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     Books

01	國立臺灣師範大學科學教育中心遊中學科學團隊 (2021)。從0到100的議題桌遊設計實戰 (初版)。臺北市：五南。

     Book Chapters

01	Lin, P. L., Chien, Y. T., & Chang, C. Y. (2020). Teachers’ responses to an integrated STEM module: Collaborative curriculum design in Taiwan, Thailand, and Vietnam. In Judy Anderson & Ye-ping Li (Eds.), Integrated Approaches to STEM Education: An International Perspective (pp. 491-509). Switzerland: Springer, Cham.
02	Bhagat, K. K., Rodrigo, M. M. T., & Chang, C. Y. (2018). Current status, challenges and opportunities of Intelligent Tutoring System (ITS) in Developing Countries in Asia. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 382-395). New York: Routledge.
03	Chang, Y. H., Chang, C. Y.*, & Tseng, Y. H. (2016). Science education research trends in East Asian areas: A quantitative analysis in selected journals. In H. S. Lin, J. K. Gilbert, & C. J. Lien (Eds.), Science Education Research and Practice in East Asia: Trends and Perspective (pp. 105-130). Taiwan: Higher Education Publishing.
04	Chang, C. Y., Chen, C. L. D., & Chang, Y. H. (2016). Smart Classroom 2.0 for the Next Generation of Science Learning in Taiwan. In Li Y. et al. (Eds.), State-of-the-Art and Future Directions of Smart Learning: Lecture Notes in Educational Technology (pp. 61-67). Singapore: Springer. https://doi.org/10.1007/978-981-287-868-7_7
05	Chien, Y. T., & Chang, C. Y. (2015). Supporting socio-scientific argumentation in the classroom through automatic group formation based on students’ real-time responses. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 549-563). Switzerland:Springer International Publishing.
06	Chien, Y. T., & Chang, C. Y. (2015). Developing preservice teachers’ sensitivity to the interplay between subject matter, pedagogy, and ICTs. In Y. S. Hsu (Ed.), Development of Science Teachers' TPACK: East Asian Practices(pp. 91-104).  Singapore:Springer.
07	Chang, C. Y., & Chien, Y. T. (2015). Development and evaluation of a course model to prepare teachers in Mobile-AssisteD-Teaching (MAD-Teaching). In V. L. Uskov, R. J. Howlett, & L. C. Jain (Eds.), Smart Education and Smart e-Learning (pp. 163-169). Switzerland: Springer, Cham.
08	張俊彥及程上修（民103）。在地球科學課融入創造性問題解決及合作學習策略之初探研究。載於中華民國科學教育學會（主編），科學探究教學：臺灣實證研究論文集(1997-2012)（39-70 頁）。臺北市：Airiti Press 專業學術出版社。
09	Yusoff, M., Yu, S., &Chang, C. Y. (2013). The use of knowledge building tool for science learning in an elementary school. In L. Y. Tay & C. P. Lim (Eds.), Creating Holistic Technology-Enhanced Learning Experiences: Tales from a Future School in Singapore. (pp.75-91). The Netherlands: Sense Publishers.
10	Chang, C. Y., & Yeh, T. K. (2012). From Gene to Education – The ECNG Research Framework: Education, Cognition, Neuroscience, and Gene. In Mijung Kim & C. H. Diong (Eds.), Biology Education for Social and Sustainable Development (pp. 41-50). The Netherlands: Sense Publishers.
11	Hua, H. P., Chang, C. Y., & MacRaven, M. M. (2004). Taoism, science education, and the environmental crisis. In T. Rogers (Ed.), Green Education: Learning for the Earth and Posterity (pp. 61-67, 173-174). Canada: University of Calgary Press.
12	Chang, C. Y. (2003). Taiwan’s 1-9 grades science and technology curriculum standards and GSL. In V.J. Mayer (Ed.), Implementing Global Science Literacy (pp.67-80). Columbus, OH, USA: Earth Systems Education Program, The Ohio State University. (NSC 89-2511-S-003-144 & 第三十九屆(九十年度)補助科學與技術人員國外短期研究39059F).