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.Kong, Y., Apodaca, J., & Olimpo, J. (2022). Implementation and Evaluation of the Model of the Use of Evolutionary Trees (MUET)-curricular module in an Introductory Organismal Biology Course. International Journal of Science Education, 44(15), 2381-2396. doi:10.1080/09500693.2022.2124132
.孔艺,王蕾,倪锦月.基于心理旋转的小学生物进化树教学实验报告[J].天津市教科院学报,2021,33(05):57-62.（人大复印资料《素质教育[小学中高年级读物]》2022年第3期全文转载）
.孔艺,陈燕云,林靖.常见的进化树错误概念及其辨析[J].生物学通报,2021,56(09):1-5.
.孔艺,林静.基于机器学习的科学论证自动评分个案研究[J].中国考试,2021(08):61-68.
.Kong, Y., Douglas, K. A., Rodgers, K. J., Diefes-Dux, H., & Madhavan, K. (2017). A size and scale framework for guiding curriculum design and assessment. Journal of Engineering Education, 106 (3), 431-453. doi:10.1002/jee.20172
.Kong, Y., Thawani, A., Anderson, T., & Pelaez, N. (2017). A Model of the Use of Evolutionary Trees (MUET) to inform K-14 biology education. The American Biology Teacher, 79(2), 81-90. doi: 10.1525/abt.2017.79.2.81
.Kong, Y., Anderson, T., & Pelaez, N. (2016) How to identify and interpret evolutionary tree diagrams. Journal of Biological Education, 50(4): 395–406. DOI:10.1080/00219266.2015.1117514
.Kong, Y., Guo, B. Y., Xie, C. X., Fan, Q. X., He, X. G., Yang, R. B., & Shao, J. (2009). The isolation via enrichment and characterization of 9 dinucleotide microsatellite markers in Pelteobagrus fulvidraco. Conservation Genetic Resources, 1, 353-355.
.严婉茹，孔艺. LICC 范式下师范生小学课堂观察工具的分析研究——以福建省某高校为例[J]. 教育观察, 2019, 8(1):62-64.
.Yoon, S.Y., Kong, Y., Diefes-Dux, H.A., & Strobel, J. (2018). Broadening K-8 teachers' perspectives on professional development in engineering integration in the United States. International Journal of Research in Education and Science, 4(2), 331-348. doi:10.21890/ijres.409263

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