基本情况
杨洋，北京师范大学人文和社会科学高等研究院教育科技中心讲师、研究生导师，美国纽约州立大学布法罗分校博士，并获得高级应用统计师资格证。长期从事科学教育研究，主要研究方向包括课程设计与开发，教师职业发展，测量与评价，以及量化研究方法，尤其关注实验研究设计与多种高级应用统计方法，例如多层结构方程模型，元分析，逻辑回归等。具有多年一线教学经验，包括5年GCSE与A-level, AP物理学，统计学教学经验，4年本科与研究生课程开发与教学经验，共开设10余门课程，包括全英文授课课程。例如，学术阅读与写作（全英文本科课程），英文学术期刊写作与投稿（全英文研究生课程），社会科学研究方法（中英双语本科课程），测量与评估（中英双语研究生课程）等。
研究领域
科学课程与教学论（科学教育，课程设计与教师职业发展），发展与教育心理学（心理测量与评价），量化研究方法
教授课程：
研究生课程：
教育测量与评价
国际理解教育
科学教材分析与课程设计
本科课程：
学术阅读与写作
学前科学教育
学前STEM活动设计
做中学-小学STEM活动设计
教育测量与评价
教育大数据
科学教育导论
社会科学研究方法导论
教育统计学
国际数学教育
专题课程：
系统综述与元分析的应用
学习经历
2013-2017 美国纽约州立大学布法罗分校 教学，教法与学习科学 博士
2007-2009 英国谢菲尔德大学 高分子材料 硕士
2002-2006 青岛科技大学 应用化学 学士
代表论文
王卓, 常桂香, 辛雅洁, 杨洋. 社交网络时代我国研究生与导师的“典型”互动模式研究[J]. 创新教育研究, 2022, 10(5): 1043-1052.
董艳,吴佳明,郑娅峰,翟雪松 & 杨洋.(2022).编程教学对青少年高阶思维技能发展的有效性研究——基于国内外近5年31项实验和准实验的元分析. 数字教育(05),1-9.
董艳,徐淑华 & 杨洋.(2022).SSI教育与STEM教育的融合路径研究. 中国电化教育(10),64-71.
Liu, Keqiao & Zhao, Yong & Li, Miao & Li, Wenjing & Yang, Yang. (2022). Parents’ perception or children’s perception? Parental involvement and student engagement in Chinese middle schools. Frontiers in Psychology. 13. 977678. 10.3389/fpsyg.2022.977678.
张宗芳, 董艳, 杨洋. 非传统科学课程教学模式对学生科学成绩的影响——近二十年实验研究的元分析[J]. 创新教育研究, 2021, 9(6): 1860-1872. https://doi.org/10.12677/CES.2021.96311
Liu, K., Yang, Y., Li, M., & Li, S. (2021). Parents’ and adolescents’ perceptions of parental involvement and their relationships with depression among Chinese middle school students during the COVID-19 pandemic. Children and Youth Services Review.
Yang, Y., Liu, K., Li, M., & Li, S. (2021). Parental Involvement, Teacher Support, and Students’ Affective Engagement in Emergency Remote Teaching during the COVID-19 Pandemic: Evidence from a Cross-sectional Survey in China. Journal of Research on Technology in Education.
Li, S., Liu, X., Yang, Y., & Tripp, J. (2021). Effects of teacher professional development and science classroom learning environent on students’ science achievement. Research in Science Education.
邢聪慧，顾建军，杨洋. (2021)小学职前教师与在职语文教师的批判性思维倾向研究[J].教育导刊. 5：45-46.
Yang, Y., Liu, K., Li, S., & Shu, M. (2020). Social media activities, emotion regulation strategies, and their interactions on people’ mental health in COVID-19 pandemic. International Journal of Environmental Research and Public Health.
Li, S., Liu, X., Tripp, J., & Yang, Y. (2020). From ICT availability to student science achievement: Mediation effects of ICT psychlogical need satisfactions and interests across genders. Research in Science & Technological Education.
Yang, Y., Liu, X., & Gardella, J. (2020). Effects of a professional development program on science teacher knowledge and practice and student understanding of interdisciplinary science concepts. Journal of Research in Science Teaching. 57, 1028-1057.
An, G., Wang, J., Yang, Y., & Du, X. (2019) A study on the effects to students’ STEM academic achievement with Chinese parents’ participative styles in school education. Educational Sciences: Theory & Practice. 19 (1), 41-54.
An, G., Wang, J., & Yang, Y. (2019) Chinese Parents' Effect on Children's Math and Science Achievements in Schools with Different SES. Journal of Comparative Family Studies. 50 (2), 139-161.
刘玉静，杨洋 (2019) 基于学习投入的高校课程教学质量评价-基于华东地区17所本科高校的实证研究。教育发展研究,38(9), 27-33.
Yang, Y., Liu, X., & Gardella, J. (2018). Impact of professional development on teacher knowledge, practice and student understanding of science in an interdisciplinary science and engineering partnership. Journal of Science Teacher Education. 29 (4), 263-282.
Zhang, R., Liu, X., Yang Y., Jenifer, N., & Shao, B. (2018) Preservice science teachers’ instructional design competence: Characteristics and correlations. EURASIA Journal of Mathematics, Science and Technology Education. 14 (3), 1075-1096.
安桂清，杨洋 (2018) 不同社会经济地位家庭的家长参与对子女学业成就影响的差异研究。教育发展研究,38(20), 23-30.
Yang, Y., He, P., & Liu, X. (2017) Validation of an instrument for measuring students' understanding of interdisciplinary science in grades 4-8 over multiple semesters: A Rasch measurement study. International Journal of Science and Mathematics Education. 16 (4), 639-654.
书籍章节
Yang Yang, Y., Su, M., Liu, R. (2022). Concepts and Applications of Multivariate Multilevel (MVML) Analysis and Multilevel Structural Equation Modeling (MLSEM). In: Khine, M.S. (eds) Methodology for Multilevel Modeling in Educational Research. Springer, Singapore. https://doi.org/10.1007/978-981-16-9142-3_4
Meng, N., Yang, Y., Zhou, X., Dong, Y. (2022). STEM Education in Mainland China. In: Cheng, M.M.H., Buntting, C., Jones, A. (eds) Concepts and Practices of STEM Education in Asia. Springer, Singapore. https://doi.org/10.1007/978-981-19-2596-2_3, Y., Su, M., Liu, R. (2022). Concepts and Applications of Multivariate Multilevel (MVML) Analysis and Multilevel Structural Equation Modeling (MLSEM). In: Khine, M.S. (eds) Methodology for Multilevel Modeling in Educational Research. Springer, Singapore. https://doi.org/10.1007/978-981-16-9142-3_4
主持、参与的科研项目
2021，课程开发与评估专家，青少年数字化能力提升项目，救助儿童会
2021，课程开发，研究设计与评估专家，守望行动项目（关注留守儿童教育）山东大学
2020，联席主持人，青少年“科技创新素养”模型建构及应用研究，中国科协青少年科技中心，北京师范大学
2020，研究专员，2020年世界公众科学素质促进大会专题论坛“面向2035的青少年科技教育”，中国科学技术协会科普部，北京师范大学
2018-2019，数据分析专家，国家基础教育质量监测（科学），教育部，北京师范大学
2017-2018，项目组课程开发专家 ，小学海洋教育课程开发，青岛大学
2014-2018，助理研究员，数据分析与评估专家，K-12科学与工程交叉学科合作项目，纽约州立大学布法罗分校
2015-2018，数据分析与评估专家，山东省高等教育质量评估 ，山东省教育厅，山东财经大学
2016，数据分析与评估专家，Herschell Carrousel Factory科技馆教育研究，Herschell Carrousel Factory 科技馆
2015，数据分析专员，地理与信息系统（GIS）教师职业发展，纽约州立大学布法罗分校
2015，数据分析与测评专员，基于计算机虚拟互动的学生模型与建模能力测评，纽约州立大学布法罗分校
2022 主持人，《中国教育情境下的国际学校评估指标体系建构》北京师范大学惠妍国际学院
2022 课程开发与评估专家，《流动人口家庭保护项目活动及气候变化主题亲子活动开发》救助儿童会
学术兼职
在以下杂志担任审稿人:
Journal of Research in Science Teaching
Research in Science Education
International Journal of Science and Mathematics Education
EURASIA Journal of Mathematics, Science and Technology Education
Disciplinary and Interdisciplinary Science Education Research
Educational Research and Review
Studies in Higher Education
Research in Science Education
Psychological Trauma: Theory, Research, Practice, and Policy
学术交流
Yang Y., Meng Y., Xin Y., Zhou, X., Zhang Z., & Li S. (2021). Research of primary science teaching and learning in China – the past and the future. Accepted by the National Association of Research in Science Teaching (NARST) Annual Conference 2021.
Yang Y., Liu K., Li M., & Li S. (2021). Parental involvement and students’ engagement in online learning during the COVID-19 pandemic: A cross-sectional study. Accepted by the American Educational Research Association (AERA) Annual Conference 2021.
Liu K., Yang Y., Li M., & Li S. (2021). Parental involvement and junior high school students’ depression during the COVID-19 pandemic. Accepted by the American Educational Research Association (AERA) Annual Conference 2021.
Yang Y., & Xing C, (2020, April). Critical thinking orientation and skills of Chinese elementary teachers and students. Accepted by the American Educational Research Association (AERA) Annual Conference 2020, San Francisco, CA.
Yang Y., Liu Y., & Liu, X. (2019, March). Evaluation of Instruction in Higher Education from the Perspective of Student Engagement. Accepted by the American Educational Research Association (AERA) Annual Conference 2019, Toronto, Canada.
Li S., Yang Y., & Liu, X. (2019, March). Gender Gap: Direct and Indirect Relationships between ICT Psychological Needs, Interest and Science Achievement. Accepted by the American Educational Research Association (AERA) Annual Conference 2019, Toronto, Canada.
Yin W., Lee J., & Yang Y. (2019, March). American College Students’ Career Readiness and the Impact on Their Income. Accepted by the American Educational Research Association (AERA) Annual Conference 2019, Toronto, Canada.
Yang Y., Liu, X., & Gardella, J. (2019, April). 9th and 12th Graders' Science related Occupational expectations between genders and among races. Accepted by the National Association of Research in Science Teaching (NARST) Annual Conference 2019, Baltimore, ML.
Yang Y., & Wang, J. (2019, April). Factors Influencing Students’ STEM-related Occupational Expectations: Evidence from PISA 2015. Accepted at the National Association of Research in Science Teaching (NARST) Annual Conference 2019, Baltimore, ML.
Yang Y., He P., Wu Y., & Liu, X. (2018, March). Effects of an Interdisciplinary Science Professional Development Program on Teacher Pedagogical Content Knowledge, Science Inquiry Instruction, and Student Understanding of Science Crosscutting Concepts in Twelve Public Schools: A Multi-level Modeling Study. Presented at the National Association of Research in Science Teaching (NARST) Annual Conference 2018, Atlanta, GA.
Gould, O., Liu, X., Yang Y., and Chi, S., (2017, April) Mutualism: An Ethnographic Case Study on a School’s Participation in a PD Program in Science. Presented at the National Association of Research in Science Teaching (NARST) Annual Conference 2017, San Antonio, TX.
Yang Y., & Liu, X. (2016, April). Effects of an ISEP Professional Development on Teachers' PCK and Students' Understanding of Science. Presented at the National Association of Research in Science Teaching (NARST) Annual Conference 2016, Baltimore, ML.
Yang Y., He P., & Liu, X. (2016, April). Validation of an Instrument for Measuring Students' Understanding of Science in Grades 4-8 Over Multiple Semesters: A Rasch Measurement Study. Presented at the National Association of Research in Science Teaching (NARST) Annual Conference 2016, Baltimore, ML.
Yang Y., & Liu Y. (2016, August) Relationships among Influences, Academic Engagement, and Achievement of STEM Undergraduates – A Structural Equation Modeling Study. Presented at the Eastern Asia Science Education (EASE) Annual Conference 2016, Tokyo, Japan.
Liu K., Wu, Y., Yang Y., & Zhao Y. Parental Involvement and Post-secondary Enrollment of Asian American and White Students. Presented at the American Educational Research Association (AERA) Annual Conference 2016, Washonton, DC.
Yang Y., He P., & Liu, X. (2015, October) Students' Science Achievements and Variables of Students, Teachers, and Parents: A Structural Equation Modeling Study. Presented at the Eastern Asia Science Education (EASE) Annual Conference 2015, Beijing, China.
联系方式
yyang@bnu.edu.cn
yyang37@buffalo.edu