1. Shanshan Lu, Hualin Bi. Developing Measurement Instrument to Assess Students’ Electrolyte Conceptual Understanding. Chemistry Education Research and Practice, 2016 (4) 2. Shanshan Lu, Hualin Bi, Xiufeng Liu. The effects of explanation-driven inquiry on students’ conceptual understanding of redox. International Journal of Science Education.2018 (15) 3. Shanshan Lu, Hualin Bi, Xiufeng Liu. A phenomenographic study of 10th grade students’ understanding of electrolytes. Chemistry Education Research and Practice. 2019(20) 4. Jianqiang Ye, Shanshan Lu, Hualin Bi; The Effects of Microcomputer-Based Laboratory on Students’ Macro, Micro, and Symbolic Representation when Learn about Net Ionic Reaction; Chemistry Education Research and Practice; 2019 (20) 5. 卢姗姗, 毕华林. 近二十年国际科学概念学习研究的内容分析, 全球教育展望, 2015(4) 6. 卢姗姗, 毕华林. 从“科学探究”到“科学实践”, 教育科学研究, 2015(1) 7. 卢姗姗, 毕华林. 国外理科教育研究的特点及启示. 教育科学研究, 2016(7) 8. 卢姗姗, 毕华林. 解释驱动探究促进学生化学概念理解的研究.化学教育, 2016(21) 9. 卢姗姗, 毕华林. 概念转变理论的发展及面临的挑战. 化学教育, 2016(13) 10. 卢姗姗, 毕华林. 从“概念转变”到“概念理解”——科学概念学习研究的转向,化学教育, 2018(1) 11. 毕华林,卢姗姗.化学课程中情境类型与特征分析.中国教育学刊,2011(10) |