基本信息                                                                                                                            

姓名：何心雨

学历：博士

职称：讲师

联系方式：hexinyu@ccnu.edu.cn

教育经历                                                                                                                             

University of Georgia, Athens, Georgia, USA                                                                  2021-2025

    Science Education                                                                                                           哲学博士

华中师范大学                                     2018-2020

学科教学（化学）                          教育硕士

华中师范大学                             2018-2014

学科教学（化学）                                  理学学士

学术成果                                                                                                                                                                    

期刊论文

Yonai, E., Roy, A. A., He, X., Schwendemann, M. L., Luft, J. A., & Whitworth, B. A. (2025). The Asset of Noticing: What New Science Teachers’ Noticing of Classroom Instruction Reveals About Their Knowledge of Science Practices. Journal of Science Teacher Education, 1–26. https://doi.org/10.1080/1046560X.2025.2582227

He, X., Adah Miller, E., & Li, T. (in review). How should we utilize AI for science learning? A discussion based on systematic review. Science Education.

He, X.Y., Deng, Y., He, X., & Zhou, F. (in review). Exploring students’ quantitative reasoning in a short-term engineering simulation curriculum in China. International Journal of Technology and Design Education.

Huang, Y., Adah Miller, E., He, X., Tran, H, Yonai, E. (in review). Exploring preservice teachers’ noticing and emotions through an elementary science teaching methods course. Journal of Research in Science Teaching.

Latif, E., Zhai, X., Amerman, H., & He, X. (2024). AI-Scorer: An artificial intelligence-augmented scoring and instruction system. In Zhai, X., & Krajcik, J. (Eds.), Uses of Artificial Intelligence in STEM Education (pp. 269-294). Oxford University Press.

Wu, X., He, X., Liu, T., Liu, N., & Zhai, X. (2023). Matching Exemplar as Next Sentence Prediction (MeNSP): Zero-Shot Prompt Learning for Automatic Scoring in Science Education. In Wang, N., Rebolledo-Mendez, G., Matsuda, N., Santos, O.C., Dimitrova, V. (Eds.) Artificial Intelligence in Education: AIED 2023 (Vol.13916, Lecture Notes in Computer Science). Springer, Cham. https://doi.org/10.1007/978-3-031-36272-9

Liu, Z., He, X., Liu, L., Liu, T., & Zhai, X. (2023). Context Matters: A Strategy to Pre-train Language Model for Science Education. In Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., Santos, O.C. (Eds.) Artificial Intelligence in Education: AIED 2023 (Vol. 1831, Communications in Computer and Information Science). Springer, Cham. https://doi.org/10.1007/978-3-031-36336-8_103

He, X., Deng, Y., Yu, S., & Wang, H. (2020). The Influence of Context on the Large-Scale Assessment of High School Students’ Epistemic Cognition of Scientific Argumentation. Science & Education, 29, 7-41.

学术会议

He, X., Yonai, E., Luft, J., Ayano, E., DeLuca, J., & Huang, Y. (2025). Is AI a viable coder: An exploratory study using ChatGPT for in vivo coding. A poster presentation at the annual meeting of the National Association for Research in Science Teaching, Washington DC.

He, X., Adah Miller, E., & Li, T. (2025). How should we utilize AI for science learning? A discussion based on systematic review. A paper presentation at the annual meeting of the National Association for Research in Science Teaching, Washington DC.

Luft, J.A., Deluca, J., Huang, Y., He, X., Ayano, L., Yonai, E., & Whitworth, B. (2025). Science teachers and district science leaders: A complex pragmatic study of support and instruction. A paper presentation at the annual meeting of the National Association for Research in Science Teaching, Wahington DC.

Lahiri, S., Tran, H., He, X., Adah Miller, E., DeLuca, J., Huang, Y., Hamel, E., He, P., Li, T., Luft, J., Oni, T. K. & Sharma, A. (2025). Using storytelling for climate justice: Recounting climate change experiences in elementary classrooms. A paper presentation at the annual meeting of the American Educational Research Association, Denver, CO.

Yonai, E., Roy, A., He, X., Schwendemann, M., Luft, J., & Whitworth, B.  (2025). New science teachers noticing and early perceptions of science practices instruction. A paper presentation at the annual meeting of the American Educational Research Association, Denver, CO.

Tran, H., Lahiri, S., He, X., Adah Miller, E., DeLuca, J., Hamel, E., He, P., Huang, Y., Li, T., Luft, J., Oni, T. K. & Sharma, A. (2025). “The hurricane was gritando” Leveraging elementary students’ climate change experiences through storytelling toward an approach to climate justice. A paper presentation at the annual meeting of the Association for Science Teacher Education, Long Beach, CA

He, X., & Zhai, X. (2023). Design matter: how do teachers interpret AI-based assessment reports. A poster presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.

He, X., Chen, Y., & Zhai, X. (2023). Automatically generated assessment reports for teachers' formative uses: a review of AutoRs. A roundtable presentation at the annual meeting of the American Educational Research Association, Chicago, IL.

He, X., Zhai, X., Panjwani, S. S., Latif, E., He, P., Krajcik, J., Yin, Y., & Harris, C. (2023). Teachers' interpretation of artificial intelligence-based assessment reports. A poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Zhai, X., He, X., Amerman, H., & Panjwani, S. S. (2023). Validity issues of teachers' interpretation and use of automatic scores. A poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.

研究领域与兴趣                                                                                                                                       

1. 化学教育

2. 人工智能在科学教育中的应用

3. 质性研究

4. 社会文化学习理论与化学教育