WISE Publications

Explore published results and analyses from WISE researchers!

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2017

Tansomboon, C., Gerard, L. F., Vitale, J. M., & Linn, M. C. (2017). Designing Automated Guidance to Promote Productive Revision of Science Explanations. International Journal of Artificial Intelligence in Education, 27(4), 729–757.

Type: Journal Article | Links | BibTeX | Tags: CLASS

Svihla, V., Wester, M. J., & Linn, M. C. (2017). Distributed Practice in Classroom Inquiry Science Learning. Learning: Research and Practice, 1–23.

Type: Journal Article | Links | BibTeX | Tags: CLASS

Zertuche, A., Gerard, L., & Linn, M. C. (2017). How Do Openers Contribute to Student Learning?. International Electronic Journal of Elementary Education, 5(1), 79–92.

Type: Journal Article | Abstract | BibTeX | Tags: VISUAL

Linn, M. C., Eylon, B.-S., Rafferty, A., & Vitale, J. M. (2017). Designing Instruction to Improve Lifelong Inquiry Learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 217–225.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLASS, GRIDS

Applebaum, L R., Vitale, J M., Gerard, L. F., & Linn, M C. (2017). Comparing Design Constraints to Support Learning in Technology-Guided Inquiry Projects. Educational Technology & Society, 20(4), 179–190.

Type: Journal Article | BibTeX | Tags: CLASS

2016

Donnelly, D. F., Namdar, B., Vitale, J. M., Lai, K., & Linn, M. C. (2016). Enhancing Student Explanations of Evolution: Comparing Elaborating and Competing Theory Prompts: ENHANCING EXPLANATIONS OF EVOLUTION. Journal of Research in Science Teaching, 53(9), 1341–1363.

Type: Journal Article | Links | BibTeX | Tags: GRIDS, PLANS

Ryoo, K., & Linn, M. C. (2016). Designing Automated Guidance for Concept Diagrams in Inquiry Instruction: Designing Automated Guidance For Inquiry Learning. Journal of Research in Science Teaching, 53(7), 1003–1035.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Lai, K., Cabrera, J., Vitale, J. M., Madhok, J., Tinker, R., & Linn, M. C. (2016). Measuring Graph Comprehension, Critique, and Construction in Science. Journal of Science Education and Technology, 25(4), 665–681.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Matuk, C., McElhaney, K. W., Chen, J. K., Lim-Breitbart, J., Kirkpatrick, D., & Linn, M. C. (2016). Iteratively Refining a Science Explanation Tool Through Classroom Implementation and Stakeholder Partnerships. International Journal of Designs for Learning, 7(2), .

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Matuk, C., Gerard, L., Lim-Breitbart, J., & Linn, M. (2016). Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design. Journal of Science Teacher Education, 27(1), 79–110.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Liu, O. L., Rios, J. A., Heilman, M., Gerard, L., & Linn, M. C. (2016). Validation of Automated Scoring of Science Assessments. Journal of Research in Science Teaching, 53(2), 215–233.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Gerard, L. F., & Linn, M. C. (2016). Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry. Journal of Science Teacher Education, 27(1), 111–129.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Vitale, J. M., McBride, E., & Linn, M. C. (2016). Distinguishing Complex Ideas about Climate Change: Knowledge Integration vs. Specific Guidance. International Journal of Science Education, 38(9), 1548–1569.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Gerard, L., Matuk, C., & Linn, M. C. (2016). Technology as Inquiry Teaching Partner. Journal of Science Teacher Education, 27(1), 1–9.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Linn, M. C., Gerard, L., Matuk, C., & McElhaney, K. W. (2016). Science Education: From Separation to Integration. Review of Research in Education, 40(1), 529–587.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Schwendimann, B. A., & Linn, M. C. (2016). Comparing Two Forms of Concept Map Critique Activities to Facilitate Knowledge Integration Processes in Evolution Education: COMPARING TWO FORMS OF CONCEPT MAP CRITIQUE ACTIVITIES. Journal of Research in Science Teaching, 53(1), 70–94.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Gerard, L. F., Ryoo, K., McElhaney, K. W., Liu, O. L., Rafferty, A. N., & Linn, M. C. (2016). Automated Guidance for Student Inquiry.. Journal of Educational Psychology, 108(1), 60–81.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Petra, S. F., Jaidin, J. H., Perera, J. Q., & Linn, M. (2016). Supporting Students to Become Autonomous Learners: The Role of Web-Based Learning. International Journal of Information and Learning Technology, 33(4), 263–275.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

2015

Vitale, J. M., Lai, K., & Linn, M. C. (2015). Taking Advantage of Automated Assessment of Student-Constructed Graphs in Science: AUTO ASSESSMENT OF STUDENT GRAPHS. Journal of Research in Science Teaching, 52(10), 1426–1450.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Svihla, V., Wester, M. J., & Linn, M. C. (2015). Revisiting for Retention: An Analytic for Inquiry Science Learning.. Journal of Learning Analytics, 2(2), 75–101.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, PLANS

Gerard, L., Matuk, C., McElhaney, K., & Linn, M. C. (2015). Automated, Adaptive Guidance for K-12 Education. Educational Research Review, 15, 41–58.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Visintainer, T., & Linn, M. (2015). Sixth-Grade Students' Progress in Understanding the Mechanisms of Global Climate Change. Journal of Science Education and Technology, 24(2-3), 287–310.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Matuk, C. F., Linn, M. C., & Eylon, B.-S. (2015). Technology to Support Teachers Using Evidence from Student Work to Customize Technology-Enhanced Inquiry Units. Instructional Science, 43(2), 229–257.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Linn, M C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate Research Experiences: Impacts and Opportunities. Science, 347(6222), 1261757–1261757.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Svihla, V., Wester, M. J., & Linn, M. C. (2015). Distributed Revisiting: An Analytic for Retention of Coherent Science Learning. Journal of Learning Analytics, 2(2), 75–101.

Type: Journal Article | Abstract | BibTeX | Tags: CLASS, GRIDS, PLANS

Donnelly, D. F., Vitale, J. M., & Linn, M. C. (2015). Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting. Journal of Science Education and Technology, 24(6), 861–874.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Liu, O. L., Ryoo, K., Linn, M. C., Sato, E., & Svihla, V. (2015). Measuring Knowledge Integration Learning of Energy Topics: A Two-Year Longitudinal Study. International Journal of Science Education, 37(7), 1044–1066.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

McElhaney, K. W., Chang, H.-Y., Chiu, J. L., & Linn, M. C. (2015). Evidence for Effective Uses of Dynamic Visualisations in Science Curriculum Materials. Studies in Science Education, 51(1), 49–85.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Ryoo, K., & Linn, M. C. (2015). Designing and Validating Assessments of Complex Thinking in Science. Theory Into Practice, 54(3), 238–254.

Type: Journal Article | Links | BibTeX | Tags: CLASS, GRIDS, VISUAL

Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations.. Journal of Educational Psychology, 107(3), 631–644.

Type: Journal Article | Links | BibTeX | Tags: CLASS, VISUAL

Clark, D. B., Nelson, B., Atkinson, R., Ramirez-Marin, F., & Medina-Jerez, W. (2015). Integrating Flexible Language Supports within Online Science Learning Environments. In T. G. Ganesh, A. W. Boriack, J. R. Stillsano, T. J. Davis, & H. C. Waxman (Ed.), Research on Technology Use in Multicultural Settings (pp. 75–106). Charlotte, NC: Information Age Publishing, Inc.

Type: Book Section | BibTeX | Tags: CLEAR

2014

Donnelly, D F., Linn, M C., & Ludvigsen, S. (2014). Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students. Review of Educational Research, 84(4), 572–608.

Type: Journal Article | Links | BibTeX | Tags: CLASS, CLEAR, VISUAL

Liu, O. L., Brew, C., Blackmore, J., Gerard, L., Madhok, J., & Linn, M. C. (2014). Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles. Educational Measurement: Issues and Practice, 33(2), 19–28.

Type: Journal Article | Links | BibTeX | Tags: CLASS, CLEAR, VISUAL

Ryoo, K., & Linn, M. C. (2014). Designing Guidance for Interpreting Dynamic Visualizations: Generating versus Reading Explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS. Journal of Research in Science Teaching, 51(2), 147–174.

Type: Journal Article | Links | BibTeX | Tags: CLASS, CLEAR, VISUAL

Chiu, J. L., & Linn, M. C. (2014). Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit. Journal of Science Education and Technology, 23(1), 37–58.

Type: Journal Article | Links | BibTeX | Tags: CLASS

Linn, M C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O L., & Rafferty, A N. (2014). Computer-Guided Inquiry to Improve Science Learning. Science, 344(6180), 155–156.

Type: Journal Article | Links | BibTeX | Tags: CLASS, CLEAR

Vitale, J. M., Black, J. B., & Swart, M. I. (2014). Applying Grounded Coordination Challenges to Concrete Learning Materials: A Study of Number Line Estimation.. Journal of Educational Psychology, 106(2), 403–418.

Type: Journal Article | Links | BibTeX | Tags: CLASS, VISUAL

2013

Donnelly, D., O'Reilly, J., & McGarr, O. (2013). Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory. Research in Science Education, 43(4), 1571–1592.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLASS

Clark, D. B., & Linn, M. C. (2013). The Knowledge Integration Perspective: Connections Across Research and Education. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 520–538). New York: Routledge.

Type: Book Section | BibTeX | Tags: MODELS

de Jong, T. ., Linn, M. C., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science and Engineering Education. Science, 340(6130), 305–308.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLASS, CLEAR, VISUAL

Chang, H.-Y., & Linn, M. C. (2013). Scaffolding Learning from Molecular Visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS. Journal of Research in Science Teaching, 50(7), 858–886.

Type: Journal Article | Links | BibTeX | Tags: CLASS, CLEAR, VISUAL

Donnelly, D F., & Boniface, S. (2013). Consuming and Creating: Early-Adopting Science Teachers' Perceptions and Use of a Wiki to Support Professional Development - ScienceDirect. Computers & Education, 68, 9.

Type: Journal Article | BibTeX | Tags: CLASS

2012

Linn, M C., & Slotta, J D. (2012). Enabling Participants in Online Forums to Learn from Each Other. In A. M. O'Donnell, C. E. Hmelo-Silver, & G. Erkens (Ed.), Collaborative Learning, Reasoning, and Technology (pp. ). New York: Routledge.

Type: Book Section | BibTeX | Tags: MODELS, TELS

Varma, K., & Linn, M. C. (2012). Using Interactive Technology to Support Students' Understanding of the Greenhouse Effect and Global Warming. Journal of Science Education and Technology, 21(4), 453–464.

Type: Journal Article | Links | BibTeX | Tags: CLEAR, VISUAL

Clark, D. B., Touchman, S., Martinez-Garza, M., Ramirez-Marin, F., & Drews, T. S. (2012). Bilingual Language Supports in Online Science Inquiry Environments. Computers & Education, 58(4), 1207–1224.

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Linn, M C. (2012). Insights for Teaching and Learning Science. In C. Dede, & J. Richards (Ed.), Digital Teaching Platforms: Customizing Classroom Learning for Each Student (pp. 55–70). New York: Teachers College Press.

Type: Book Section | BibTeX | Tags: CLASS, CLEAR

McElhaney, K W., & Linn, M C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Ed.), Orchestrating Inquiry Learning (pp. 48–68). Routledge.

Type: Book Section | BibTeX | Tags: CLASS

Svihla, V., & Linn, M. C. (2012). A Design-Based Approach to Fostering Understanding of Global Climate Change. International Journal of Science Education, 34(5), 651–676.

Type: Journal Article | Links | BibTeX | Tags: CLEAR

Ryoo, K., & Linn, M. C. (2012). Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis?. Journal of Research in Science Teaching, 49(2), 218–243.

Type: Journal Article | Links | BibTeX | Tags: CLEAR, VISUAL

Linn, M C., Gerard, L. F., & Sato, M E. (2012). Open-Source Online Science Inquiry Materials: Building a Community. Revista Contrapontos, 12, 7.

Type: Journal Article | BibTeX | Tags: CLASS, CLEAR, VISUAL

Zertuche, A., Gerard, L., & Linn, M. C. (2012). How Do Openers Contribute to Student Learning? | International Electronic Journal of Elementary Education. International Electronic Journal of Elementary Education, 5(1), 79–92.

Type: Journal Article | BibTeX | Tags: CLASS

Chiu, J. L., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualizations. In Metacognition in Science Education (pp. 133–163). Springer, Dordrecht.

Type: Book Section | Abstract | BibTeX | Tags: CLASS

Chiu, J. L., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar, & Y. J. Dori (Ed.), Metacognition in Science Education Trends in Current Research (pp. 133–163). Dordrecht: Springer Science +Business Media B.V..

Type: Book Section | Abstract | BibTeX | Tags: CLEAR

Tissenbaum, M., Liu, M., & Slotta, J. D. (2012). Co-Designing Collaborative Smart Classroom Curriculum for Secondary School Science. Journal of Universal Computer Science, 18(3), 327–352.

Type: Journal Article | Abstract | BibTeX | Tags: VISUAL

Chen, J. K., Bannasch, S., & McIntyre, C. (2012). Visualizing Earth and Explaining Seasons. @Concord, 16, 12–13.

Type: Journal Article | Abstract | BibTeX | Tags: VISUAL

2011

Zhang, Z. H., & Linn, M. C. (2011). Can Generating Representations Enhance Learning with Dynamic Visualizations?. Journal of Research in Science Teaching, 48(10), 1177–1198.

Type: Journal Article | Links | BibTeX | Tags: CLEAR, VISUAL

Liu, O. L., Lee, H.-S., & Linn, M. C. (2011). An Investigation of Explanation Multiple-Choice Items in Science Assessment. Educational Assessment, 16(3), 164–184.

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McElhaney, K. W., & Linn, M. C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745–770.

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Shen, J., & Linn, M. C. (2011). A Technology-Enhanced Unit of Modeling Static Electricity: Integrating Scientific Explanations and Everyday Observations. International Journal of Science Education, 33(12), 1597–1623.

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Linn, M. C. (2011). Off-Shoring Critical Thinking. San Francisco Chronicle, .

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Chiu, J., & Linn, M. (2011). Knowledge Integration and Wise Engineering. Journal of Pre-College Engineering Education Research (J-PEER), 1(1), .

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Linn, M. C., & Eylon, B.-S. (2011). Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration. 1 edition, New York: Routledge.

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Lee, H.-S., Liu, O. L., & Linn, M. C. (2011). Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items. Applied Measurement in Education, 24(2), 115–136.

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Sampson, V., & Clark, D. B. (2011). A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups. Research in Science Education, 41(1), 63–97.

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Kali, Y., & Ronen-Fuhrmann, T. (2011). Teaching to Design Educational Technologies. International Journal of Learning Technology, 6(1), 4–23.

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Svihla, V., Ryoo, K., Linn, M C., & Dorsey, C. (2011). Connecting Energy Across the Curriculum. @Concord, 15, 12–13.

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Corliss, S. B., & Linn, M. C. (2011). Assessing Learning from Inquiry Science Instruction. In G. J. Schraw, & D. H. Robinson (Ed.), Assessment of Higher Order Thinking Skills (pp. 219–244). Charlotte, N.C.: Information Age Pub..

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Peled, Y., Dori, Y. J., & Kali, Y. (2011). Integrating and Sustaining Technology in Instruction: A Longitudinal Study of the Teacher-Principal Perspective. In D. Chen, & G. Kurtz (Ed.), ICT, Learning and Teaching (pp. 311–331). .

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Linn, M. C., & Chiu, J. (2011). Combining Learning and Assessment to Improve Science Education. Research & Practice in Assessment, 6, 5–14.

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2010

Gerard, L. F., Spitulnik, M., & Linn, M. C. (2010). Teacher Use of Evidence to Customize Inquiry Science Instruction. Journal of Research in Science Teaching, 47(9), 1037–1063.

Type: Journal Article | Links | BibTeX | Tags: CLEAR, MODELS, VISUAL

Linn, M. C., Chang, H.-Y., Chiu, J. L., Zhang, Z. H., & McElhaney, K. (2010). Can Desirable Difficulties Overcome Deceptive Clarity in Scientific Visualizations?. In A. S. Benjamin (Ed.), Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork (pp. 235–258). New York, NY: Psychology Press.

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Liu, O. L., Lee, H.-S., & Linn, M. C. (2010). An Investigation of Teacher Impact on Student Inquiry Science Performance Using a Hierarchical Linear Model. Journal of Research in Science Teaching, 47(7), 807–819.

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Kali, Y., & Linn, M. C. (2010). Curriculum Design as Subject Matter: Science. In P. Peterson, R. Tierney, E. Baker, & B. McGaw (Ed.), International Encyclopedia of Education, Third Edition (pp. 468–474). Amsterdam: Elsevier Science.

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Liu, O. L., Lee, H.-S., & Linn, M. C. (2010). Multifaceted Assessment of Inquiry-Based Science Learning. Educational Assessment, 15(2), 69–86.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLEAR, MODELS, TELS, VISUAL

Linn, M. (2010). Designing Standards for Lifelong Science Learning. Journal of Engineering Education, 99, .

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLEAR, MODELS, TELS, VISUAL

Shen, J., Gerard, L., & Bowyer, J. (2010). Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality. Journal of Science Teacher Education, 21(3), 283–307.

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Ermeling, B. A. (2010). Tracing the Effects of Teacher Inquiry on Classroom Practice. Teaching and Teacher Education, 26(3), 377–388.

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Shen, J. (2010). Nurturing Students' Critical Knowledge Using Technology-Enhanced Scaffolding Strategies in Science Education. Journal of Science Education and Technology, 19(1), 1–12.

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Liu, O L., Lee, H.-S., & Linn, M C. (2010). Evaluating Inquiry-Based Science Units Using a Hierarchical Linear Model. Educational Assessment, 15, 69–86.

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Lindberg, S M., Hyde, J. S., Peterson, J L., & Linn, M C. (2010). New Trends in Gender and Mathematics Performance: A Meta-Analysis. Psychological Bulletin, 136(6), 1123–1135.

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Gerard, L. F., Bowyer, J B., & Linn, M C. (2010). How Does a Community of Principals Develop Leadership for Technology-Enhanced Science?. Journal of School Leadership, 20, 145–183.

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Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis. Psychological Bulletin, 136(1), 103–127.

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Lee, H.-S., Linn, M. C., Varma, K., & Liu, O. L. (2010). How Do Technology-Enhanced Inquiry Science Units Impact Classroom Learning?. Journal of Research in Science Teaching, 47(1), 71–90.

Type: Journal Article | Links | BibTeX | Tags: CLEAR, MODELS, TELS, VISUAL

Peters, V. L., & Slotta, J. D. (2010). Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era. In M. Jacobson, & P. Reimann (Ed.), Designs for Learning Environments of the Future (pp. 205–232). New York: Springer-Verlag.

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Slotta, J D. (2010). Evolving the Classrooms of the Future: The Interplay of Pedagogy, Technology and Community. In K. Mäkitalo-Siegl, J. Zottman, F. Kaplan, & F. Fischer (Ed.), Classroom of the Future: Orchestrating Collaborative Spaces (pp. 215–242). Rotterdam ; Boston: Sense.

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Chang, H.-Y., Quintana, C., & Krajcik, J. S. (2010). The Impact of Designing and Evaluating Molecular Animations on How Well Middle School Students Understand the Particulate Nature of Matter. Science Education, 94(1), 73–94.

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Gerard, L. F., Bowyer, J B., & Linn, M C. (2010). A Principal Community: Building School Leadership for Technology-Enhanced Science Curriculum Reform. Journal of School Leadership, 20, 145–183.

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2009

Lee, H.-S., & Liu, O. L. (2009). Assessing Learning Progression of Energy Concepts across Middle School Grades: The Knowledge Integration Perspective. Science Education, 94(4), 665–688.

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Newcombe, N. S., Ambady, N., Eccles, J., Gomez, L., Klahr, D., Linn, M., Miller, K., & Mix, K. (2009). Psychology's Role in Mathematics and Science Education. The American Psychologist, 64(6), 538–550.

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Sisk-Hilton, S. (2009). Teaching and Learning in Public: Professional Development Through Shared Inquiry. New York: Teachers College Press.

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Kali, Y., Levin-Peled, R., & Dori, Y. J. (2009). The Role of Design-Principles in Designing Courses That Promote Collaborative Learning in Higher-Education. Computers in Human Behavior, 25(5), 1067–1078.

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Clark, D. B., D'Angelo, C. M., & Menekse, M. (2009). Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students' Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions. Journal of Science Education and Technology, 18(4), 321–333.

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Sampson, V., & Clark, D. (2009). The Impact of Collaboration on the Outcomes of Scientific Argumentation. Science Education, 93(3), 448–484.

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Ozdemir, G., & Clark, D. (2009). Knowledge Structure Coherence in Turkish Students' Understanding of Force. Journal of Research in Science Teaching, 46(5), 570–596.

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Slotta, J. D., & Linn, M. C. (2009). WISE Science: Web-Based Inquiry in the Classroom. New York: Teachers College Press.

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Slotta, J D., & Aleahmad, T. (2009). WISE Technology Lessons: Moving from a Local Proprietary System to a Global Open Source Framework. Research and Practice in Technology Enhanced Learning, 4(2), 169–189.

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Cox, C D., & Hoadley, C. (2009). What Is Design Knowledge and How Do We Teach It?. In C. DiGiano, S. Goldman, & M. Chorost (Ed.), Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools (pp. 19–35). New York: Taylor & Francis.

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Kali, Y., Levin-Peled, R., Hans, M., & Ronen-Fuhrmann, T. (2009). The Design Principles Database. Design Principles and Practices: An International Journal—Annual Review, 3(1), 55–66.

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Shamir-Inbal, T., & Kali, Y. (2009). Teachers as Designers of Online Activities. Design Principles and Practices: An International Journal—Annual Review, 3(1), 89–102.

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2008

Kali, Y. (2008). Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy. New York: Teachers College Press.

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Varma, K., Husic, F., & Linn, M. C. (2008). Targeted Support for Using Technology-Enhanced Science Inquiry Modules. Journal of Science Education and Technology, 17(4), 341–356.

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Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender Similarities Characterize Math Performance. Science, 321(5888), 494–495.

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Linn, M. C. (2008). Teaching for Conceptual Cange: Distinguish or Extinguish Ideas. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 694–722). New York: Routledge.

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Sampson, V., & Clark, D. B. (2008). Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions. Science Education, 92(3), 447–472.

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Liu, O. L., Lee, H.-S., Hofstetter, C., & Linn, M. C. (2008). Assessing Knowledge Integration in Science: Construct, Measures, and Evidence. Educational Assessment, 13(1), 33–55.

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Williams, M., Linn, M. C., & Hollowell, G. P. (2008). Making Mitosis Visible. Science Scope, 31(7), 42–49.

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Clark, D. B., & Sampson, V. (2008). Assessing Dialogic Argumentation in Online Environments to Relate Structure, Grounds, and Conceptual Quality. Journal of Research in Science Teaching, 45(3), 293–321.

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Gerard, L. F., Bowyer, J. B., & Linn, M. C. (2008). Principal Leadership for Technology-Enhanced Learning in Science. Journal of Science Education and Technology, 17(1), 1–18.

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Kali, Y., & Linn, M. C. (2008). Designing Effective Visualizations for Elementary School Science. The Elementary School Journal, 109(2), 181–198.

Type: Journal Article | Abstract | Links | BibTeX | Tags: CLEAR, MODELS, TELS, VISUAL

DeBoer, G. E., Lee, H.-S., & Husic, F. (2008). Assessing Integrated Understanding of Science. In Y. Kali, M. C. Linn, & J. E. Roseman (Ed.), Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (pp. 153–182). New York: Teachers College Press.

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Kali, Y., Roseman, J. E., & Linn, M C. (2008). Preface. In Y. Kali, M. C. Linn, & J. E. Roseman (Ed.), Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (pp. xi–xxi). New York: Teachers College Press.

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Linn, M C., Kali, Y., Davis, E A., & Horwitz, P. (2008). Policies to Promote Coherence. In Y. Kali, M. C. Linn, & J. E. Roseman (Ed.), Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (pp. 201–210). New York: Teachers College Press.

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Roseman, J. E., Linn, M C., & Koppal, M. (2008). Characterizing Curriculum Coherence. In Y. Kali, M C. Linn, & J. E. Roseman (Ed.), Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (pp. 13–38). New York: Teachers College Press.

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Higgins, T. E., & Spitulnik, M. W. (2008). Supporting Teachers' Use of Technology in Science Instruction Through Professional Development: A Literature Review. Journal of Science Education and Technology, 17(5), 511–521.

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Ronen-Fuhrmann, T., Kali, Y., & Hoadley, C. (2008). Helping Education Students Understand Learning through Designing. Educational Technology, 48(2), 26–33.

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Cox, C D., Harrison, C., & Hoadley, C. (2008). Applying the ``Studio Model'' to Learning Technology Design. In C. DiGiano, S. Goldman, & M. Chorost (Ed.), Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools (pp. 145–164). New York: Taylor & Francis.

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2007

Kali, Y., & Linn, M. C. (2007). Technology-Enhanced Support Strategies for Inquiry Learning. In M. J. Spector, D. M. Merrill, J. van Merrienboer, & M. P. Driscoll (Ed.), Handbook of Research on Educational Communications and Technology: Third Edition (pp. 145–162). New York: Routledge.

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Özdemir, G., & Clark, D. B. (2007). An Overview of Conceptual Change Theories. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 351–361.

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Linn, M C., & Kessel, C. (2007). Differences or Similarities in Mathematics? Finding an Integrating Focus. Psychology of Women Quarterly, 31(3), 323–324.

Type: Journal Article | Links | BibTeX | Tags: TELS

Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments. Educational Psychology Review, 19(3), 343–374.

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Linn, M. C. (2007). Why Aren't More Women in Science?. Science, 317(5835), 199–200.

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Weinberger, A., Clark, D B., HÄkkinen, P., Tamura, Y., & Fischer, F. (2007). Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective. Research in Comparative and International Education, 2(1), 68–79.

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Sampson, V., & Clark, D. (2007). Incorporating Scientific Argumentation into Inquiry-Based Activities with Online Personally Seeded Discussions. Science Scope, 30(6), 43–47.

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Clark, D. B., & Sampson, V. D. (2007). Personally-Seeded Discussions to Scaffold Online Argumentation. International Journal of Science Education, 29(3), 253–277.

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Horwitz, P. (2007). Computers and Clean Slates: Creating Interactive Learning Experiences. @Concord, 11(1), .

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Medina-Jerez, W., Clark, D. B., Medina, A., & Ramirez-Marin, F. (2007). Science for ELL: Re-Thinking Our Approach. The Science Teacher, 74(3), 52–56.

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Tinker, R. (2007). How Do Students Learn from Models? Case Studies in Guided Inquiry. @Concord, 11(1), 14.

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Tinker, R. (2007). Potholes in the Road to Proving Technology. @Concord, 11(1), 2.

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Tinker, R. (2007). The Science of Atoms and Molecules. @Concord, 11(1), 10.

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Xie, Q., & Tinker, R. (2007). Roving around Molecules. @Concord, 11(1), 8.

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Zucker, A., Galvis, A H., & Tinker, R. (2007). Probeware and the XO. @Concord, 11(1), 4.

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2006

Hyde, J. S., & Linn, M. C. (2006). Gender Similarities in Mathematics and Science. Science, 314(5799), 599–600.

Type: Journal Article | Abstract | Links | BibTeX | Tags: TELS

Linn, M. C., Lee, H.-S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and Assessing Knowledge Integration in Science. Science, 313(5790), 1049–1050.

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Clark, D. B. (2006). Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring. Cognition and Instruction, 24(4), 467–563.

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Kali, Y. (2006). Collaborative Knowledge Building Using the Design Principles Database. International Journal of Computer-Supported Collaborative Learning, 1(2), 187–201.

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Linn, M C., & Eylon, B.-S. (2006). Science Education: Integrating Views of Learning and Instruction. In P. A. Alexander, & P. H. WINNE (Ed.), Handbook of Educational Psychology (pp. 511–544). Mahwah, N.J: Routledge.

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Linn, M C. (2006). The Knowledge Integration Perspective on Learning and Instruction. In K. R. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 243–264). Cambridge ; New York: Cambridge University Press.

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Linn, M. C. (2006). WISE Teachers: Using Technology and Inquiry for Science Instruction. In E. A. Ashburn, & R. E. Floden (Ed.), Meaningful Learning Using Technology: What Educators Need to Know And Do (pp. 46–69). New York: Teachers College Pr.

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Linn, M. C., & Bjork, R. (2006). The Science of Learning and the Learning of Science. APS Observer, 19(3), .

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Casperson, J. M., & Linn, M. C. (2006). Using Visualizations to Teach Electrostatics. American Journal of Physics, 74(4), 316–323.

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Bjork, R., & Linn, M. (2006). The Science of Learning and the Learning of Science Introducing Desirable Difficulties. The APS Observer, 19, .

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Worell, J., Goodheart, C. D., Linn, M. C., & Kessel, C. (Ed.) (2006). Gender and Assessment. In J. Worell, C. D. Goodheart, M. C. Linn, & C. Kessel (Ed.), Handbook of Girls' and Women's Psychological Health (pp. 40–50). Oxford University Press, USA.

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Linn, M. C. (2006). Virtual Communities: When Do They Succeed?. The American Journal of Psychology, 119(4), 679–685.

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Xie, Q., & Tinker, R. (2006). Molecular Dynamics Simulations of Chemical Reactions for Use in Education. Journal of Chemical Education, 83(1), 77.

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Horwitz, P. (2006). How Can Assessment Be Improved?. @Concord, 10(2), .

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Horwitz, P., Gobert, J., & Buckley, B. (2006). Helping Students Learn and Helping Teachers Understand Student Learning. @Concord, 10(2), .

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Berenfeld, B., & Tinker, R. (2006). Why Are Progressions Important?. @Concord, 10(2), 4.

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Tinker, R. (2006). STEM Education Needs a Major Overhaul. @Concord, 10(2), 2.

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Tinker, R. (2006). What Flows When Heat Flows?. @Concord, 10(2), 8.

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Tinker, R., & Tierney, R. (2006). What Is 21st Century Mathematics? Concepts Not Computation. @Concord, 10(2), 10.

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Linn, M. C., & Kessel, C. (2006). Gender Differences in Cognition and Educational Performance. In Encyclopedia of Cognitive Science (pp. ). John Wiley & Sons, Ltd.

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Linn, M. C., & Kessel, C. (2006). Assessment and Gender. In J. Worell, & C. D. Goodheart (Ed.), Handbook of Girls' and Women's Psychological Health: Gender and Well-Being Across the Lifespan (pp. 40–50). New York: Oxford University Press, USA.

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2005

Tate, E. D., & Linn, M. C. (2005). How Does Identity Shape the Experiences of Women of Color Engineering Students?. Journal of Science Education and Technology, 14(5-6), 483–493.

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Ravitz, J., & Hoadley, C. (2005). Supporting Change and Scholarship through Review of Online Resources in Professional Development Settings. British Journal of Educational Technology, 36(6), 957–974.

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Orion, N., & Kali, Y. (2005). The Effect of an Earth-Science Learning Program on Students' Scientific Thinking Skills. Journal of Geoscience Education, 53(4), 387–393.

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Underwood, J. S., Hoadley, C., Lee, H. S., Hollebrands, K., DiGiano, C., & Renninger, A. K. (2005). IDEA: Identifying Design Principles in Educational Applets. Educational Technology Research and Development, 53(2), 99–112.

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Linn, M. C. (2005). WISE Design for Lifelong Learning - Pivotal Cases. In P. GARDENFORS, & P. Johansson (Ed.), Cognition, Education, and Communication Technology (pp. 223–256). Mahwah, N.J: Routledge.

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Kirby, J. A., Hoadley, C. M., & Carr-Chellman, A. A. (2005). Instructional Systems Design and the Learning Sciences: A Citation Analysis. Educational Technology Research and Development, 53(1), 37–47.

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Halm, M., Farooq, U., & Hoadley, C. (2005). Collaboration in Learning Design Using Peer-to-Peer Technologies. In R. Koper, & C. Tattersall (Ed.), Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 203–214). New York: Springer Science & Business Media.

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Linn, M C. (2005). Technology and Gender Equity: What Works?. In N F. Russo, C. Chan, M B. Kenkel, C B. Travis, & M. Vasquez (Ed.), Women in Science and Technology (pp. ). New York: American Psychological Association.

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Hoadley, C. M., & Kilner, P. G. (2005). Using Technology to Transform Communities of Practice into Knowledge-Building Communities. SIGGROUP Bull., 25(1), 31–40.

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Tinker, R. (2005). Freeing Educational Applications. @Concord, 9(1), 10.

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2004

Hoadley, C. M. (2004). Methodological Alignment in Design-Based Research. Educational Psychologist, 39(4), 203–212.

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Seethaler, S., & Linn, M. (2004). Genetically Modified Food in Perspective: An Inquiry-based Curriculum to Help Middle School Students Make Sense of Tradeoffs. International Journal of Science Education, 26(14), 1765–1785.

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Williams, M., Linn, M. C., Ammon, P., & Gearhart, M. (2004). Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study. Journal of Science Education and Technology, 13(2), 189–206.

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Cuthbert, A. J., & Slotta, J. D. (2004). Designing a Web-based Design Curriculum for Middle School Science: The WISE `Houses In The Desert' Project. International Journal of Science Education, 26(7), 821–844.

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Linn, M. C., Davis, E. A., & Bell, P. (Ed.) (2004). Internet Environments for Science Education. Mahwah, N.J: Routledge.

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Bell, P., Hoadley, C. M., & Linn, M. C. (2004). Design-Based Research in Education. In M. C. Linn, E. A. Davis, & P. Bell (Ed.), Internet Environments for Science Education (pp. 73–88). Mahwah, N.J: Routledge.

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Hoadley, C. M. (2004). Fostering Collaboration Offline and Online: Learning from Each Other. In M. C. Linn, E. A. Davis, & P. Bell (Ed.), Internet Environments for Science Education (pp. 145–174). Mahwah, N.J: Routledge.

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Linn, M. C., Davis, E. A., & Bell, P. (2004). Inquiry and Technology. In M. C. Linn, E. A. Davis, & P. Bell (Ed.), Internet Environments for Science Education (pp. 3–28). Mahwah, N.J: Routledge.

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Linn, M. C., Bell, P., & Davis, E. A. (2004). Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework. In M. C. Linn, E. A. Davis, & P. Bell (Ed.), Internet Environments for Science Education (pp. 315–340). Mahwah, N.J: Routledge.

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Linn, M. C., Davis, E. A., & Eylon, B.-S. (2004). The Scaffolded Knowledge Integration Framework for Instruction. In M. C. Linn, E. A. Davis, & P. Bell (Ed.), Internet Environments for Science Education (pp. 47–72). Mahwah, N.J: Routledge.

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Shear, L., Bell, P., & Linn, M. C. (2004). Partnership Models: The Case of the Deformed Frogs. In M. C. Linn, E. A. Davis, & P. Bell (Ed.), Internet Environments for Science Education (pp. 289–314). Mahwah, N.J: Routledge.

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Carr-Chellman, A., & Hoadley, C. (2004). Conclusion: Looking Back and Looking Forward. Educational Technology, 44, 57–59.

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Carr-Chellman, A., & Hoadley, C. (2004). Introduction to Special Issue: Learning Sciences and Instructional Systems: Beginning the Dialogue. Educational Technology, 44, 5–6.

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Slotta, J. D., & Fischer, F. (2004). Biologieunterricht - Tipps Aus Dem Internet. Missbildung Bei Fröschen: Parasiten Oder Chemische Substanzen? Online-Kontroversen in WISE.. Praxis der Naturwissenschaften - Biologie in der Schule, 53(3), 38–39.

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Meister, D M., Fischer, F., Kollar, I., & Slotta, J. D. (2004). Lehrer-Communities - Erfahrungen Aus Der Web-Basierten WISE-Lernumgebung. Computer und Unterricht, 54, 50.

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2003

Linn, M. C. (2003). Using ICT to Teach and Learn Science. In R. Holliman, & E. Scanlon (Ed.), Mediating Science Learning through Information and Communications Technology (pp. 9–26). London ; New York: Routledge.

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Williams, M., & Linn, M. C. (2003). Collaborating with WISE Scientists. Science and Children, 41(1), 31–35.

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Linn, M. C., Clark, D., & Slotta, J. D. (2003). WISE Design for Knowledge Integration. Science Education, 87(4), 517–538.

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Linn, M. (2003). Technology and Science Education: Starting Points, Research Programs, and Trends. International Journal of Science Education, 25(6), 727–758.

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Clark, D., & Linn, M. C. (2003). Designing for Knowledge Integration: The Impact of Instructional Time. The Journal of the Learning Sciences, 12(4), 451–493.

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Linn, M. C. (2003). WISE Research — Promoting International Collaboration. In D. Psillos, P. Kariotoglou, V. Tselfes, E. Hatzikraniotis, G. Fassoulopoulos, & M. Kallery (Ed.), Science Education Research in the Knowledge-Based Society (pp. 297–307). Springer, Dordrecht.

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2001

Hayes, M. T., & Deyhle, D. (2001). Constructing Difference: A Comparative Study of Elementary Science Curriculum Differentiation. Science Education, 85(3), 239–262.

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0001

Clark, D., Sampson, V., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (0001). Online Learning Environments, Scientific Argumentation, and 21st Century Skills.. In B. Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 1–40). Hershey, PA: IGI Global.

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0000

Linn, M. C., Slotta, J. D., Terashima, H., Stone, E., & Madhok, J. (0000). Designing Science Instruction Using the Web-Based Inquiry Science Environment (WISE). Asia-Pacific Forum on Science Learning and Teaching, 11(2), .

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Linn, M. C., Husic, F., Slotta, J., & Tinker, R. (0000). Technology Enhanced Learning in Science (TELS): Research Programs. Educational Technology, 46(3), 54–68.

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