个人信息简介

姓名：李思琦

学历：博士

职称：副教授

邮箱：lisiqi@bnu.edu.cn

教育经历

纽约州立大学布法罗分校，科学教育专业	博士	2016-2020
纽约州立大学布法罗分院，科学教育专业	硕士	2014-2016
首都师范大学，生物科学（师范）专业	学士	2010-2014

承担课程

本科：《现代教育技术》、《教学设计过程：原理与实训》、《PBL在科学教育中的理论与实践》、《数字化教育资源的设计与开发》等

硕士：科学与技术教育专业硕士培养方案内课程

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. 核心素养导向的高等师范院校职前科学教师培养研究，广东省教育科学规划课题，2023-2025，主持；

3. 专业发展理论赋能教师数字素养提升：供给机理与生成路径研究，广东省哲学社会科学规划项目，2024-2026，主持；

4. STEM教育情境下多人同伴互动的脑协同机制与策略研究，国家自然科学基金面上项目，2022-2025，参与；

5. 智能技术赋能虚拟科学探究学习过程性评价与动态支持研究，教育部人文社会科学研究项目，2024-2026，参与；

6.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；

7. 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；

8. 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；

9. 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；

10.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；

11. 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。

著作论文

期刊文章

1. Thayaseelan, K., Zhai, Y., Li, S., & Liu, X. (2024). Revalidating a measurement instrument of spatial thinking ability for junior and high school students. Disciplinary and Interdisciplinary Science Education Research, 6(1), 3.

2. 杨洋, 张宗芳, 周王紫嫣, 刘羽茹, 吴苡欣, 欧倩儿, 李思琦.我国教育实证研究十年发展趋势——基于大样本系统随机抽样的分析. 创新教育研究.

3. 李思琦. 构建STEM教育的多元主体生态：理论分析与实践启示. 湖北教育（科学课）, 2024, (1):5-7.

4. 托雷·霍尔, 李思琦, 孙波.生成式人工智能对欧洲教育的影响及对中国的启示.中国教育信息化(ISSN 1673-8454), 2023, 29(06):8-16.

5. Xie, Y., Wang, J., Li, S., & Zheng, Y. (2023). Research on the influence path of metacognitive reading strategies on scientific literacy. Journal of Intelligence, 11(5), 78.

6. 靖雯, 陈海锋, 郑娅峰, 李思琦.基于科学探究核心素养的劳动教育课程设计与实践——以“菌菇培植”课程为例[J].数字教育,2023,9(04):67-74.

7. 叶亮,许洁,李思琦.职业院校教师项目式学习接受度的影响路径研究[J].教育与职业,2023,(19):73-78.

8. Siqi Li, Xiufeng Liu, Jennifer Tripp, Yang Yang. (2022). From ICT availability to student science achievement: Mediation effects of ICT psychological need satisfactions and interest across genders. Research in Science & Technological Education (ISSN 1470-1138), 40(4), 529-548.

9. Siqi Li. (2022). Spatial thinking and STEM education. International Encyclopedia of Education (Fourth Edition) ISBN 978-0-12-818629-9, 76-87.

10. Siqi Li, Xiufeng Liu, Yang Yang, Jennifer Tripp. (2021). Effects of teacher professional development and science classroom learning environment on students’ science achievement. Research in Science Education (ISSN 1573-1898), 52(4), 1031-1053.

11. 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.

12. 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.

13. Yang Yang, Keqiao Liu, Siqi Li, Man Shu. (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 (ISSN 1660-4601), 17(23), 8931.

14. 李思琦. 国际视野下的青少年科技英才培养——基于九个国家(地区)情况的对比分析,中国科技教育(ISSN 1671-4350), 2020,(11):8-11.

教材著作

傅骞，李思琦，杨洋. 教育量化研究——基于jamovi的最佳实践[M]. 江西：江西教育出版社，2024.

会议论文

1. 李思琦, 徐瑶, 王筠婷. 教师 ICT 课堂实践的多层影响因素———基于 ICILS 2018 的跨文化比较研究. 中国高等教育学会学习科学研究分会2022会议论文集, 2023. 589-595.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.