| 年度 | 月份 | 作者 | 篇名 | 期刊名 | 卷別 | 期別 | 頁碼 | 性質 | 附檔 |
| 115 | 2 | Sui, C.-J. | Enhancing the accuracy of LLM-based automatic scoring: A study of zero-shot, few-shot, and self-consistency strategies in socio-scientific issues | Contemporary Journal of Science Education | 33 | 3 | | TSSCI | |
| 115 | 1 | Sui, C.-J. & Chang, C.-Y. | Generative AI and education: Exploring the interplay between teachers' epistemic beliefs and self-regulated learning | Educational Technology & Society | 29 | 3 | | SSCI | |
| 114 | 10 | Chen, Y.-C., Sui, C.-J., Chang, C.-Y. | Profiling scientific inquiry skills: Exploring relationships with scientific competency and background factors in high school students | Journal of Baltic Science Education | 24 | 5 | | SSCI | |
| 114 | 10 | Sui, C.-J.; Chang, C.-Y.; Yen, M.-H. | STEM-5E Socio-scientific argumentation with generative AI-driven scaffolding: Exploring the interplay between epistemic beliefs and learning outcomes | Journal of Science Education and Technology | | | | SSCI | |
| 114 | 8 | Sui, C.-J.; Yen, M.-H.; Lin, Y.-C.; Wang, C.-Y.; Chang, C.-Y. | Does self-regulated learning happen? Learning socio-scientific argumentation through self-assessment strategies | International Journal of Science Education | | | | SSCI | |
| 113 | 5 | Sui, C.-J.; Yen, M.-H.; Chang, C.-Y. | Teachers’ perceptions of teaching science with technology-enhanced self-regulated learning strategies through the DECODE model | Education and Information Technologies | | | | SSCI | |
| 113 | 2 | Sui, C.-J.; Hsiao, S.-Y.; Yeh, S.-C.; Zhao, P.; Chang, C.-Y.; Lin, J. | Do they have inquiry skill profiles? Exploring high school students’ scientific inquiry in an animation-based activity | Science Education | | | | SSCI | |
| 113 | 1 | Sui, C.-J.; Yen, M.-H.; Chang, C.-Y. | Investigating effects of perceived technology-enhanced environment on self-regulated learning | Education and Information Technologies | | | | SSCI | |
| 112 | 2 | Sui, C.-J.; Chen, H.-C.; Cheng, P.-H.; Chang, C.-Y. | The Go-Lab platform, an inquiry-learning space: Investigation into students’ technology acceptance, knowledge integration, and learning outcomes | Journal of Science Education and Technology | | | | SSCI | |