RESEARCH PAPERS IN ENGLISH: SSCI JOURNALS

• Jiang, Z., Tang, X., Tan, L., Su, R., & Wei, B. (2025). STEM identity and STEM career intention: a meta-analysis. International Journal of STEM Education, 12(1), 57.
• Tang, X., Elby, A., Levin, D. M., & Chumbley, A. K. (2025). Complex Dynamics Behind the Scene: How Identity and Affect Shape Epistemic Stance in Science Teaching. Cognition and Instruction, 43(1-2), 134-173.
• Tang, X., Tan, L., Sadler, T. D., Kong, Y., & Lin, J. (2025). When Structure and Content of Socioscientific Argumentation Develop in an Unbalanced Way: A Case Study. Science Education. (online)
• Jin, X., Tang, X., Yu, B., Li, Z., Chen, J., Zhu, Z., … & Ding, B. (2025). Professional Learning in a Web‐Based Community of Practice Of, By, and For Chinese Primary Science Teachers: A Narrative Inquiry. Science Education, 109(3), 928-946.
• Tang, X. (2024). How are social context factors related to epistemological beliefs, motivations, and achievement in science? A serial mediation model. Research in Science & Technological Education. (online)
• Tang, X., & Hammer, D. (2024). “I think of it that way and it helps me understand”: Anthropomorphism in elementary students’ mechanistic stories. Science Education, 108(3), 661-679.
• Tang, X., Shu, G., Wei, B., & Levin, D. (2024). Emergent learning about measurement and uncertainty in an inquiry context: A case from an elementary classroom. Science Education, 108(1), 308-331.
• Tang, X., Levin, D. M., Chumbley, A. K., & Elby, A. (2022). Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice. Science Education, 106(2), 285-311.
• Tang, X., Elby, A., & Hammer, D. (2020). The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom. Science Education, 104(6), 1071-1099.
• Tang, X., Yang, L., & Levin, D. M. (2020). When Linguistic Elements Contribute to Conceptual Dynamics: The Case of Chinese Students’ Pre-instructional Ideas About the Earth. Cognition and Instruction, 38(2), 224-263.
• Tang, X., Wang, Y., & Wong, D. (2020). Learning to be silent: examining Chinese elementary students’ stories about why they do not speak in class. Language, Culture and Curriculum, 33(1) 1-18.
• Tang, X., Shao, F. (2014). On the evolution of a lesson: Group preparation for teaching contest as teacher professional development activity for Chinese elementary science teachers. Journal of Science Education and Technology, 23(2), 252-266.
• Tang, X., Coffey, J.E., Elby, A., Levin, D.M. (2010). Scientific method and scientific inquiry: Tension in teaching and learning. Science Education, 94(1), 29-47.

RESEARCH PAPERS IN ENGLISH: OTHER JOURNALS

• Tang, X., Coffey, J.E., Levin, D. M. (2015). Reconsidering the use of scoring rubrics in biology instruction. American Biology Teacher: 77(9), 669-675. (SCI)
• Shu, G., Tang, X., & Chen, H. (2023). How Does Sound Travel in a String? Science and Children, 60(7), 71-75.
• Matsagopane, Y. D., & Tang, X. (2023). How professional status influences Botswana teachers’ self-perceived professional identity: A social symbolic interaction perspective. Social Sciences & Humanities Open, 8(1), 1-10.

RESEARCH PAPERS IN ENGLISH: OTHER JOURNALS

• Tang, X., Coffey, J.E., Levin, D. M. (2015). Reconsidering the use of scoring rubrics in biology instruction. American Biology Teacher: 77(9), 669-675. (SCI)
• Shu, G., Tang, X., & Chen, H. (2023). How Does Sound Travel in a String? Science and Children, 60(7), 71-75.
• Matsagopane, Y. D., & Tang, X. (2023). How professional status influences Botswana teachers’ self-perceived professional identity: A social symbolic interaction perspective. Social Sciences & Humanities Open, 8(1), 1-10.

BOOK CHAPTER

• Tang, X. (2026). What shapes the contributions of mechanistic reasoning: A case study from a Chinese elementary classroom. In Rayendra Bachtiar, Nicole Graulich, Michal Haskel-Ittah (eds.), Exploring Mechanistic Reasoning in Science Education: Understanding Phenomena. European Science Education Research Association.

RESEARCH PAPERS IN CHINESE: CSSCI JOURNALS

• 王婷, 李健, & 唐小為. (2021). 師生個人認識論對科學學業成績的影響效應研究——基於對c市b區4年級師生科學測評的實證分析. 中國考試,12, 75-84. The impact of teachers and students’ personal epistemology on academic achievement in science. Journal of Chinese Examinations.
• 唐小為. (2020). 基於讀者語境的幼兒繪本閱讀樂趣創設策略. 出版科學,28(2), 39-44. The reader context of Children’s picture book.
• 陳坤, & 唐小為. (2019). 國外迷思概念研究進展的探析及啟示. 教育學術月刊36(6), 17-24. The exploration and enlightenment of the progress of misconception research abroad.
• 唐小為, & 唐韌. (2019). 繪本”文×圖”實現路徑的語用學闡釋. 出版科學,27(3), 39-44. Pragmatic Interpretation of Iconotext Design Principles for Picturebook.
• 唐小為, & 王唯真. (2014). 整合 STEM 發展我國基礎科學教育的有效路徑分析. 教育研究, 35(9), 61-68. On STEM integration models for the development of Chinese science education.
• 唐小為, & 丁邦平. (2012). “科學探究” 緣何變身 “科學實踐”?——解讀美國科學教育框架理念的首位關鍵字之變. 教育研究, 33(11), 141-145. From scientific inquiry to scientific practices: Interpreting an essential change in American curriculum standards for science education.
• 唐小為, 李佳, & 宋乃慶. (2012). 課堂科學辯論實施探究——以中美中小學科學課堂案例比較分析為例. 課程．教材．教法, 32(5), 105-110. On the implementation of classroom scientific argumentation: A comparison between Chinese and American primary cases.
• 唐小為, 李琴, & 王唯真. (2015). 小學生科學學科能力:建模,測量與城鄉比較. 湖南師範大學教育科學學報,14(4), 93-99. On elementary students’ scientific abilities: Modeling, measurement and urban-rural comparison.

RESEARCH PAPERS IN CHINESE: OTHER JOURNALS

• 唐小為，林靜，王書陽. (出版中). 科學教學中社會性科學論證分析框架的改進——基於當代論證理論的視角. 科學教師研究.
• 向天屏, 唐小為, 王志勝, 朱永海. (出版中). 一堂STEAM教育課的設計、實踐與反思：仿生與敬天. 澳門研究.
• 陳坤, & 唐小為. (2017). 課堂教學從三維目標走向核心素養的路徑研究. 商丘師範學院學報, 33(5), 104-109.
• 陳坤, 唐小為. (2017). 我國高師教育課程銜接的意蘊、困境及策略. 當代教育科學(9), 7.
• 陳坤, 唐小為. (2017). 核心素養視域下教育評價的困境與變革. 教學與管理：理論版 , 9, 121-124.
• 陳坤, & 唐小為. (2016). PISA 射影下數學試題的問題情境比較研究. 曲靖師範學院學報, 35(6), 20-27.
• 張豔紅, 唐小為. (2016). 利用社會性知識建構促進學生概念轉變——以《氣體能溶解在水裡嗎》一課為例. 湖北教育：科學課(3), 28-31.
• 李琴, 周朝勇, & 唐小為. (2015). 小學科學概念教學案例研究——”簡單電路”課堂教學分析. 江西教育, 27(9), 89-91.
• 牛丹, & 唐小為. (2014). 三維目標視野下科學探究教學”兩難境地”探析. 現代中小學教育,8,92-95.
• 牛丹, & 唐小為. (2013). 淺析”學習進階”在實踐中的挑戰. 教育界：高等教育,4,84-85.
• 邵發仙, 周朝勇, & 唐小為. (2013). 小學科學課堂教學材料開發與利用研究. 教育導刊, 9, 79-81.
• 譚靜, & 唐小為. (2013). 中小學教師教學決策現狀及專業發展相關對策. 教育界：高等教育, 4, 65-66.
• 唐小為. (2010). 美國水教育項目綜述:比較與借鑒. 地理教學, 22, 29-31.
• 唐榮華, 王麗, 唐小為, & 李雲飛. (2003). 十一種重樓屬植物的RAPD分析. 四川大學學報：自然科學版,40(4), 778-782.
• 白潔, 劉將新, 曾宇, 唐小為, 蘭利瓊, & 陳放. (2002). 密蒙花愈傷組織培養研究. 四川大學學報:自然科學版, 39(5), 965-967.

BOOKS

• 唐小為. (2017). 從互動走向互動:為了科學探究的社會性課堂學習環境研究. 西南師範大學出版社. From interaction to interaction: Constructing the social classroom learning environment for scientific inquiry.
• 唐小為, 邵發仙. (2015). 小學生科學學科能力研究:測評,城鄉比較與提升路徑. 西南師範大學出版社. On Chinese elementary students’ science abilities: Assessment, urban-rural comparison, and the path of improvement.

REFEREED CONFERENCE PAPERS

• Tang, X. (2025) On the productivity of mechanistic reasoning in elementary science classroom. Presented at Global Chinese Academy for Science Education Research 2025 conference, Hong Kong.
• Lin J., Zhao H., Zhang, L., Tang X. (2025). Reconnecting students’ views of NOS to argumentation from an epistemological perspective. Presented at NARST International Conference.
• Hsiang, T., Tang, X., Wang, Z., Zhu, (2024). The design, implementation and reflection of a STEAM lesson. Presented at international conference of digital teacher education, Capital Normal University, Beijing.
• Tang, X., Tan, L., Kong, Y., Lin, J. (2024). When structure and content of socioscientific argumentation develop in an unbalanced way: A case study. Presented at AERA, Philadelphia, PA.
• Tang, X., Levin, D., Elby, A. (2022). Complex pictures behind the scenes: How identities and affect shape epistemic practices in science teaching. Presented at AERA, San Diego, CA.
• Tang, X. (2020). The tension between pattern‐seeking and mechanistic reasoning in explanation construction. Presented at ICLS, Nashville, TN (Held online).
• Tang, X. (2019). What drive Chinese primary students into classroom silence: A phenomenological study. Presented at AERA, Toronto, Canada.
• Tang, X., Yang, L. (2018). Linguistic relativity and ideas in science: The case of Chinese students’ pre-instructional ideas about the earth. Presented at WERA World Congress, Cape Town, South Africa.
• Tang, X., Levin, D. (2016). Language as a resource in science learning: A comparative case study between US and China. Presented at AERA annual meeting in Washington D.C.
• Tang, X. (2013). On the evolution of a lesson. Presented at AERA annual meeting, San Francisco, CA.
• Tang, X., Shao, F. (2012). Teaching contest as teacher professional development activity. Presented at International Conference of Science Education, Nanjing, China.
• Tang, X., Coffey, J. (2011). Understanding classroom affordance of scientific argumentation practices: Through the perspective of classroom interactive history. Presented at Jean Piaget Society annual meeting, Berkeley, CA.
• Tang, X., Coffey, J. (2010). Culturing meaningful scientific argumentation practices through ongoing classroom interactions. Presented at ICLS annual meeting, Chicago, IL, in Proceedings of the 9th International Conference for the Learning Sciences.
• Coffey J., Tang, X. (2009) Learning to the test: Use of scoring rubrics as instructional tools in high school science classrooms. Presented at AERA 2009 annual meeting, San Diego, CA.
• Tang, X., Coffey, J., Elby, A., Levin, D. (2008). Scientific method and scientific inquiry: Tension as in teaching and learning. Presented at ICLS, Utrecht, Netherlands, in Proceedings of the 8th International Conference for the Learning Sciences, 374-381.
• Tang, X. (2008). Terminology-centered classroom assessment conversation. Presented at AERA annual meeting, New York City, NY.
• Tang, X. (2008). Context, attention, and assessment. Presented at 29th Ethnography in Educational Research Conference, Philadelphia, PN.
• Tang, X. (2007). The influence of scientific method on inquiry learning. Presented at Baltimore Ecosystem Annual meeting, Baltimore, MD.
• Tang, X., Coffey, J., Levin, D. (2007). WDI: Well-designed investigation or wry and decomposed inquiry? Presented at AERA 2007 annual meeting.

EDUCATION ESSAYS IN CHINESE

• 唐小為.(2025). 呵護故事裡的解釋.湖北教育：科學課,1,1.
• 唐小為.(2020).科學與人文在半山腰串門——從”破繭成蝶”說起. 新華月報(4),61-63.
• 唐小為. (2016). 從”科學探究”到”科學實踐”——第五屆教科版小學《科學》優質課評選暨研討會專題報告. 湖北教育:科學課,5,30-35.
• 唐小為.(2014). 蝸牛四隻角——聽課筆記. 文匯報，2014-11.
• 唐小為.(2014). 當懸疑勝於解惑——聽課隨筆.文匯報，2014-7-27.
• 唐小為.(2013).太陽是活的嗎——課堂科學辯論的素質教育價值.讀寫月報，7， 60-62.
• 唐小為.(2013).如何讓“磨課”取得最佳效果. 中國教育報,2013-5-22.
• 唐小為.(2013).不能以製作代替設計. 光明日報,2013-4-15.
• 唐小為.(2012).校長的耳朵——聽課筆記. 文匯報, 2012-7-27.

• The paper “唐小为,丁邦平.“科学探究”缘何变身“科学实践”?——解读美国科学教育框架理念的首位关键词之变[J].教育研究,2012,33(11):141-145.” won the 1st prize (research paper) in Chongqing Educational Science Research，2019.
• Doctorate-level course “Educational Research: Theory and practice” won the title“Excellent course for International students”from MOE.

• American Educational Research Association
• International Society of Learning Sciences