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李思琦，女，北京师范大学未来教育学院讲师。
人物简历
纽约州立大学布法罗分校，科学教育专业
哲学博士
2016-2020
纽约州立大学布法罗分院，科学教育专业
教育学硕士
2014-2016
首都师范大学，生物科学（师范）专业
理学学士
2010-2014
承担课程
本科阶段卓越教师养成类课程：《现代教育技术基础》、《教学设计-原理与实训》等
硕士阶段科学与技术教育类课程：《科学与技术课程与教材研究》等
科研项目
1. 区域经济社会文化画像下的教育资源精准分配研究——基于地理信息系统的大数据分析，国家自然科学基金青年科学基金项目，2022.01-2024.12，主持；
2.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，2020.10至2020.12，参与；
3. 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， 2020.09至2020.12，参与；
4. 国际青少年科技拔尖人才培养理念、模式和典型项目研究，中国科协青少年科技中心，2020.06至2020.12，参与；
5. 新时代基层科普转型升级策略研究项目，中国科学技术协会科普部，2020.05至2020.10，参与；
6.教育科学支撑教育现代化建设战略研究，教育部，2020.04至2020.10，参与；
7. 地理信息系统（GIS）在中小学教学中的应用，美国自然科学基金委，2017.01至2020.07，参与。
学术成果
国际期刊审稿人
Disciplinary and Interdisciplinary Science Education Research
Frontiers in Education
The National Association for Research in Science Teaching (NARST)（国际会议）
The American Educational Research Association (AERA)（国际会议）
著作论文
1. Yang, Y., Liu, K., Li, M., & Li, S. (2021). Students’ affective engagement, parental involvement, and teacher support in emergency remote teaching during the COVID-19 pandemic: Evidence from a cross-sectional survey in China. Journal of Research on Technology in Education, 1-17.
2. Liu, K., Yang, Y., Li, M., Li, S., Sun, K., & Zhao, Y. (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, 129, 106190.
3. 李思琦. (2021). 国际视野下的青少年科技英才培养——基于九国情况的对比分析. 中国科技教育.
4. Yang, Y., Liu, K., Li, S., & Shu, M. (2020). Social media activities, emotion regulation strategies, and their interactions on people’s mental health in COVID-19 pandemic. International Journal of Environmental Research and Public Health, 17(23), 8931.
5. Li, S., Liu, X., Tripp, J., & Yang, Y. (2020). From ICT availability to student science achievement: mediation effects of ICT psychological need satisfactions and interest across genders. Research in Science & Technological Education, 1-20.
6. Li, S., Liu, X., Yang, Y., & Tripp, J. Effects of Teacher Professional Development
and Science Classroom Learning Environment on Students’ Science Achievement.
Research in Science Education, 1-23.
书籍篇章
1. Li, S. (In Press) Spatial thinking and STEM education. International Encyclopedia of Education 4th Edition.
国际会议论文
1. Devillier, N., & Li, S. (2020, August). Implicitly Differential: A Longitudinal
Moderation Analysis. Accepted by the American Sociological Association (ASA) Annual Conference 2020, San Francisco, CA, the U.S.
2. Li, S., & Liu, X. (2020, April). Effects of Professional Development and Classroom Learning Environment on Student Science Achievement. Accepted by the the NARST annual International conference, Portland, OR, the U.S.
3. Li, S., & Liu, X. (2020, March). Integrating GIS in Secondary Classrooms: Factors in Relation to Spatial Thinking Ability. Accepted by the American Educational Research Association (AERA) Annual Conference 2020, San Francisco, CA, the U.S.
4. Yang, Y., Xing, C., & Li, S. (2020, March). Students and Teachers’ Critical Thinking Disposition and Skills: A Comparison between China and the U.S. Accepted by the American Educational Research Association (AERA) Annual Conference 2020, San
Francisco, CA, the U.S.
5. Li, S., Yang, Y., & Liu, X. (2019, April). Gender Gap: Direct and Indirect Relationships between ICT Psychological Needs, Interest and Science Achievement. Paper presented at the American Educational Research Association (AERA) Annual
Conference 2019, Toronto, Canada.
6. Li, S. (2019, April). The Relationships between ICT Use and Students’ Science Achievement in China: Evidence from PISA 2015. Paper presented at the American Educational Research Association (AERA) Annual Conference 2019, Toronto, Canada.
7. Li, S., & Liu, X. (2019, April). GIS integration in secondary school science classrooms: Effects on student and teacher spatial thinking ability. Paper presented at the NARST annual International Conference, Baltimore, MD: March 31, April 3, 2019.
8. Li, S., & Liu, X. (March, 2018). Integrating GIS into secondary school science curriculums: A mixed method study on student spatial thinking abilities. Paper presented at the NARST annual International conference, Atlanta, GA, March 10-13, 2018.[1]