POSITIONS

Associate Professor, School of Educational Technology, Faculty of Education, Beijing Normal University, 2015-present

Lecturer. School of Educational Technology, Faculty of Education, Beijing Normal University, 2006-2015

RESEARCH INTERESTS

Teaching Thinking (Infused and/or Enrichment Approaches)

Knowledge & Thinking Visualization (Concept Mapping, Mind Mapping & Thinking Maps, etc.)

Reshaping teaching and learning for K12 and high schools to foster higher-order thinking skills

EDUCATION

Visiting Scholar, Graduate School of Education, University of California, Berkeley (co-advisor: Prof. Marcia C. Linn), 2017

Ph.D., Educational Technology, Beijing Normal University, Beijing, 2006

B.A., Educational Technology, Beijing Normal University, Beijing, 2001

TEACHING & RESEARCH EXPERIENCE

Teaching

Undergraduate Courses

Thinking Skills Training & Learning Power Improvement,

C Language Programming,

Object-Oriented Programming(Java),

Data Structure,

Introduction to Information Technology,

Multimedia Technology and Webpage-producing

Graduate Courses

Instructional Design in Science Education,

Introduction to Educational Technology,

Computer-assisted Instruction,

Thinking Skills Training & Learning Power Improvement

In 2019, the course named 'Thinking Skills Training and Learning Power Improvement' was credited as a national excellent open online course. 

SELECTED PUBLICATIONS

Books and Translated Works

1. Joseph D. Novak. Translated by Zhao Guoqing, Wu Jinshan, & Tang Jingjing. (2016). Leaning, Creating, and Using Knowledge——Concept Maps as Facilitative Tools in Schools and Corporations (in Chinese). Posts & Telecom Press

2. Zhao Guoqing. (2021). Core Thinking Tools for Pupils I (in Chinese). Beijing Normal University Press.

3. Zhao Guoqing. (2021). Core Thinking Tools for Pupils Ⅱ (in Chinese). Beijing Normal University Press.

4. Zhao Guoqing. (2021). Comprehensive Application of Thinking Tools for Pupils (in Chinese). Beijing Normal University Press.

5. Zhao Guoqing, Zhu Jia. (2019). The Theory and Practice of Thinking Classroom Ⅲ(in Chinese). Beijing Normal University Press.

6. Zhao Guoqing, Zhu Jia. (2018). The Theory and Practice of Thinking Classroom Ⅱ(in Chinese). Beijing Normal University Press.

7. Zhao Guoqing, Zhu Jia. (2017). The Theory and Practice of Thinking Classroom (in Chinese). Beijing Normal University Press.

8. Zhao Guoqing. (2015). Mind Mapping This Way(in Chinese). Posts and Telecom Press.

9. Zhao Guoqing. (2015). Mind Mapping for Pupils (in Chinese). Beijing Normal University Press.

10. Zhao Guoqing. (2015). Thinking Maps for Pupils (in Chinese). Beijing Normal University Press.

11. Shen Fuxing，Zhao Guoqing，Li Baoping，Nong Zhike，Xie Hao. (2008). Multi-media Technology and Webpage Producing (in Chinese). Higher Education Press.

12. Zhao Guoqing. (2018). The Handbook of Thinking Tools for Pupils (in Chinese). Beijing Normal University Press.

13. Zhao Guoqing. (2019). Teaching Critical Thinking in Middle School (in Chinese). Beijing Normal University Press.

14. Zhao Guoqing. (2018). Teaching Creative Thinking in Elementary School (in Chinese). Beijing Normal University Press.

15. Zhao Guoqing. (2018). Teaching Creative Thinking in Middle School (in Chinese). Beijing Normal University Press.

16. Zhao Guoqing. (2016). Concept Mapping for Pupils (in Chinese). Beijing Normal University Press.

17. Zhao Guoqing. (2016). Teaching Critical Thinking in Elementary School (in Chinese). Beijing Normal University Press.

18. Zhao Guoqing. (2016). Make Thinking Visible (in Chinese). Beijing Normal University Press. 

Journal Articles

SSCI

1. Cui, Y., Zhao, G., & Zhang, D. (2022). Improving students' inquiry learning in web- based environments by providing structure: Does the teacher matter or platform matter? British Journal of Educational Technology, 00, 1-20. 

2. Yang, X., Zhao, G. * , Yan, X. * , Chao, Q., Zhao, X., Lu, T., & Dong, Y. (2021). Pre-setting Stances for Students During Collaborative Argumentation: Parallel Thinking Versus Adversarial Thinking. Research in Science Education, 1-22.

3. Wang, Q., & Zhao, G.* (2021). ICT self-efficacy mediates most effects of university ICT support on preservice teachers’ TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319-2339.

4. Zhao, G., Wang, Q., Wu, N., Dong, Y. (2021).Exploring the Structural Relationship between University Support, Students’ Technostress, and Burnout in Technology-enhanced Learning. The Asia-Pacific Education Researcher, 1-11.

5. Zhao, G., Long, T., Zhao, R., Yang, X., Zhang, X., & Hyerle, D. (2021). How was teaching thinking adopted and diffused in Chinese primary schools? A qualitative study from principals’ perspectives. Asia Pacific Journal of Education, (501), 1-18.

6. Zhao, G.*, Zhao, R., Li, X., Duan, Y., & Long, T. (2021).Are Preservice Science Teachers (PSTs) Prepared for Teaching Argumentation? Evidence from A University Teacher Preparation Program in China. Research in Science & Technological Education.

7. Zhao, G., Zhao, R., Li, X., Duan, Y., & Long, T.* (2021). Are preservice science teachers (PSTs) prepared for teaching argumentation? evidence from a university teacher preparation program in china. Research in Science and Technological Education (6), 1-20.

8. Long, T., Zhao, G.*, Li, X., Zhao, R., & Duan, Y. (2020). Exploring Chinese in-service primary teachers' technological pedagogical content knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education.

9. Long, T., Zhao, G.*, Yang, X., Zhao, R., & Chen, Q. (2019). Bridging the belief-action gap in a teachers’ professional learning community on teaching of thinking. Professional Development in Education, 1–16.

10. Zhao, G., Yang, X., Long, T., & Zhao, R. (2019). Teachers’ perceived professional development in a multi-regional community of practice: Effects of beliefs and engagement. Learning, Culture and Social Interaction, 23, 100347. https://doi.org/10.1016/j.lcsi.2019.100347

CSSCI

1. Zhao, G., Li, X., Lu, T., & Peng Q. (2021). From Cognitive Map to Cognitive Graph: An Interdisciplinary Concept Discrimination (in Chinese). Modern Distance Education Research (05), 14-25.

2. Zhao, G., Yang, X., & Xiong, Y. (2019). On the Principles and Focal Points of Applying Thinking Visualization Tools in Teaching and Learning (in Chinese). e-Education Research, 40(09), 59-66+82.

3. Zhao, G., & Xiong, Y. (2018). An Empirical Study on Evaluating Primary Mathematics Teachers' Subject Knowledge through Concept Mapping (in Chinese). e-Education Research, 39(12), 110-117+130. 

4. Zhao, G., Zhang, D., & Chen, Q. (2018). Converting Fragmented Ideas into Coherent Understanding: Interpretation of Knowledge Integration Instructional Theory ——An Interview with Prof. Marcia C. Linn (in Chinese). Modern Distance Education Research, 000(001), 3-14, 30.

5. Chen, Q., Zhao, G., & Wang, X. (2018). Integration of S & E Practices, Crosscutting Concepts, and Disciplinary Core Ideas: Analysis of WISE Projects from the Perspective of NGSS (in Chinese).Journal of Distance Education, 000(02), 29-36.

6. Zhao, G., Xiong, Y., & Wang, X. (2018). The Definition, Elements and Design of Thinking Classrooms (in Chinese). China Educational Technology, 000(007), 7-15.

7. Ma, X., Zhao, G., & Wu, T. (2016). An Empirical Study on the Development of Students’ Autonomous Learning Ability in FCM (in Chinese). China Educational Technology, 000(07),99-106+136.

8. Zhao Guoqing. (2013). Classification，Comparison and Integration of Classical Thinking Skills Interventions. (in Chinese). Open Education Research.，19 (6), 62-72.

9. Zhao Guoqing. (2013). Teaching Thinking in a Century: A Review of Studies (in Chinese). Modern Distance Education Research, 000(6), 39-49.

10. ZHAO Shu, Zhao Guoqing*, Wu Yabin et al. (2012). Thinking Skills Training——The Catalyst for Enhancing Learning Effectively with Technology (in Chinese). Modern Distance Education Research, (4).

11. Zhao Guoqing. (2012). Concept Mapping and Mind Mapping in Teaching and Learning: Exploration on Several Important Issues (in Chinese). e-Education Research. 000(5), 78-84.

12. Zhao Guoqing，Zheng Lanqing. (2012). Retrieval Practice Produces More Learning than Elaborative Studying: The Educational Enlighten from Karpicke’s Research on Memory (in Chinese). China Educational Technology. 000(3), 16-21.

13. Zhao Guoqing，ZHANG Lu. (2009). Expert Knowledge Elicitation Using Concept Maps——New Application Area of Concept Mapping (in Chinese). Open Education Research, 000(2), 56-60.

14. Zhao Guoqing. (2009). The Definition of Knowledge Visualization in 2004：Analysis and Revision (in Chinese). e-Education Research, 000(3), 15-18.

15. Zhao Guoqing，JIA Zhenyang，HUANG Ronghuai，CHEN Peng. (2008). Definition and Implementation of Knowledge Visualization interface based on Graph (in Chinese). China Educational Research, 000(6), 93-96.

16. XI Jianhua，Zhao Guoqing. (2006). Background, Theory, Practice and Development of Concept Map——An Interview with Prof. Joseph D. Novak (in Chinese). Open Education Research, 12(1), 4-8.

17. Zhao Guoqing.A Case Study on MindMaps as Guide of Student’s Writing argumentation (in Chinese). Information Technology Education.2005,37(10), 51-53.

18. Zhao Guoqing，YANG Nanying，FAN Dian，JIA Zhenyang，HUANG Ronghuai. (2005). Research on Algorithm for Drawing Concept Maps (in Chinese). Open Education Research, 11(5), 32-37.

19. Zhao Guoqing，HUANG Ronghuai，LU Zhijian. (2005). Theory and Methodology of Knowledge Visualization (in Chinese). Open Education Research, 11(1), 23-27.

20. Zhao Guoqing，LU Zhijian. (2004). Discrimination of Concept Mapping and Mind Mapping (in Chinese). China Educational Research, 000(8), 42-45.

Other peer-reviewed articles

1. Sun, Y., Zhao, G., & Yang, X. (2021). Is the Three Character Classic still suitable for contemporary literacy and enlightenment education for children? Insights from the perspective of cognitive psychology and child development psychology. Advances in Educational Research and Evaluation, 2(1), 127-137.

2. Zhao, G., Zhao, R., & Yang, X. (2019). Fostering Fifth-Grade Students’ Ability to Design Comparative Experiments Using an Online Model. Journal of Education and Development, 3(1), 1.

3. Zhao, G., Wang, X., Li, M., & Ma, X. (2018). Effects of Semi-Finished Products as a Scaffolding on University Liberal Art Students’ Learning of Multimedia Technology and Webpage Producing. Creative Education, 9(15), 2405-2418.

4. Zhao, G., Wang, D., Chen, Q., Shen, Y., Han, W., Xiong, Y., & Jiang, S. (2017). Pupils’ Thinking Skills Development across Grade 4-6: An Investigation of 2096 Pupils in Mainland China Based on APTS. Creative Education, 8(09), 1452.

International Conference

1. Chao, Q., Lu, T., Zhao, X., Peng, Q., & Zhao, G. (2021). Teaching Pupils to Design Comparative Experiments with Web-Based Inquiry Unit During COVID-19 Pandemic: A Pilot Study. Journal of Physics: Conference Series, 1931(1),

2. Yang, X., Zhao, G. *, Zhao, Q., & Yan, X. (2019). The Relationship between Students’ Scientific Epistemological Beliefs and their Performance of Knowledge Integration in Web-based Inquiry. the 8th International Conference of Educational Innovation through Technology (EITT 2019), Biloxi, MS, USA. (accepted)

3. Yang, X., Zhao, Q., Zhao, R., & Zhao, G. * (2019). The Relationship between Students’ Scientific Epistemological Beliefs and their Performance of Knowledge Integration in Web-based Inquiry. the 8th International Conference of Educational Innovation through Technology (EITT 2019), Biloxi, MS, USA. (accepted)

4. Yang, X., Zhao, Q., Zhao, R., & Zhao, G.* (2019). The Implications for Scientific Experiment Instruction at Elementary School in Web-based Inquiry Environment (in Chinese). The 23th Global Chinese Conference on Computers in Education (GCCCE 2019), Wuhan, China.

5. Zhao, Q., Yang, X., & Zhao, G. *. (2018). Fostering Scientific Graphing Skill Of 7th Grade Students Through Web-based Inquiry Learning: A Pilot Study in China. Presented at the 5th International STEM in Education Conference, Brisbane, Australia.

6. Wang, X., Zhao, G. *, & Cui Y. (2018). Scientific Inquiry Learning Assisted by Computer Simulations: An empirical study based on 'Thermometer' Project in WISE (in Chinese). The 22th Global Chinese Conference on Computers in Education (GCCCE 2018).

7. Wang, X., Wang, X., & Zhao, G. * (2018). Concept mapping to promote middle school students’ coherent understanding in scientific inquiry: a quasi-experimental study based on scooters unit. CMC-2018 (Proceedings of the 8th International Conference on Concept Mapping). 2018.

8. Wang, X., Liu, J., Zhang, H., Tang, J., & Zhao, G.* (2018). Impact of spacing intervals of class periods on conceptual understanding of elementary students in scientific inquiry activities: Continuous versus discrete. STEM-2018 (Proceedings of the 5th International STEM in Education Conference). 2018.

9. Chen Q., Wang D., Yang L.,  Zhao, G.* (2017) Concept Mapping as a Pre-Writing Strategy on EFL High School Students’ English Writing. CMC-AP2017 (Proceedings of the 1st Asian Pacific Conference on Concept Mapping).2017.60-7

SELECTED RESEARCH PROJECTS

Projects Presided

1. Developing a Course, Thinking Skills Training & Learning Power Improvement for K-12 Students in China. Beijing Normal University. 2013- . More than 100 experimental schools.

2. Developing a Course, Thinking Skills Training & Learning Power Improvement, for College Students across Universities in Beijing. Beijing Municipal Education Commission. 2014-2015. Total costs: RMB 100,000.

3. National Social Science Foundation of China, Theoretical construction and Empirical research on information thinking teaching, National Education Science Planning Office. 2021. Total costs: RMB 200,000.

4. Developing a Course, Thinking Skills Training & Learning Power Improvement, Changping School Attached to Beijing Normal University. 2022. Total costs: RMB 150,000.

5. Developing a Course, Thinking Skills Training & Learning Power Improvement, Shenzhen Longgang Baolong School. 2021-2022. Total costs: RMB 100,000.

6. Developing a Course, Thinking Skills Training & Learning Power Improvement, Shenzhen OCT Primary School. 2021-2022. Total costs: RMB 90,000.

7. Developing a Course, Thinking Skills Training & Learning Power Improvement, Shenzhen Nanshan Pingshan Primary School. 2021-2022. Total costs: RMB 90,000.

8. Developing a Course, Thinking Skills Training & Learning Power Improvement, Shenzhen Nanshan Experimental Educational Group Yuanding School. 2021-2022. Total costs: RMB 90,000.

9. Developing a Course, Thinking Skills Training & Learning Power Improvement, Shenzhen Xuefu Middle School. 2021-2022. Total costs: RMB 90,000.

10. Developing a Course, Thinking Skills Training & Learning Power Improvement, Shenzhen Nanshan Xili Primary School. 2021-2022. Total costs: RMB 90,000.

11. Developing a Course, Thinking Skills Training & Learning Power Improvement, Shenzhen Nanshan Affiliated School of Beijing Normal University. 2021-2022. Total costs: RMB 90,000.

12. An Empirical Study on Promoting the educational equilibrium between Primary Schools Through Constructing a Community of Teaching of Thinking. MOE (Ministry of Education in China) Project of Humanities and Social Sciences (Project No.14YJC080117). 2014-2017. Total costs: RMB 80,000.

13. Visualizing Knowledge to Foster Students’ Problem-Solving Ability in Science. MOE Foundation for Youth (ECA09443) under National Educational Science Planning. 2009-2012. Total costs: RMB 10,000.

14. Improving the Information Technology Public Course. Beijing Normal University. 2010-2012. Total costs: RMB 200,000.

15. Developing the Textbook for Data Structure (Java) Experiment in the Innovative Platform of Professional Development. Beijing Normal University. 2009-2010.

16. The Research and Practice on the Assessment of Information Technology Public Course for Undergraduate Students. Beijing Normal University. 2006-2008.

17. Developing the Platform for Social Science Resource. Beijing Normal University. 2006-2008.

Conference organized

July 16-17, 2021, 8th National Conference On Teaching Thinking (NCTT2021), 2000 people, Beijing Normal University.

News: https://mp.weixin.qq.com/s/TZsEWzywIZ8tpQ-Rsa8M4w

SERVICE & CONSULTING

lJournal of Teacher Education (SSCI), reviewer

lResearch in Science and Technological Education (SSCI), reviewer

lOpen Education Research (CSSCI), reviewer

lModern Distance Education Research (CSSCI), reviewer

lJournal of Distance Education (CSSCI), reviewer

HONORS & AWARDS

SERVE Award in the 4th China Education Innovation Expo for 'Thinking Skills Training & Learning Power Improvement' project, 2018

Tongding Award for Outstanding Undergraduate Teaching, 2015

Beijing Normal University Award for Outstanding Freshmen Mentors, 2015

Beijing Normal University Award for Outstanding Fellow, 2013

Beijing Municipal Commission of Education Award for Teaching Achievement, 2009

Beijing Normal University Award for Outstanding Teaching, 2008