李思琦
人物簡歷
紐約州立大學布法羅分校，科學教育專業
哲學博士
2016-2020
紐約州立大學布法羅分院，科學教育專業
教育學碩士
2014-2016
首都師範大學，生物科學（師範）專業
理學學士
2010-2014
承擔課程
本科階段卓越教師養成類課程：《現代教育技術基礎》、《教學設計-原理與實訓》等
碩士階段科學與技術教育類課程：《科學與技術課程與教材研究》等
科研項目
1. 區域經濟社會文化畫像下的教育資源精準分配研究——基於地理信息系統的大數據分析，國家自然科學基金青年科學基金項目，2022.01-2024.12，主持；
2.青少年「科技創新素養」模型建構及應用研究，中國科協青少年科技中心，2020.10至2020.12，參與；
3. 2020年世界公眾科學素質促進大會專題論壇「面向2035的青少年科技教育」，中國科學技術協會科普部， 2020.09至2020.12，參與；
4. 國際青少年科技拔尖人才培養理念、模式和典型項目研究，中國科協青少年科技中心，2020.06至2020.12，參與；
5. 新時代基層科普轉型升級策略研究項目，中國科學技術協會科普部，2020.05至2020.10，參與；
6.教育科學支撐教育現代化建設戰略研究，教育部，2020.04至2020.10，參與；
7. 地理信息系統（GIS）在中小學教學中的應用，美國自然科學基金委，2017.01至2020.07，參與。
學術成果
國際期刊審稿人
Disciplinary and Interdisciplinary Science Education Research
Frontiers in Education
The National Association for Research in Science Teaching (NARST)（國際會議）
The American Educational Research Association (AERA)（國際會議）
著作論文
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). 國際視野下的青少年科技英才培養——基於九國情況的對比分析. 中國科技教育.
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.
書籍篇章
1. Li, S. (In Press) Spatial thinking and STEM education. International Encyclopedia of Education 4th Edition.
國際會議論文
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]