Li-hsuan Yang
Associate Professor of Integrated Science

About Me

Li-hsuan Yang received her B.S. in Zoology from National Taiwan University in 1986, M.S. in Microbiology from the University of Michigan-Ann Arbor in 1989, M.A. in Secondary School Teaching from Eastern Michigan University in 1992, and Ph.D. in Educational Psychology with an emphasis on science education from Michigan State University in 1999.

Dr. Yang’s work focuses on helping students, especially pre-service teachers, develop a deep understanding and appreciation of science and science teaching methods. At Marygrove, she teaches Freshman Science Seminar: Introduction to Research Methods, Integrated Science I,  Integrated Science II, Conceptual Physics, Junior Seminar: Speaking and Writing About Science, Science Senior Seminar A: Library Research, Science Senior Seminar B: Laboratory Research, and Clinical Experience and Methods for Teaching Elementary and Middle School Science.

She has also taught courses in the fields of educational psychology and educational research methods. Her research interests include the development of student motivation and conceptual understanding in science. Her publications can be found in Journal of College Science Teaching, Electronic Journal of Science Education, The Science Teacher, Michigan Science Teachers Association Journal, and the Case Collections of National Center for Case Study Teaching in Science.

CV
  • Office: LA 318
  • Phone: (313) 927-1286
  • Email: lyang5939@marygrove.edu
Li-hsuan Yang Faculty Bio

Honors and Awards

  • Presidential Award for Excellence in Scholarship, Marygrove College, 2015

  • Faculty Scholarship Award, Marygrove College, 2013

  • Lucinda Hinsdale Stone Junior Faculty Award, University of Michigan-Flint, 2010

Areas of Interest

  • Helping students develop a deep understanding and appreciation of science and science teaching methods

  • Exploring students' and teachers' theories of intelligence and their relationships to learning and teaching

Research Projects

  • College instructors’ theories of intelligence and feedback provided for students with and without dyslexia

  • Preservice elementary teachers’ general and domain-specific theories of intelligence and self-efficacy in teaching

  • Minority students’ perceived high school science teacher expectations and predicated college science professor expectations

Publications

  • Yang, L. (2016). "Interpersonal relationships and the development of student interest in science." Electronic Journal of Science Education, 20(1), 18-38.

  • Yang, L. (2014). "Where does heat go?" Michigan Science Teachers Association Journal, 59(1), 47-51.

  • Yang, L. (2012). "Cold water, warm ice?" Journal of College Science Teaching, 41(5), 33-37.

Education

  • BS, Zoology, National Taiwan University

  • MS, Microbiology, University of Michigan-Ann Arbor

  • Ph.D., Educational Psychology, Michigan State University

Teaching

  • MTH 099: Pre-Algebra

  • PHY 135: Conceptual Physics

  • ISC 496A: Science Senior Seminar A: Library Research

Financial Aid Available

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