研究方向为儿童和青少年的思维发展，基于课堂论辩的课程设计，对话式教学，促进批判式阅读和写作的课程设计，以及神经科学方向的人际互动脑同步研究。主持全国教育科学“十三五”规划2020年度国家青年课题“议题教学应用于德育课堂有效性的实证研究”，担任多个SSCI期刊的审稿人，并在顶级SSCI期刊上发表了多篇高质量论文。
石雨晨. 指向教研能力提升的循证式课堂视频分析[J].全球教育展望，2024, (11).
石雨晨, 曹曙. 新手和熟手教师开展对话教学的比较---基于小学道德与法治课堂的干预研究 [J]. 西北师大学报（社会科学版）, 2023, (11). (人大复印报刊资料《素质教育》2024年第3期全文转载)
石雨晨，吴玥. 美国跨学科论证式写作教学设计 [J]. 上海教育科研，2023, (7).
石雨晨, 刘芷楠, 曹曙. 议题式教学在德育课堂中的应用 [J]. 课程·教材·教法, 2023, (5).
石雨晨, 论证式议题教学及其应用 [J]. 全球教育展望, 2022, (5). （人大复印报刊资料《中小学教育》2022年第11期全文转载）
石雨晨, 曹曙, 刘群英. 学生参与小学《道德与法治》论证式议题教学的学习体验 [J]. 全球教育展望, 2022, (10). （人大复印报刊资料《素质教育》2023年第2期全文转载）
Shi, Y., & Kalypso, Iordanou. (2025). A dialogic approach to enhancing argumentative writing from multiple texts. ECNU Review of Education. Online.
Shi, Y., Zhang, Z., & Cao, S. (2024). A case study of emergent leadership in whole-class discussion of controversial issues. Language and Education. Online.
Shi, Y. (2024). The effects of discourse goals on written arguments in elementary school students. International Journal of Educational Research, 126, 102375.
Shi, Y., Zhang, Z., Cao, S., & Liu, Q. (2023). Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions. Language and Education, 38(2), 303-319.
Shi, Y., Shen, X., & Wang, T., Cheng, L., & Wang, A. (2021). Dialogic teaching of controversial public issues in a Chinese middle school. Learning, Culture and Social Interaction, 30, 100533.
Shi, Y. (2020a). Constructed dialogs reveal skill development in argumentive writing. Reading and Writing, 33(9), 2311-2335.
Shi, Y. (2020b). Talk about evidence during argumentation. Discourse Processes, 57(9), 770-792.
Shi, Y. (2019). Enhancing evidence-based argumentation in a Mainland China middle school. Contemporary Educational Psychology, 59, 101809.
Shi, Y., Matos, F., & Kuhn, D. (2019). Dialog as a bridge to argumentive writing. Journal of Writing Research, 11(1), 107-129.
Iordanou, K., Kuhn, D., Matos, F., Shi, Y., & Hemberger, L. (2019). Learning by arguing. Learning and Instruction, 63, 101207.
Hemberger, L., Kuhn, D., Matos, F., & Shi, Y. (2017). A dialogic path to evidence-based argumentive writing. Journal of the Learning Sciences, 26(4), 575-607.