Prof. Huann Lin - Nat Sch of Education (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Professor Lin initially obtained his qualifications as a secondary school teacher in Taiwan. After 12 marvellous years of teaching, he was supported by the Ministry of Education to study abroad and successfully earned a PhD degree in science education at the University of Minnesota in the USA. He served as associate professor, full professor, chair of the department of chemistry, dean of the college of science, and twice received the distinguished research award from the National Science Council (currently the Ministry of Science and Technology). His excellence in administration and productivity in research enabled him to become the president of the National Hualien University of Education in Taiwan. During his presidency, Professor Lin???s research productivity took a slower pace given the heavy administrative workload. Eventually, he decided to return as a researcher at the National Sun Yat-sen University and earned his third distinguished research award.
Most of Professor Lin???s research grants and publications are related to scientific literacy. In the early stage of his research career, Professor Lin focused on the development of unique teaching supplementary materials (e.g., pictorial analogies, integrating history of science in teaching) and investigating the efficacy of promoting students??? conceptual understanding and their understanding about the nature of science. Professor Lin???s first decade of research performance and leadership were recognized by the domestic science education community and he was recruited to join the executive committee of enacting the country???s first Science Education White Paper which was initiated by the Ministry of Education and the National Science Council.
The second decade and the following five years of Professor Lin???s research was enriched by working as the national project manager of the Programme for International Student Assessment (PISA 2006 and PISA 2015, the projects developed by the Organisation for Economic Co-operation and Development), coordinator for the international collaborative research project, and editor-in-chief of the International Journal of Science and Mathematics Education (IJSME). The rich data and evidences derived from the PISA large-scale assessment and research on creative teaching strategies published by Professor Lin have been used as critical references and made significant impact on educational policies. For example, it was under the strong recommendation of Professor Lin that history of science and scientific inquiry components were subsequently included in the national curriculum guidelines. In addition, the contextualized and scientific competency-based items (advocated by Professor Lin in Ministry of Education???s advisory committee meetings) have been found in national college and high school entrance examinations.
Professor Lin has been serving as editor-in-chief for the International Journal of Science and Mathematics Education for six years.
|:||Staff Directory Profile|
- Identifying the impact of motivating disadvantaged youth through making STEM learning interesting (PhD) (Principal Supervisor)
- Exploring the effectiveness of inquiry-based STEM curricular development and teaching practice (Master) (Principal Supervisor)
- Survey of Scientific Literacy (Master) (Principal Supervisor)
Making learning interesting and its application to the science classroom., in Studies in Science Education
Exploring the assessment of and relationship between elementary students??? scientific creativity and science inquiry., in Creativity Research Journal
Investigation of effective teaching strategies for developing creative science thinking., in International Journal of Science Education
Exploring undergraduate students??? mental models of the environment: Are they related to environmental affect and behaviour? , in Journal of Environmental Education
The synergistic effect of affective factors on student learning outcomes, in Journal of Research in Science Teaching
The impact of collaborative reflections on teachers??? inquiry teaching, in International Journal of Science Education
Exploring the development of college students??? situational interest in learning science, in International Journal of Science Education
Promoting and scaffolding argumentation through reflective asynchronous discussions, in Computers & Education
The role of emotional factors in building public scientific literacy and engagement with science., in International Journal of Science Education
Promoting pre-service chemistry teachers??? understanding about the nature of science through history., in Journal of Research in Science Teaching