitals on Undergraduate Students' Well-being. Poster presented at the 2018 American Psychological Association Annual Convention. San Francisco, CA, US.
■ Lin, P.-Y., Ma, L., Chang, Y.-H., Hong, H.-Y., & Lin. C. P. (2018). Improving Elementary Students' Literacy through Knowledge Building. In Kay, J. and Luckin, R. (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, (vol.3, pp. 1527-1528). London, UK: International Society of the Learning Sciences.
■ Hong, H.-Y., Lin, P.-Y., & Hung, G. T. (2017). Preservice Teachers' Conceptions of Creative Teaching through Knowledge Building Practices. In Proceedings of the 2017 International Conference on E-Education, E-Business and E-Technology (pp. 1-3). ACM New York, USA.
■ Lin, P.-Y., Hong, H.-Y., & Chai, C. S. (2017, June). Fostering College Students' Design Thinking via Knowledge Building Activities. Paper presented at the 2017 Knowledge Building Summer Institute. Philadelphia, US.
■ Schunn, C.D. & Lin, P.-Y. (2016, April). The Dimensions and Impact of Informal Science Learning Experiences on Activation. Paper presented at the 2016 Annual Meeting of the American Educational Research Association. Washington, D.C., US.

專書與專書論文

■ 林倍伊(2022)。知識翻新理論與教學設計。載於詹惠雪主編，素養導向學習的理論與實踐(第1章)。臺北市:高等教育。
■ Lin, P.-Y., Chang, Y.-H., Lin, H. T., & Hong, H.-Y. (2017, March). Fostering college students’ creative capacity through computer-supported knowledge building activities. In M. A. Runco. (4th ed.), Creativity and Education (vol.3, pp. 65-78). New Delhi: SAGE Publications Ltd. (Reprinted from Journal of Computers in Education, 4(1), 43-56).

國立清華大學教育與學習科技學系Department of Education and Learning Technology