國立臺灣師範大學化學系

Hwang, B. T. & Chiu, S. C. (2004, June). The Effect of a Computer Instructional Model in Bringing about a Conceptual Change in Students’Understanding of Particulate Concepts of Gas. Proceedings of the 2004 Informing Science and Information technology education Joint Conference (InSITE 2004). Rockham- pton, QLD, Australia.

Hwang, B. T. (2001, July). An alternative evaluation with miniaturized apparatus in facilitating particulate concept acquisitions. Proceedings of CONASTA 50th (The 50th Conference of the Australian Science Teachers’ Association): Enriching Science Education – a golden opportunity. Sydney, New South Wales, Australia.

Hwang, B. T. (2000, August). Students’ understandings and misconceptions of particulate natures in gaseous phase and their science achievement. In PHYTEB (Ed.), Physics Teacher Education Beyond 2000. Barcelona, Spain: CALIDOS.

Hwang, B. T. (2000). Investigating the influence of teaching on cognitive development of volume conservation in grade 4-6. In Renata Sulcova (Ed.), International Organization for Science and Technology Education: Science and technology education in new millennium (pp. 127-134). Prague, Czech Republic: PERES Publishers.

Hwang, B. T. (1999). Transferring research findings into practice: Students‘ prior knowledge and conceptual change of heat and temperature: A cognitive view. In O. de Jong, K. Kortland, A. Jan Waarlo, & J.Buddingh'' (Eds.), Bridging the gap between theory and practice: What research says to the science teacher (pp.127-139). Hatfield, Herts, UK: ICASE.

Hwang, B. T. (1996). Using different methods to explore the students'' conception of temperature, heat and energy. Proceedings of ICASE (The International Council of Associations for Science Education): Research Seminar on Chemistry and Physics Education, Dortmund, Germany.

Hwang, B. T. (1995, April 22-25). Student''''s conceptual representations of gas volume in relation to particulate model of matter. (ERIC Document Reproduction Service No. ED 387-325)

Hwang, B. T., & Liu, Y. S. (1994, March 26-29). A study of proportional reasoning and self- regulation instruction on students'' conceptual change in conceptions of solution. (ERIC Document Reproduction Service No. ED 368-574)

Huang, Hsiang-wu, & Hwang, Bao-tyan. (1992). Students'' conceptual developments on shadow formation and their relations to formal and concrete operation stages. Proc. Natl. Sci. Counc. Repub. China, Part D. Math. Sci. Technol. Educ. 2(1), 27-38.