Yun-Ping Ge(蓋允萍)

Email
yunpingge@mail.ntue.edu.tw

☎️02-2732-1104 #55423(Y423)

Title/Department
Associate Professor/Department of International master's program of learning and instruction

ACADEMIC BACKGROUND

NDHU Assistant Professor, 2017-2021

Department of Education and Human Potentials,

National Dong-Hwa University, Taiwan

SMIRC (Science and Mathematics Item Review Committee) expert panel for TIMSS (Trends In International Mathematics And Science Study), 2020-2024

Post Doctoral Fellow, 2015-2016, Australia Catholic University, Australia

Learning Sciences Institute of Australia

Study program: A Cross-country Comparison of Biological Classificational Image Design and Comprehension on Taiwanese and Australian Textbooks

Ph.D., 2014, National Changhua University of Education

Graduate Institute of Science Education

Dissertation: Investigating the Impact of Image Design on Reading Comprehension through Cross-country Comparison between Taiwanese and Australian

Visiting Scholar 2011-2012, University of England

School of Education, Armidale, Australia

 

M.S., 2004, National Taiwan Normal University, Taiwan

Graduate Institute of Science Education

Exchange student program:2002-2003 in Simon Fraser University, Canada

Thesis: An Analysis of Discourse Patterns and Process-Skill Teaching in a Case Study of Interdisciplinary Teacher-Student Interaction

B.S., 1991, National Taiwan Normal University, Taiwan

Department of English

Certification: Department of Education, Taiwan, Teaching Certificate: Grade 7-12 English

A.S., 1986, National Taichung Normal College

Elementary School Teaching

Certification: Department of Education, Taiwan, Teaching Certificate: Grade 1-6

RESEARCH INTERESTS

Science Images, Reading Comprehension, Classroom Discourse, Textbook Analysis

WORK EXPERIENCE

Elementary Teacher, 1986-1998, 1998-2010, 2010-2014, Ziqiang Elementary School (Taipei), Hecuo Elementary School (Taichung), Hui Lai Elementary School (Taichung), Taiwan

Including also serve as

Science Curriculum Consultant, 2003- 2006, Taichung city government

Taichung City, Taiwan

Research Assistant, 1998-1999, National Academy for Educational Research

Taipei county, Taiwan

PUBLICATION

In English

Journal Article (*corresponding author)

Ge, Y.-P., Yang, W.-J., & Tam, H.-P. (2024). Using a diagrammatic approach to reveal variations in students’ instructional representations about the five kingdoms in biology between two cultural groups, International Journal of Science Education, 47(2), 147–172. DOI: 10.1080/09500693.2024.2314009 (SSCI)

Ge, Y.-P. *, & Yang, H. (2019). Do We Need Arrows In Representing An Energy Pyramid? International Journal of Science and Mathematics Education, 17(7), 1301–1316. (SSCI)

Ge, Y.-P. *, Unsworth, L., Wang, K.-H., & Chang, H.-P. (2018). What Images Reveal: a Comparative Study of Science Images between Australian and Taiwanese Junior High School Textbooks. Research In Science Education, 48(6), 1409-1431. (SSCI)

Ge, Y.-P. *, Unsworth, L., & Wang, K.-H. (2017)... International Journal of Science Education, 39, 605-626. (SSCI)

蓋允萍(2014)。從認知與社會文化之整合觀點探究科學圖像設計的多樣性。科學教育月刊，472，18-31。

蓋允萍、鍾昌宏、Unsworth, L.、王國華、張惠博(2014)。以視覺設計文法比較臺澳科學教科書圖像－以七年級生物分類單元為例。科學教育學刊, 22(2)，109-134。(TSSCI)

楊秀停、蓋允萍、王國華(2014)。探討DCI教學模式對學生學習科學概念及科學解釋的成效。科學教育研究與發展季刊，68，1-24。

Book Chapter (*corresponding author)

蓋允萍(合譯)(2019)。邁向批判性典範：教育、知識與行動研究(原著者：Carr, W & Kemmis, S.)。臺北市：五南。

Ge, Y.-P. *, Unsworth, L., Wang, K.-H., & Chang, H.-P. (2018). Image design for enhancing science learning: helping students build taxonomic meanings with salient tree structure images. In K.-S. Tang & A. K. Danielsson (Eds.), Global Developments in Literacy Research for Science Education: Springer.

Conference paper

Huy, Lu Dieu & Ge, Y.-P. (2024, Dec). Variation of Visual Design of Biological Taxo-nomic Images: A Comparative Study Between Vietnamese and Taiwanese Science Text-books. Paper presented in ASET 2024 (第40屆科學教育國際研討會)，Dec 5-7, 國立高雄師範大學。

蓋允萍(2023，12月)。達悟耆老的民俗分類與推理方式。第39屆科學教育國際研討會，12月7-9日，國立臺灣師範大學。

Ge, Y.-P. (2023, August). Standing on the brinks of endangered culture - gaps of ethno-classification between two generations of Tao people. Paper presented at the 15^th conference of European Science Education Research Association (ESERA), August 28-September 1, Cappadocia, Turkey.

Ge, Y.-P. (2022, June). An investigation of indigenous Tao students’ biological taxonomy. Paper presented at the annual conference of ASERA 2022 (Australian Science Education Research Association), June 29- July 1, online conference, Australia.

Ge, Y.-P. (2021). Cross-border accommodation and learning: an example from Tao students when learning biological classification. Paper presented at 2021 Intercultural Competence and Global Education: New Perspective, Implementation, and Evaluation. November 20, online international conference.

Ge, Y.-P. & Tam, H.-P. (2019). A comparative study of meta-representational competence between Indonesian and Taiwanese college students. Paper presented at the 13^th conference of European Science Education Research Association (ESERA), August 26-30, Bologna, Italy.

Ge, Y.-P. (2018, April). A cross-country comparison of image comprehension and evaluation between Australian and Taiwanese students. Paper presented at the annual conference of CAERDA (Chinese American Educational Research & Development Association) 2018, April 12-13, New York, USA.

Ge, Y.-P., Unsworth, L., Wang, K.-H., & Chang, H.-P. (2016, September). Pointing in the right direction: The effect on student reading comprehension of including directional arrows in images of the energy pyramid. Paper presented at the annual conference of ERIDOB (European Researchers in Didactics of Biology) 2016, September 5- 9, Karlstad University, Sweden.

Ge, Y.-P., Unsworth, L., Wang, K.-H., & Chang, H.-P. (2016, June). The effect of explicit visual cues in reading biological images. Paper presented at the annual conference of ASERA 2016 (Australian Science Education Research Association), June 28- July 1, Canberra University, Australia.

Ge, Y.-P., Yang, H.-T., Chang, H.-P., & Wang, K.-H. (2014, April). The Influence of Image Designs on Reading Comprehension and Perception of Science Concepts. Paper presented at the annual conference of NARST 2014, March 30- April 2, Pittsburgh, USA.

Ge, Y.-P., Chung, C.-H., Unsworth, L., Chang, H.-P., & Wang, K.-H. (2013, September). What can images tell? A cross-cultural comparison of science textbooks between Australia and Taiwan. Paper presented at the 13^th conference of European Science Education Research Association (ESERA), September 3-6, Nicosia, Cyprus.

Ge, Y.-P., Chung, C.-H., Unsworth, L., Chang, H-P, & Wang, K-H (2012, March). The Comparison of Image-text Relations in High School Biology Textbooks between Australia and Taiwan. Paper presented at the annual conference of NARST 2012, Indianapolis, USA.

Ge, Y.-P., Chang, H.-P., &Wang, K.-H. (2008, March). Under Cultural Conflict: Change of the Teacher Discourses about Taiwanese Curriculum Reform. Paper presented at the annual conference of NARST 2008, Baltimore, USA.

Ge, Y.-P. & Lu, C.-C. (2007, April). Between Ideals and Outcomes: A Local Survey of Science Teachers’ Reflections on Taiwanese Curriculum Reform. Paper presented at the annual conference of NARST 2007, New Orleans, USA.

Ge, Y.-P., & Yang, W.-G. (2004, April). Uncovering the Teaching Repertoire of Process Skills as Exhibited by an Exemplary Teacher Paper presented at the annual conference of NARST 2004, Vancouver, Canada.

Ge, Y.-P., & Yang, W.-G. (2003, April). Can Process Skills Distinguish Science from the Others? Paper presented at the annual conference of ICASE 2003, Penang, Malaysia.

Ge, Y.-P., & Yang, W.-G., & Cheng, C.-C. (2002, June). Similarity and Diversity: An Analysis of Classroom Discourse Patterns across Three Disciplines. Paper presented at the conference of Discourse and Knowledge 2, Hong Kong University.

In Chinese

蓋允萍(合譯)(2019)。邁向批判性典範：教育、知識與行動研究(原著者：Carr, W & Kemmis, S.)。臺北市：五南。

蓋允萍(2014)。從臺澳生物教科書分類圖像的比較探討科學圖像之設計與理解。國立彰化師範大學科學教育研究所博士論文，彰化市。

蓋允萍、鍾昌宏、Unsworth, L.、王國華、張惠博(2014)。以視覺設計文法比較臺澳科學教科書圖像－以七年級生物分類單元為例。科學教育學刊, 22(2)，109-134。(TSSCI)

楊秀停、蓋允萍、王國華(2014)。探討DCI教學模式對學生學習科學概念及科學解釋的成效。科學教育研究與發展季刊，68。

蓋允萍(2014)。 「多元素養教學」與「文本改寫」對閱讀理解的影響~以國小五年級「動物的生活」單元為例。一○二學年度教育部中小學科學教育計畫報告(編號：105)，臺北市：教育部。

蓋允萍、鍾昌宏、王國華、張惠博(2013，12)。探討不同圖像設計對生物分類概念學習與知覺之影響。第29屆科學教育國際研討會，12月12-14日，彰化師範大學。

蓋允萍(2011)。從系統功能語言理論探討視覺圖像在七年級生物分類單元的實踐。九十九年度教育部選送公私立高級中等以下學校及幼稚園教師出國專題研究報告，臺北市：教育部。

蓋允萍(2010)。四類漢語連詞對國小自然與生活科技教科書閱讀理解的影響。九十八學年度教育部中小學科學教育計畫報告(編號：69)，臺北市：教育部。

蓋允萍和王鳳敏 (2004)。一位小學自然科教師的教學演變--站在知識傳遞與班級文化的交叉點上。臺中市政府教育局勤耕教育研究與課程發展成果專輯，1，22-64。

蓋允萍(2004)。跨領域個案班級中師生互動的話語類型與過程技能教學的分析研究。未出版之碩士論文，國立臺灣師範大學科學教育研究所，臺北市。