Lin, Y. R.(2019). Student positions and web-based argumentation with the support of the six thinking hats. Computers & Education, 139, 191-206. DOI: 10.1016/j.compedu.2019.05.013

Qing-Tang Liu, Bo-Wei Liu &Yu-Ren Lin(2019). The influence of prior knowledge and collaborative online learning environment on stude nts’ argumentation in descriptive and theoretical scientific concept, International Journal of Science Education,41:2,165-187. (SSCI) DOI: 10.1080/09500693.2018.1545100

Lin, Y. R.(2018). The influences of contextualized media on students' science attitudes, knowledge, and argumentation learning through online game‐based activities. Journal of Computer Assisted Learning, 34, 884-898. (SSCI) DOI - 10.1111/jcal.12297

Lin, Y. R., Hung, C. Y. & Hung, J. F. (2017). The analysis of experienced and inexperienced teacher’s teaching for argumentation.International Journal of Science Education, 39, 105-134. (SSCI).

Hung, C. Y.,Lin, Y. R.,Huang, K. Y., Yu, P. T., & Sun, J. C. Y. (2017) Collaborative game-based learning with motion-sensing technology:Analyzing students’ motivation, attention, and relaxation levels. International Journal of Online Pedagogy and Course Design, 7(4), 53-64. (EI)

Weng, W. Y.,Lin, Y. R., She, H. C. (2017). Scaffolding for argumentation in hypothetical and theoretical biology concepts.International Journal of Science Education, 39(7), 877-897. (SSCI).

Lin, Y. R.,& Hung, J. F. (2016). The Analysis and Reconciliation of Students’ Rebuttal in Argumentation Activities.International Journal of Science Education, 38, 130-155.(SSCI)

Yang, W. T.,Lin, Y. R., She, H. C.,& Huang K. Y. (2015). The Effects of prior-knowledge and online learning approaches on students’ inqu iry and argumentation abilities. International Journal of Science Education, 37, 1564-1589.(SSCI)

Huang, T.-Y., Wu, H. L., She, H. C., &Lin, Y. R.(2014). Enhancing students’ NOS views and science knowledge using facebook-based scie ntific news. Educational Technology & Society, 17 (4), 289–301. (SSCI)

Lin, Y. R.& Hung J. F. (2011). The beneficiations and disadvantages of using authentic situation for scaffolding students’science inquiry l earning. US-China Education Review B 3, 324-334。

Lin, Y. R., & Hung, J. F. (Submitted).The Applications of Repertory Grid Technology in Science Education. Journal of Reserach in Science Teaching. (SSCI).

林裕仁、林日宗與洪振方(2016)。凱利方格法在科學教育研究的應用。教育科學研究期刊，61(1)，43-67。(TSSCI)

洪振方、林裕仁與魏子婷(2010)。專精教師與生手教師經營論證教學的分析與比較。科學教育學刊，18(3)，P 205- 227。(TSSCI)

林裕仁、洪振方與高慧蓮(2009)。科學本質明示教學中的契機與困惑。屏東教育大學科學教育半年刊。29期，P17- 29。

高慧蓮和林裕仁(2006)。科學本質小活動。屏東教育大學科學教育半年刊。23期，P51-60。

高慧蓮、蘇明洲與林裕仁(2006)。科學本質融入自然科的教學。教育研究月刊第152期。

（二）研討會論文

李昕蔓，林裕仁(2019).大陆与台湾小学科学教科书STS内容的比较研究. GCCCE 2019第二十三届全球华人计算机教育应用大会;华中师范大学。

刘博伟，刘昕与林裕仁(2019).面向创客与STEAM教育的Scratch课程设计. GCCCE 2019第二十三届全球华人计算机教育应用大会;华中师范大学。

Lin, Yu, Ren. (2017). The influence of prior knowledge and collaborative online learning environment on students’ argumentation in scientific concept. 24th International Conference of Europeanists [Sustainability and Transformation], July 12-14, 2017, (pp.27-28, Room, 306), University of Glasgow.

Lin, Yu, Ren., & Bo-Wei,Liu. (2017). The argumentation and language of students taking oppositional positions in SSI debates. International Conference of Education, Psychology, and Society, ICEPS-2017, (pp.3-5), Okinawa, Japan.

林裕仁、翁宛筠與佘曉清(2016)。學習鷹架在假設性與理論性生物概念的線上論證影響。論文發表於2016年三十五屆全國科學教育 學術研討會。台中市:台中科學教育博物館。

Lin, Y. R., Yang, W. T., She, H. C., & Huang, K. Y. (2015). Online collaborative learning for improving argumentation of student with differ ent levels of science prior knowledge. The 15th IEEE International Conference on Advanced Learning Technologies - ICALT2015. July 6-9, 2015. Hualien, Taiwan

Huang, K. Y., Cheng, Y. L., She, H. C., &Lin, Y. R.(2015). A Conductive Online Chemistry Argumentation Platform with Website Researc hing Support. The 15th IEEE International Conference on Advanced Learning Technologies - ICALT2015. July 6-9, 2015. Hualien, Taiwan

Lin, Y. R., Hung, J. F., Huang, K. Y., & Wu, H. L. (2013). The Features and Quality of Students' Argumentation in Debate Activity. The 3rd Biennial Conference of East-Asian Association for Science Education. Hong Kong.

Lin, Y. R.,Hung, J. F., & Huang, K. Y. (2013). Applying Repertory Grid to Assess Inexperienced and Experienced Teachers’ Teaching of Argumentation. The 3rd Biennial Conference of East-Asian Association for Science Education. Hong Kong.

Wu, H. L. &Lin, Y. R.(2013). Self-efficacy and Instructional Scaffold Satisfaction in Online Scientific Inquiry Learning. Association for the Advancement of Computing in Education. Victoria, BC.

Lin, Y. R., Huang, K. Y., & Wu, H. L. (2013). The using of hedges and booster in students’ science learning. Society for Information Techno logy and Teacher Education. New Orleans, LA.

林裕仁與洪振方(2011)。一位教師論證教學成長的凱利方格分析。2011兩岸三地科學教育暨師資培育學術研討會。彰化市:國立彰化師範大學。

林裕仁與洪振方(2010)。以凱利方格技術評鑑論證教學之有經驗與生手教師。論文發表於2010年二十六屆全國科學教育學術研討會。花蓮市:國立東華大學。

林曉雯、李賢哲、林裕仁、曾品蓉、尾關徹(2010)。國小自然教科書環境議題相關單元之調查與分析。論文發表於2010年二十六屆全國科學教育學術研討會。花蓮市:國立東華大學。

Kao, H. L., Chen, M. S. &Lin, Y. R.(2010). A Study of STS Instructional Model to Promote Learning Effectiveness of M arine Education for Elementary Pupils ~Taking the Coral Teaching Model as an Example. Sixth International Conference on Science, Mathematics and Technology Education. Hualien,Taiwan.

Hung J. F.,Lin, Y. R.& Wei T. T.(2009).Analyzing Students’ Argumentation in Beginning and Expert Teacher’s Teachin g of SSI. International Conference of East-Asian Science Education(EASE2009). Taipei, Taiwan.

Lin, Y. R.,Lin, S. H.,& Analberto, S.(2008).Creative teaching and learning, correlation analyzes in inquiry approach. International Conference on Creativity Education. Kaohsiung, Taiwan.

Lin, Y. R.,Lin, S. H., & Haung, T. C. (2008). The considerations of connecting science learning to real life examples. Conference of Asian Science Education (CASE2008) Kaohsiung, Taiwan.

Kao, H. L., &Lin, Y. R.(2008). The Construction and Effectiveness of Strategies for Teaching the Nature of Science. XIII. IOSTE Symposium, Turkey.

林裕仁、黃台珠和林顯輝(2007)。科學本質教學中師生語言互動的契機與困惑。論文發表於2007年二十三屆全國科學教育學術研討會。高雄市:國立高雄師範大學。

高慧蓮和林裕仁(2006)。國小科學本質能力指標問卷發展。論文發表於2006年二十二屆全國科學教育學術研討會。 台北市:國立台灣師範大學。

林顯輝、洪文東、高慧蓮、林裕仁、吳冠嫻等(2006)。九年一貫自然與生活科技領域探究式教學與評量之研究---探 究式教學活動設計。論文發表於2006年二十二屆全國科學教育學術研討會。台北市:國立台灣師範大學。

林顯輝、高慧蓮、林裕仁(2006)。科學教師鷹架語言與師生互動模式之探究。論文發表於2006年促進科學概念理解 暨後續研究研討會。彰化市:國立彰化師範大學。

高慧蓮和林裕仁(2005)。九年一貫自然與生活科技創新教學初探－以科學本質為例。論文發表於2005年學習、教學、與評量國際研討會。台北市:國立台灣師範大學心理與輔導學系。

高慧蓮和林裕仁(2005)。科學本質教學策略之文獻分析與歸納。論文發表於2005年二十一屆全國科學教育學術研討 會。彰化市:國立彰化師範大學。

高慧蓮和林裕仁(2005)。實施嵌入式評量於國小高年級科學本質教學之探究。論文發表於2005年二十一屆全國科學 教育學術研討會。彰化市:國立彰化師範大學。