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2025
Billings, Kelly, Christina, McGhee-Esquivel, Linn, Marcia C.
Centering Care in Justice-Centered Science Teaching and Learning Journal Article
In: The Science Teacher, vol. 92, no. 2, pp. 46–55, 2025, ISSN: 0036-8555, (Publisher: Routledge _eprint: https://doi.org/10.1080/00368555.2024.2445520).
Abstract | Links | BibTeX | Tags: ARISE
@article{billings_centering_2025,
title = {Centering Care in Justice-Centered Science Teaching and Learning},
author = {Kelly Billings and McGhee-Esquivel Christina and Marcia C. Linn},
url = {https://doi.org/10.1080/00368555.2024.2445520},
doi = {10.1080/00368555.2024.2445520},
issn = {0036-8555},
year = {2025},
date = {2025-03-01},
urldate = {2025-06-10},
journal = {The Science Teacher},
volume = {92},
number = {2},
pages = {46\textendash55},
abstract = {Classroom care practices can support students’ learning and emotional well-being when they grapple with complex social justice science issues. We report on how one science teacher enacted authentic care practices during units on social justice science issues, such as the inequitable impact of COVID-19 on communities of color and the history of medical racism. Students who are impacted by a social justice science issue are emotionally vulnerable as they grapple with linking science and social justice ideas that apply to their community. We describe three care practices implemented in a high school biology classroom to support students to collaboratively clarify the complex and often contentious harms against communities caused by injustice. The practices also support students in developing allyship and imagining ways to support one another and their communities in addressing social justice science issues. These practices are (1) Including students’ ideas, emotions, and experiences in multiple ways (2) Building a community that respects all students’ voices when discussing contentious topics, and (3) High expectations for critical thinking to counter deficit narratives and support allyship. We suggest guidelines for enacting caring practices in science classrooms.},
note = {Publisher: Routledge
_eprint: https://doi.org/10.1080/00368555.2024.2445520},
keywords = {ARISE},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby, Linn, Marcia C.
Impacts of Web-based Inquiry Learning Environments Aligned with Knowledge Integration Pedagogy Book Section
In: Ingo Kollar, Andreas Gegenfurtner (Ed.): Designing Effective Digital Learning Environments, pp. 255–275, Routledge, New York, 2025, ISBN: 978-1-03-247818-0.
@incollection{gerard_impacts_2025,
title = {Impacts of Web-based Inquiry Learning Environments Aligned with Knowledge Integration Pedagogy},
author = {Libby Gerard and Marcia C. Linn},
editor = {Ingo Kollar and Andreas Gegenfurtner},
url = {https://www.routledge.com/Designing-Effective-Digital-Learning-Environments/Gegenfurtner-Kollar/p/book/9781032478180},
isbn = {978-1-03-247818-0},
year = {2025},
date = {2025-01-01},
booktitle = {Designing Effective Digital Learning Environments},
pages = {255\textendash275},
publisher = {Routledge},
address = {New York},
series = {New Perspectives on Learning and Instruction},
keywords = {TIPS},
pubstate = {published},
tppubtype = {incollection}
}
Gerard, Libby, Holtman, Marlen, Riordan, Brian, Linn, Marcia C.
Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration Journal Article
In: Journal of Educational Psychology, vol. 117, no. 1, pp. 63–87, 2025, ISSN: 1939-2176, (Place: US Publisher: American Psychological Association).
Abstract | Links | BibTeX | Tags: TIPS
@article{gerard_impact_2025,
title = {Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration},
author = {Libby Gerard and Marlen Holtman and Brian Riordan and Marcia C. Linn},
doi = {10.1037/edu0000902},
issn = {1939-2176},
year = {2025},
date = {2025-01-01},
journal = {Journal of Educational Psychology},
volume = {117},
number = {1},
pages = {63\textendash87},
abstract = {This study leverages natural language processing (NLP) to deepen our understanding of how students integrate their ideas about genetic inheritance while engaging in an adaptive dialog. In Study 1, informed by knowledge integration (KI) pedagogy, we used responses from 1,485 students to test one NLP model to detect the ideas students express when explaining why siblings look similar but not identical and another NLP model to holistically score their response for KI. In Study 2, we used the tested NLP models from Study 1 to design an adaptive dialog that responds to students’ detected ideas. We assessed the impact of the dialog on students’ level of KI. We embedded the dialog in a web-based unit and implemented it in five middle and high schools with 11 teachers and 610 students. Students’ KI scores significantly improved across the unit, and from their initial to revised responses in the dialogs. Consistent with KI, students significantly added differing new accurate ideas. They generally linked their vague ideas to new ideas rather than dropping vague ideas. Two patterns emerged: Students who achieve partial KI form links between new accurate and initial vague ideas; Students who progress to integrated KI distinguish between initial vague and accurate ideas plus new accurate ideas to form varied links. These results clarify that students follow multiple paths to combine their ideas and construct coherent responses while studying a unit featuring adaptive dialogs. They point to designs for adaptive guidance to build on students’ ideas and promote integrated understanding. (PsycInfo Database Record (c) 2024 APA, all rights reserved)},
note = {Place: US
Publisher: American Psychological Association},
keywords = {TIPS},
pubstate = {published},
tppubtype = {article}
}
2024
Billings, Kelly, Chang, Hsin-Yi, Lim-Breitbart, Jonathan M., Linn, Marcia C.
Using Artificial Intelligence to Support Peer-to-Peer Discussions in Science Classrooms Journal Article
In: Education Sciences, vol. 14, no. 12, pp. 1411, 2024, ISSN: 2227-7102, (Number: 12 Publisher: Multidisciplinary Digital Publishing Institute).
Abstract | Links | BibTeX | Tags: TIPS
@article{billings_using_2024,
title = {Using Artificial Intelligence to Support Peer-to-Peer Discussions in Science Classrooms},
author = {Kelly Billings and Hsin-Yi Chang and Jonathan M. Lim-Breitbart and Marcia C. Linn},
url = {https://www.mdpi.com/2227-7102/14/12/1411},
doi = {10.3390/educsci14121411},
issn = {2227-7102},
year = {2024},
date = {2024-12-01},
urldate = {2025-01-22},
journal = {Education Sciences},
volume = {14},
number = {12},
pages = {1411},
abstract = {In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) to identify student ideas in science explanations. The identified ideas, along with Knowledge Integration (KI) pedagogy, informed the design of a question bank to support students during the discussion. We compare groups formed by maximizing the variety of ideas among participants to randomly formed groups. We embedded the chat tool in an earth science unit and tested it in two classrooms at the same school. We report on the accuracy of the NLP idea detection, the impact of maximized versus random grouping, and the role of the question bank in focusing the discussion on student ideas. We found that the similarity of student ideas limited the value of maximizing idea variety and that the question bank facilitated students’ use of knowledge integration processes.},
note = {Number: 12
Publisher: Multidisciplinary Digital Publishing Institute},
keywords = {TIPS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby, Linn, Marcia C., Holtmann, Marlen
A Comparison of Responsive and General Guidance to Promote Learning in an Online Science Dialog Journal Article
In: Education Sciences, vol. 14, no. 12, pp. 1383, 2024, ISSN: 2227-7102, (Number: 12 Publisher: Multidisciplinary Digital Publishing Institute).
Abstract | Links | BibTeX | Tags: TIPS
@article{gerard_comparison_2024,
title = {A Comparison of Responsive and General Guidance to Promote Learning in an Online Science Dialog},
author = {Libby Gerard and Marcia C. Linn and Marlen Holtmann},
url = {https://www.mdpi.com/2227-7102/14/12/1383},
doi = {10.3390/educsci14121383},
issn = {2227-7102},
year = {2024},
date = {2024-12-01},
urldate = {2025-05-19},
journal = {Education Sciences},
volume = {14},
number = {12},
pages = {1383},
abstract = {Students benefit from dialogs about their explanations of complex scientific phenomena, and middle school science teachers cannot realistically provide all the guidance they need. We study ways to extend generative teacher\textendashstudent dialogs to more students by using AI tools. We compare Responsive web-based dialogs to General web-based dialogs by evaluating the ideas students add and the quality of their revised explanations. We designed the General guidance to motivate and encourage students to revise their explanations, similar to how an experienced classroom teacher might instruct the class. We designed the Responsive guidance to emulate a student\textendashteacher dialog, based on studies of experienced teachers guiding individual students. The analyses comparing the Responsive and the General condition are based on a randomized assignment of a total sample of 507 pre-college students. These students were taught by five different teachers in four schools. A significantly higher proportion of students added new accurate ideas in the Responsive condition compared to the General condition during the dialog. This research shows that by using NLP to identify ideas and assign guidance, students can broaden and refine their ideas. Responsive guidance, inspired by how experienced teachers guide individual students, is more valuable than General guidance.},
note = {Number: 12
Publisher: Multidisciplinary Digital Publishing Institute},
keywords = {TIPS},
pubstate = {published},
tppubtype = {article}
}
Li, Weiying, Chang, Hsin-Yi, Bradford, Allison, Gerard, Libby, Linn, Marcia C.
Combining Natural Language Processing with Epistemic Network Analysis to Investigate Student Knowledge Integration within an AI Dialog Journal Article
In: Journal of Science Education and Technology, 2024, ISSN: 1573-1839.
Abstract | Links | BibTeX | Tags: TIPS
@article{li_combining_2024,
title = {Combining Natural Language Processing with Epistemic Network Analysis to Investigate Student Knowledge Integration within an AI Dialog},
author = {Weiying Li and Hsin-Yi Chang and Allison Bradford and Libby Gerard and Marcia C. Linn},
url = {https://doi.org/10.1007/s10956-024-10176-y},
doi = {10.1007/s10956-024-10176-y},
issn = {1573-1839},
year = {2024},
date = {2024-11-01},
urldate = {2024-12-20},
journal = {Journal of Science Education and Technology},
abstract = {In this study, we used Epistemic Network Analysis (ENA) to represent data generated by Natural Language Processing (NLP) analytics during an activity based on the Knowledge Integration (KI) framework. The activity features a web-based adaptive dialog about energy transfer in photosynthesis and cellular respiration. Students write an initial explanation, respond to two adaptive prompts in the dialog, and write a revised explanation. The NLP models score the KI level of the initial and revised explanations. They also detect the ideas in the explanations and the dialog responses. The dialog uses the detected ideas to prompt students to elaborate and refine their explanations. Participants were 196 8th-grade students at a public school in the Western United States. We used ENA to represent the idea networks at each KI score level for the revised explanations. We also used ENA to analyze the idea trajectories for the initial explanation, the two dialog responses, and the final explanation. Higher KI levels were associated with more links and increased frequency of mechanistic ideas in ENA representations. Representation of the trajectories suggests that the NLP adaptive dialog helped students who started with descriptive and macroscopic ideas to add more microscopic ideas. The dialog also helped students who started with partially linked ideas to keep linking the microscopic ideas to mechanistic ideas. We discuss implications for STEM teachers and researchers who are interested in how students build on their ideas to integrate their ideas.},
keywords = {TIPS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C., Gerard, Libby
Assessing and Guiding Student Science Learning with Pedagogically Informed Natural Language Processing Book Section
In: Xiaoming Zhai, Joseph Krajcik (Ed.): Uses of Artificial Intelligence in STEM Education, pp. 59–88, Oxford University Press, 2024, ISBN: 978-0-19-888207-7.
Abstract | Links | BibTeX | Tags: TIPS
@incollection{linn_assessing_2024,
title = {Assessing and Guiding Student Science Learning with Pedagogically Informed Natural Language Processing},
author = {Marcia C. Linn and Libby Gerard},
editor = {Xiaoming Zhai and Joseph Krajcik},
url = {https://doi.org/10.1093/oso/9780198882077.003.0004},
doi = {10.1093/oso/9780198882077.003.0004},
isbn = {978-0-19-888207-7},
year = {2024},
date = {2024-10-01},
urldate = {2025-01-22},
booktitle = {Uses of Artificial Intelligence in STEM Education},
pages = {59\textendash88},
publisher = {Oxford University Press},
abstract = {Natural language processing (NLP) tools can score students’ written explanations, opening new opportunities for science education. Optimally, these scores offer designers opportunities to align guidance with tested pedagogical frameworks and to investigate alternative ways to personalize instruction. We report on research, informed by the knowledge integration (KI) pedagogical framework, using online authorable and customizable environments (ACEs), to promote a deep understanding of complex scientific topics. We study how to personalize guidance to enable students to make productive revisions to written explanations during instruction, where they conduct investigations with models, simulations, hands-on activities, and other materials. We describe how we iteratively refined our assessments and guidance to support students in revising their scientific explanations. We report on recent investigations of hybrid models of personalized guidance that combine NLP scoring with opportunities for teachers to continue the conversation.},
keywords = {TIPS},
pubstate = {published},
tppubtype = {incollection}
}
Bradford, Allison, Li, Weiying, Gerard, Libby, Linn, Marcia C.
Comparing Expert and ChatGPT-authored Guidance Prompts Proceedings Article
In: Proceedings of the Eleventh ACM Conference on Learning @ Scale, pp. 388–392, Association for Computing Machinery, New York, NY, USA, 2024, ISBN: 9798400706332.
Abstract | Links | BibTeX | Tags: TIPS
@inproceedings{bradford_comparing_2024,
title = {Comparing Expert and ChatGPT-authored Guidance Prompts},
author = {Allison Bradford and Weiying Li and Libby Gerard and Marcia C. Linn},
url = {https://dl.acm.org/doi/10.1145/3657604.3664669},
doi = {10.1145/3657604.3664669},
isbn = {9798400706332},
year = {2024},
date = {2024-07-01},
urldate = {2025-05-19},
booktitle = {Proceedings of the Eleventh ACM Conference on Learning @ Scale},
pages = {388\textendash392},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
series = {L@S '24},
abstract = {Students bring a multitude of ideas and experiences to the classroom while they are reasoning about scientific phenomena. They often need timely guidance to refine build upon their initial ideas. In this study we explore the development of guidance prompts to provide students with personalized, real-time feedback in the context of a pedagogically grounded chatbot. In the current version of the tool, guidance prompts are authored by learning scientists who are experts in the content of the items and in Knowledge Integration pedagogy. When students engage with the chatbot, an idea detection model is used to determine the ideas that are present in a student explanation and then the expert-authored guidance prompts are assigned based on rules about which ideas are or are not present in the student explanation. While this approach allows for close attention to and control of the pedagogical intent of each prompt, it is time consuming and not easily generalizable. Further this rule-based approach limits the ways in which students can interact with the chatbot. The work in progress study presented in this paper explores the potential of using generative AI to create similarly pedagogically grounded guidance prompts as a first step towards increasing the generalizability and scalability of this approach. Specifically, we ask: using criteria from the Knowledge Integration Pedagogical Framework, how do ChatGPT 3.5-authored guidance prompts compare to human expert-authored guidance prompts? We find that while prompt engineering can enhance the alignment of ChatGPT-authored guidance prompts with pedagogical criteria, the human expert-authored guidance prompts more consistently meet the pedagogical criteria.},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Li, Weiying, Liao, Yuying, Steimel, Kenneth, Bradford, Allison, Gerard, Libby, Linn, Marcia
Teacher-informed Expansion of an Idea Detection Model for a Knowledge Integration Assessment Proceedings Article
In: Proceedings of the Eleventh ACM Conference on Learning @ Scale, pp. 447–450, Association for Computing Machinery, New York, NY, USA, 2024, ISBN: 9798400706332.
Abstract | Links | BibTeX | Tags: TIPS
@inproceedings{li_teacher-informed_2024,
title = {Teacher-informed Expansion of an Idea Detection Model for a Knowledge Integration Assessment},
author = {Weiying Li and Yuying Liao and Kenneth Steimel and Allison Bradford and Libby Gerard and Marcia Linn},
url = {https://dl.acm.org/doi/10.1145/3657604.3664687},
doi = {10.1145/3657604.3664687},
isbn = {9798400706332},
year = {2024},
date = {2024-07-01},
urldate = {2025-05-19},
booktitle = {Proceedings of the Eleventh ACM Conference on Learning @ Scale},
pages = {447\textendash450},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
series = {L@S '24},
abstract = {Students come to science classrooms with ideas informed by their prior instruction and everyday observations. Following constructivist pedagogy, assessments that encourage students to elaborate their ideas, distinguish among them, and link the most promising ones can capture students' potential and help teachers plan their lessons. In this investigation, we study an assessment that engages students in a dialog to refine their response to a Knowledge Integration (KI) question. Our Research Practice Partnership (RPP) initially trained a Natural Language Processing (NLP) idea detection model on 1218 student responses from 5 schools and identified 13 student ideas. The original model had an overall micro-averaged F-score of 0.7634. After classroom testing, three RPP expert teachers with 10+ years of experience reviewed the classroom data and expanded the model, adding six additional ideas including two that they described as precursor ideas because they foreshadowed more sophisticated reasoning. We trained the idea detection model on these 19 ideas using a dataset from 13 teachers and 1206 students across 8 public schools. The updated model had a somewhat lower overall micro-averaged F-score of 0.7297. The two precursor ideas were among the top four detected ideas. The assessment, using the updated model, guided students to express significantly more ideas. A regression model showed that the updated model was associated with greater KI score gains. Expanding the model, thus, created an assessment that motivated students to express more ideas and to achieve higher KI scores. It also provides teachers with deeper insights into their students' understanding of science.},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Gerard, Libby, Holtman, Marlen, Riordan, Brian, Linn, Marcia C.
Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration Journal Article
In: Journal of Educational Psychology, 2024, ISSN: 1939-2176, (Place: US Publisher: American Psychological Association).
Abstract | Links | BibTeX | Tags: TIPS
@article{gerard_impact_2024,
title = {Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration},
author = {Libby Gerard and Marlen Holtman and Brian Riordan and Marcia C. Linn},
doi = {10.1037/edu0000902},
issn = {1939-2176},
year = {2024},
date = {2024-01-01},
journal = {Journal of Educational Psychology},
abstract = {This study leverages natural language processing (NLP) to deepen our understanding of how students integrate their ideas about genetic inheritance while engaging in an adaptive dialog. In Study 1, informed by knowledge integration (KI) pedagogy, we used responses from 1,485 students to test one NLP model to detect the ideas students express when explaining why siblings look similar but not identical and another NLP model to holistically score their response for KI. In Study 2, we used the tested NLP models from Study 1 to design an adaptive dialog that responds to students’ detected ideas. We assessed the impact of the dialog on students’ level of KI. We embedded the dialog in a web-based unit and implemented it in five middle and high schools with 11 teachers and 610 students. Students’ KI scores significantly improved across the unit, and from their initial to revised responses in the dialogs. Consistent with KI, students significantly added differing new accurate ideas. They generally linked their vague ideas to new ideas rather than dropping vague ideas. Two patterns emerged: Students who achieve partial KI form links between new accurate and initial vague ideas; Students who progress to integrated KI distinguish between initial vague and accurate ideas plus new accurate ideas to form varied links. These results clarify that students follow multiple paths to combine their ideas and construct coherent responses while studying a unit featuring adaptive dialogs. They point to designs for adaptive guidance to build on students’ ideas and promote integrated understanding. (PsycInfo Database Record (c) 2024 APA, all rights reserved)},
note = {Place: US
Publisher: American Psychological Association},
keywords = {TIPS},
pubstate = {published},
tppubtype = {article}
}
Billings, Kelly, Linn, Marcia C.
A Case Study of Activity Structures and Resources that Support Teacher Agency and Leadership in an RPP Proceedings Article
In: R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, E. Suárez (Ed.): Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024, pp. 682–689, International Society of the Learning Sciences, 2024, (Publisher: International Society of the Learning Sciences).
Abstract | Links | BibTeX | Tags: ARISE
@inproceedings{billings_case_2024,
title = {A Case Study of Activity Structures and Resources that Support Teacher Agency and Leadership in an RPP},
author = {Kelly Billings and Marcia C. Linn},
editor = {R. Lindgren and T. I. Asino and E. A. Kyza and C. K. Looi and D. T. Keifert and E. Su\'{a}rez},
url = {https://repository.isls.org//handle/1/11156},
year = {2024},
date = {2024-01-01},
urldate = {2025-01-22},
booktitle = {Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024},
pages = {682\textendash689},
publisher = {International Society of the Learning Sciences},
abstract = {This case study reveals how one teacher’s agency and leadership in a Research Practice Partnership (RPP) impacted the design of a justice-centered science unit. We analyze RPP documents and data, from design meetings, workshop transcripts, observations, and informal co-design conversations, to reveal the ways RPP activity structures helped to support the teachers’ leadership. We report our findings in three illustrative episodes. Episode 1 reveals how the teachers’ longstanding involvement with the RPP empowered him to bring a new unit topic to the collaboration. Episode 2 documents the teachers’ leadership during workshops. Episode 3 reveals how conversations between the teacher and the learning scientist during unit implementation supported the refinement of the unit and reflection on teaching practice.},
note = {Publisher: International Society of the Learning Sciences},
keywords = {ARISE},
pubstate = {published},
tppubtype = {inproceedings}
}
2023
Donnelly-Hermosillo, Dermot, Gerard, Libby, Linn, Marcia C.
In: Yehudit Dori, Courtney Ngai, Gabriela Szteinberg (Ed.): Digital Learning and Teaching in Chemistry, Royal Society of Chemistry, 2023.
Abstract | Links | BibTeX | Tags: STRIDES
@incollection{donnelly-hermosillo_designing_2023,
title = {Designing Virtual Chemistry Visualizations Featuring Environmental Dilemmas to Promote Equitable Knowledge Integration},
author = {Dermot Donnelly-Hermosillo and Libby Gerard and Marcia C. Linn},
editor = {Yehudit Dori and Courtney Ngai and Gabriela Szteinberg},
url = {https://books.rsc.org/books/edited-volume/2075/chapter/7620471/Designing-Virtual-Chemistry-Visualizations},
doi = {10.1039/9781839167942-00219},
year = {2023},
date = {2023-07-01},
urldate = {2023-07-01},
booktitle = {Digital Learning and Teaching in Chemistry},
publisher = {Royal Society of Chemistry},
series = {Advances in Chemistry Education Research},
abstract = {Chemistry instruction involves visualizing macroscopic, microscopic, and symbolic aspects of globally important scientific phenomena including climate change, energy storage, and air and water quality. Visualizations including virtual experiments offer opportunities for teachers to enhance secondary school students’ learning of chemistry. However, there are questions about how to effectively design visualizations and guide students’ use of virtual experiments, particularly in equitable and inclusive ways. This chapter uses environmental dilemmas to illustrate how the constructivist knowledge integration (KI) pedagogy guides the design of learning technologies featuring visualizations. KI emphasizes welcoming students by building on their different cultural experiences and by encouraging them to seek coherent understandings. Visualizations have the potential to help students discover new ideas and to use evidence to distinguish among alternative views for problems that affect their lives. Teacher and automated guidance can shape students’ interactions with visualizations to promote KI. This chapter reviews existing literature to illustrate how learning technologies such as digital learning platforms, simulations, models, and virtual laboratories can strengthen instruction by incorporating visualizations of molecular interactions, diagrams, and/or graphs. We highlight how studies of personalized guidance can contribute to effective instruction for each student. We discuss how these technologies can prepare students to understand and debate glocally-important environmental issues.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {incollection}
}
de Jong, Ton, Lazonder, Ard W., Chinn, Clark A., Fischer, Frank, Gobert, Janice, Hmelo-Silver, Cindy E., Koedinger, Ken R., Krajcik, Joseph S., Kyza, Eleni A., Linn, Marcia C., Pedaste, Margus, Scheiter, Katharina, Zacharia, Zacharias C.
Let's talk evidence – The case for combining inquiry-based and direct instruction Journal Article
In: Educational Research Review, vol. 39, pp. 100536, 2023, ISSN: 1747-938X.
Abstract | Links | BibTeX | Tags:
@article{de_jong_lets_2023,
title = {Let's talk evidence \textendash The case for combining inquiry-based and direct instruction},
author = {Ton de Jong and Ard W. Lazonder and Clark A. Chinn and Frank Fischer and Janice Gobert and Cindy E. Hmelo-Silver and Ken R. Koedinger and Joseph S. Krajcik and Eleni A. Kyza and Marcia C. Linn and Margus Pedaste and Katharina Scheiter and Zacharias C. Zacharia},
url = {https://www.sciencedirect.com/science/article/pii/S1747938X23000295},
doi = {10.1016/j.edurev.2023.100536},
issn = {1747-938X},
year = {2023},
date = {2023-05-01},
urldate = {2023-05-01},
journal = {Educational Research Review},
volume = {39},
pages = {100536},
abstract = {Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current article we reply to this assertion and the premises on which it is based. We review the evidence and argue that a more complete and correct interpretation of the literature demonstrates that inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction. We show that this conclusion holds for controlled, correlational, and program-based studies. We subsequently argue that inquiry-based and direct instruction each have their specific virtues and disadvantages and that the effectiveness of each approach depends on moderating factors such as the learning goal, the domain involved, and students' prior knowledge and other student characteristics. Furthermore, inquiry-based instruction is most effective when supplemented with guidance that can be personalized based on these moderating factors and can even involve providing direct instruction. Therefore, we posit that a combination of inquiry and direct instruction may often be the best approach to support student learning. We conclude that policy makers rightfully advocate inquiry-based instruction, particularly when students’ investigations are supplemented with direct instruction at appropriate junctures.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Obaid, Teeba, Aghajani, Hosein, Linn, Marcia C.
Using optimized clustering to identify students' science learning paths to knowledge integration textbar STEM Education Review Journal Article
In: STEM Education Review, vol. 1, 2023.
Abstract | Links | BibTeX | Tags: STRIDES
@article{obaid_using_2023,
title = {Using optimized clustering to identify students' science learning paths to knowledge integration textbar STEM Education Review},
author = {Teeba Obaid and Hosein Aghajani and Marcia C. Linn},
url = {https://www.hksmp.com/journals/stemer/article/view/354},
doi = {10.54844/stemer.2023.0354},
year = {2023},
date = {2023-04-01},
urldate = {2023-05-12},
journal = {STEM Education Review},
volume = {1},
abstract = {Background: This study captured students' repertoire of science ideas and determined the varied paths students take to integrate their disconnected ideas as they studied a web-based Genetic Inheritance unit. Method: We analyzed 6th graders' responses to embedded items and activities to establish progress in knowledge integration in two different learning conditions: revisiting and critiquing. Learning paths were established by measuring students' idea dissimilarities using Levenshtein edit distance, clustering using silhouette coefficient and K-means, and determining the most representative path via generalized median method. Results: Four learning paths emerged from the revisit condition (isolated links, partial links, valid links, integrated links) and three learning paths emerged from the critique condition (isolated links, partial links, and integrated links). Conclusion: We found that by providing opportunities for students to revisit or critique ideas, the curriculum supported them to follow multiple paths in building their repertoire of ideas and integrating initial and new information.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {article}
}
Matuk, Camillia, Linn, Marcia C.
Students’ perceptions of the impacts of peer ideas in inquiry learning Journal Article
In: Instructional Science, vol. 51, no. 1, pp. 65–102, 2023, ISSN: 1573-1952.
Abstract | Links | BibTeX | Tags: CLASS
@article{matuk_students_2023,
title = {Students’ perceptions of the impacts of peer ideas in inquiry learning},
author = {Camillia Matuk and Marcia C. Linn},
url = {https://doi.org/10.1007/s11251-022-09607-3},
doi = {10.1007/s11251-022-09607-3},
issn = {1573-1952},
year = {2023},
date = {2023-02-01},
urldate = {2023-05-12},
journal = {Instructional Science},
volume = {51},
number = {1},
pages = {65\textendash102},
abstract = {Peer ideas can be valuable contributions to scientific inquiry. Divergent peer ideas can enrich students' thinking and encourage curiosity. Meanwhile, similar peer ideas can promote convergent thinking that can reinforce understanding. However, students need guidance in critically evaluating peer ideas in relation to their own, and in recognizing the influence of peers’ ideas. Guided by the Knowledge Integration framework, we explore whether students’ perceptions of the impact of peers’ ideas align with the revisions made to their written explanations. In a technology-rich, classroom-based inquiry unit on cancer cell division, Grade 7 students (N = 144) investigated the effects of different cancer treatments on cell division, and developed explanations for a recommended treatment. We prompted one group of students to visit a class repository to seek peer ideas similar to their own, and another to seek ideas different from their own. Both groups then revised their recommendations. Based on analyses of students' reflections, initial and revised explanations, and pre and posttests, we found that students prompted to seek divergent ideas perceived peers’ ideas to be more impactful, even though both groups of students revised at the same rate and made similar pre to posttest gains. This study suggests a need to attend to students’ perceptions of the roles of their peers, particularly in environments designed to reflect authentic processes of the social construction of scientific knowledge.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Wiley, K., Gerard, L., Bradford, A., Linn, M. C.
Teaching With Technology: Empowering Teachers and Promoting Equity in Science Book Section
In: A. M. O'Donnell, J. Reeve, N. Barnes (Ed.): Oxford Handbook of Educational Psychology, pp. C52S1–C52S34, Oxford University Press, 2023.
Abstract | Links | BibTeX | Tags: POWER, STRIDES
@incollection{wiley_teaching_2023,
title = {Teaching With Technology: Empowering Teachers and Promoting Equity in Science},
author = {K. Wiley and L. Gerard and A. Bradford and M. C. Linn},
editor = {A. M. O'Donnell and J. Reeve and N. Barnes},
url = {https://doi.org/10.1093/oxfordhb/9780199841332.013.52},
year = {2023},
date = {2023-01-01},
booktitle = {Oxford Handbook of Educational Psychology},
pages = {C52S1\textendashC52S34},
publisher = {Oxford University Press},
abstract = {This chapter synthesizes the role of technology in empowering teachers to enact responsive science instruction that respects the ideas and expertise of each student. Open Educational Resources (OER) such as Authoring and Customizing Environments (ACEs) capture and display student progress in ways that support teachers to customize instruction in response to students’ learning needs. Furthermore, advances in natural language processing technology allow teachers to rapidly assess students’ understanding of complex science ideas. When combined with learning analytics dashboards, these technologies can support teachers in affirming students’ efforts to make sense of science. This chapter highlights the value of collaborative partnerships between educational researchers, system developers, and teachers for learning how to leverage technology to build students’ agency and identity as science learners.},
keywords = {POWER, STRIDES},
pubstate = {published},
tppubtype = {incollection}
}
Linn, Marcia C., Gerard, Libby, Bichler, Sarah
Impacts of Web-based Inquiry Learning Environments Aligned with Knowledge Integration Pedagogy Proceedings Article
In: Thessaloniki, Greece, 2023.
@inproceedings{linn_impacts_2023,
title = {Impacts of Web-based Inquiry Learning Environments Aligned with Knowledge Integration Pedagogy},
author = {Marcia C. Linn and Libby Gerard and Sarah Bichler},
year = {2023},
date = {2023-01-01},
address = {Thessaloniki, Greece},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Wiley, Korah, Dimitriadis, Yannis, Linn, Marcia
A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards Journal Article
In: British Journal of Educational Technology, vol. n/a, no. n/a, 2023, ISSN: 1467-8535, (_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13383).
Abstract | Links | BibTeX | Tags: STRIDES
@article{wiley_human-centred_2023,
title = {A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards},
author = {Korah Wiley and Yannis Dimitriadis and Marcia Linn},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13383},
doi = {10.1111/bjet.13383},
issn = {1467-8535},
year = {2023},
date = {2023-01-01},
urldate = {2023-09-29},
journal = {British Journal of Educational Technology},
volume = {n/a},
number = {n/a},
abstract = {This paper describes a Human-Centred Learning Analytics (HCLA) design approach for developing learning analytics (LA) dashboards for K-12 classrooms that maintain both contextual relevance and scalability\textemdashtwo goals that are often in competition. Using mixed methods, we collected observational and interview data from teacher partners and assessment data from their students' engagement with the lesson materials. This DBR-based, human-centred design process resulted in a dashboard that supported teachers in addressing their students' learning needs. To develop the dashboard features that could support teachers, we found that a design refinement process that drew on the insights of teachers with varying teaching experience, philosophies and teaching contexts strengthened the resulting outcome. The versatile nature of the approach, in terms of student learning outcomes, makes it useful for HCLA design efforts across diverse K-12 educational contexts. Practitioner notes What is already known about this topic Learning analytics that are aligned to both a learning theory and learning design support student learning. LA dashboards that support users to understand the associated learning analytics data provide actionable insight. Design-based research is a promising methodology for Human-Centred Learning Analytics design, particularly in the K-12 educational context. What this paper adds Leveraging a longstanding, yet fluid, research-practice partnership is an effective design-based research adaptation for addressing the high variation in instructional practices that characterize K-12 education. Using both quantitative and qualitative data that reflects students' developing knowledge effectively supports teachers' inquiry into student learning. Teachers' use of learning analytics dashboards is heavily influenced by their perspectives on teaching and learning. Implications for practice and/or policy Impact on student learning outcomes, alongside usability and feasibility, should be included as a necessary metric for the effectiveness of LA design. LA dashboard developers should both leverage learning data that reflect students' developing knowledge and position teachers to take responsive pedagogical action to support student learning. LA researchers and developers should utilize a long-term, yet fluid, research-practice partnership to form a multi-stakeholder, multidisciplinary design team for Human-Centred Learning Analytics design.},
note = {_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13383},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {article}
}
Linn, M. C., Donnelly-Hermosillo, D., Gerard, L. F.
Synergies between learning technologies and learning sciences: Promoting equitable secondary science education Book Section
In: N. Lederman, D. Zeidler, J. Lederman (Ed.): Handbook of Research on Science Education, vol. III, pp. 447–498, Routledge Press, UK, 2023.
Links | BibTeX | Tags: ARISE, CLASS, GRIDS, PLANS, POWER, STRIDES, TIPS
@incollection{linn_synergies_2023,
title = {Synergies between learning technologies and learning sciences: Promoting equitable secondary science education},
author = {M. C. Linn and D. Donnelly-Hermosillo and L. F. Gerard},
editor = {N. Lederman and D. Zeidler and J. Lederman},
url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9780367855758-19/synergies-learning-technologies-learning-sciences-marcia-linn-dermot-donnelly-hermosillo-libby-gerard},
year = {2023},
date = {2023-01-01},
booktitle = {Handbook of Research on Science Education},
volume = {III},
pages = {447\textendash498},
publisher = {Routledge Press},
address = {UK},
edition = {1st},
keywords = {ARISE, CLASS, GRIDS, PLANS, POWER, STRIDES, TIPS},
pubstate = {published},
tppubtype = {incollection}
}
Li, Weiying, Lim-Breitbart, Jonathan, Bradford, Allison, Linn, Marcia C., Riordan, Brian, Steimel, Kenneth
Explaining Thermodynamics: Impact of an Adaptive Dialog based on a Natural Language Processing Idea Detection Model Proceedings Article
In: P. Blikstein, J. Van Aalst, R. Kizito, K. Brennan (Ed.): Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 1306–1309, International Society of the Learning Sciences, Montrael, Canada, 2023.
Abstract | Links | BibTeX | Tags: TIPS
@inproceedings{li_explaining_2023,
title = {Explaining Thermodynamics: Impact of an Adaptive Dialog based on a Natural Language Processing Idea Detection Model},
author = {Weiying Li and Jonathan Lim-Breitbart and Allison Bradford and Marcia C. Linn and Brian Riordan and Kenneth Steimel},
editor = {P. Blikstein and J. Van Aalst and R. Kizito and K. Brennan},
url = {https://repository.isls.org//handle/1/9907},
doi = {10.22318/icls2023.199424},
year = {2023},
date = {2023-01-01},
booktitle = {Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023},
pages = {1306\textendash1309},
publisher = {International Society of the Learning Sciences},
address = {Montrael, Canada},
abstract = {We explored how Natural Language Processing (NLP) adaptive dialogs that are designed following Knowledge Integration (KI) pedagogy elicit rich student ideas about thermodynamics and contribute to productive revision. We analyzed how 619 6-8th graders interacted with two rounds of adaptive dialog on an end-of-year inventory. The adaptive dialog significantly improved students’ KI levels. Their revised explanations are more integrated across all grades, genders, and prior thermodynamics experiences. The dialog elicited many additional ideas, including normative ideas and vague reasoning. In the first round, students refined their explanation to focus on their normative ideas. In the second round they began to elaborate their reasoning and add new normative ideas. Students added more mechanistic ideas about conductivity, equilibrium, and the distinction between how an object feels and its temperature after the dialog. Thus, adaptive dialogs are a promising tool for scaffolding science sense-making.},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Bradford, Allison, Li, Weiying, Steimel, Kenneth, Riordan, Brian, Linn, Marcia C.
Adaptive dialog to support student understanding of climate change mechanism and who is most impacted Proceedings Article
In: P. Blikstein, J. Van Aalst, R. Kizito, K. Brennan (Ed.): Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 816–823, International Society of the Learning Sciences, Montrael, Canada, 2023.
Abstract | Links | BibTeX | Tags: TIPS
@inproceedings{bradford_adaptive_2023,
title = {Adaptive dialog to support student understanding of climate change mechanism and who is most impacted},
author = {Allison Bradford and Weiying Li and Kenneth Steimel and Brian Riordan and Marcia C. Linn},
editor = {P. Blikstein and J. Van Aalst and R. Kizito and K. Brennan},
url = {https://repository.isls.org//handle/1/10333},
doi = {10.22318/icls2023.681776},
year = {2023},
date = {2023-01-01},
booktitle = {Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023},
pages = {816\textendash823},
publisher = {International Society of the Learning Sciences},
address = {Montrael, Canada},
abstract = {To support ninth graders to take advantage of the ideas, intuitions, and experiences that contribute to their understanding of climate change, we designed an NLP-based adaptive dialog and tested it in a week-long unit exploring Urban Heat Islands. The dialog’s guidance prompts were designed to elicit students’ ideas about climate change mechanisms. Students interacted with the adaptive dialog twice during the unit. We scored their initial and revised explanations (after engaging with the adaptive dialog each time) using a Knowledge Integration (KI) rubric. A repeated measures mixed ANOVA revealed that students who initially expressed descriptive ideas often rooted in experience made significantly greater gains during the dialog than those who initially expressed mechanistic ideas. The dialog supported all students to broaden the ideas they considered when exploring climate change. Further, a paired t-test revealed that students made overall gains in KI from pretest to posttest (d=.76).},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Holtmann, Marlen, Gerard, Libby, Li, Weiying, Linn, Marcia C., Riordan, Brian
How Does an Adaptive Dialog Based on Natural Language Processing Impact Students from Distinct Language Backgrounds? Proceedings Article
In: P. Blikstein, J. Van Aalst, R. Kizito, K. Brennan (Ed.): Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 1350–1353, International Society of the Learning Sciences, Montrael, Canada, 2023.
Abstract | Links | BibTeX | Tags: TIPS
@inproceedings{holtmann_how_2023,
title = {How Does an Adaptive Dialog Based on Natural Language Processing Impact Students from Distinct Language Backgrounds?},
author = {Marlen Holtmann and Libby Gerard and Weiying Li and Marcia C. Linn and Brian Riordan},
editor = {P. Blikstein and J. Van Aalst and R. Kizito and K. Brennan},
url = {https://repository.isls.org//handle/1/9918},
doi = {10.22318/icls2023.921177},
year = {2023},
date = {2023-01-01},
booktitle = {Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023},
pages = {1350\textendash1353},
publisher = {International Society of the Learning Sciences},
address = {Montrael, Canada},
abstract = {This study takes advantage of advances in Natural Language Processing (NLP) to build an idea detection model that can identify ideas grounded in students’ linguistic experiences. We designed adaptive, interactive dialogs for four explanation items using the NLP idea detection model and investigated whether they similarly support students from distinct language backgrounds. The curriculum, assessments, and scoring rubrics were informed by the Knowledge Integration (KI) pedagogy. We analyzed responses of 1,036 students of different language backgrounds taught by 10 teachers in five schools in the western United States. The adaptive dialog engages students from both monolingual English and multilingual backgrounds in incorporating additional relevant ideas into their explanations, resulting in a significant improvement in student responses from initial to revised explanations. The guidance supports students in both language groups to progress in integrating their scientific ideas.},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Bradford, Allison, Li, Weiying, Gerard, Libby, Steimel, Kenneth, Riordan, Brian, Lim-Breitbart, Jonathan, Linn, Marcia C.
Applying idea detection in dialog designed to support integrated revision [Poster presentation] Proceedings Article
In: 2023 American Educational Research Association (AERA) Annual Meeting, Chicago, IL, 2023.
@inproceedings{bradford_applying_2023,
title = {Applying idea detection in dialog designed to support integrated revision [Poster presentation]},
author = {Allison Bradford and Weiying Li and Libby Gerard and Kenneth Steimel and Brian Riordan and Jonathan Lim-Breitbart and Marcia C. Linn},
year = {2023},
date = {2023-01-01},
booktitle = {2023 American Educational Research Association (AERA) Annual Meeting},
address = {Chicago, IL},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Gerard, Libby, Bradford, Allison, Steimel, Kenneth, Riordan, Brian
Designing adaptive dialogs in inquiry learning environments to promote science learning [Poster presentation] Proceedings Article
In: 2023 American Educational Research Association (AERA) Annual Meeting, Chicago, IL, 2023.
@inproceedings{gerard_designing_2023,
title = {Designing adaptive dialogs in inquiry learning environments to promote science learning [Poster presentation]},
author = {Libby Gerard and Allison Bradford and Kenneth Steimel and Brian Riordan},
year = {2023},
date = {2023-01-01},
booktitle = {2023 American Educational Research Association (AERA) Annual Meeting},
address = {Chicago, IL},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Li, Weiying, Bradford, Allison, Gerard, Libby
Responding to students’ science ideas in a Natural Language Processing based Adaptive Dialogue [Poster presentation] Proceedings Article
In: 2023 American Educational Research Association (AERA) Annual Meeting, Chicago, IL, 2023.
@inproceedings{li_responding_2023,
title = {Responding to students’ science ideas in a Natural Language Processing based Adaptive Dialogue [Poster presentation]},
author = {Weiying Li and Allison Bradford and Libby Gerard},
year = {2023},
date = {2023-01-01},
booktitle = {2023 American Educational Research Association (AERA) Annual Meeting},
address = {Chicago, IL},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Linn, Marcia C., Gerard, Libby, Bichler, Sarah
Impacts of Web-based Inquiry Learning Environments Aligned with Knowledge Integration Pedagogy Proceedings Article
In: Thessaloniki, Greece, 2023.
@inproceedings{linn_impacts_2023b,
title = {Impacts of Web-based Inquiry Learning Environments Aligned with Knowledge Integration Pedagogy},
author = {Marcia C. Linn and Libby Gerard and Sarah Bichler},
year = {2023},
date = {2023-01-01},
address = {Thessaloniki, Greece},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Linn, M. C., Donnelly-Hermosillo, D., Gerard, L. F.
Synergies between learning technologies and learning sciences: Promoting equitable secondary science education Book Section
In: N. Lederman, D. Zeidler, J. Lederman (Ed.): Handbook of Research on Science Education, vol. III, pp. 447–498, Routledge Press, UK, 2023.
Links | BibTeX | Tags: ARISE, CLASS, GRIDS, PLANS, POWER, STRIDES, TIPS
@incollection{linn_synergies_2023b,
title = {Synergies between learning technologies and learning sciences: Promoting equitable secondary science education},
author = {M. C. Linn and D. Donnelly-Hermosillo and L. F. Gerard},
editor = {N. Lederman and D. Zeidler and J. Lederman},
url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9780367855758-19/synergies-learning-technologies-learning-sciences-marcia-linn-dermot-donnelly-hermosillo-libby-gerard},
year = {2023},
date = {2023-01-01},
booktitle = {Handbook of Research on Science Education},
volume = {III},
pages = {447\textendash498},
publisher = {Routledge Press},
address = {UK},
edition = {1st},
keywords = {ARISE, CLASS, GRIDS, PLANS, POWER, STRIDES, TIPS},
pubstate = {published},
tppubtype = {incollection}
}
Bradford, Allison, Gerard, Libby, Tate, Erika, Li, Rui, Linn, Marcia C.
Incorporating investigations of environmental racism into middle school science Journal Article
In: Science Education, vol. 107, no. 6, pp. 1628–1654, 2023, ISSN: 1098-237X, (_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21824).
Abstract | Links | BibTeX | Tags: ARISE
@article{bradford_incorporating_2023,
title = {Incorporating investigations of environmental racism into middle school science},
author = {Allison Bradford and Libby Gerard and Erika Tate and Rui Li and Marcia C. Linn},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.21824},
doi = {10.1002/sce.21824},
issn = {1098-237X},
year = {2023},
date = {2023-01-01},
urldate = {2023-09-29},
journal = {Science Education},
volume = {107},
number = {6},
pages = {1628\textendash1654},
abstract = {To promote a justice-oriented approach to science education, we formed a research-practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co-design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social justice into their standards-aligned science teaching as they participate in co-design and teach the unit. The unit supports students to investigate racially disparate rates of asthma in their community by examining pollution maps and historical redlining maps. We analyze interviews and co-design artifacts from two teachers who participated in the co-design and taught the unit in their classrooms. Our findings point to the benefits of a shared pedagogical framework and an initial unit featuring local historical content to structure co-design. Findings also reveal that teachers can share similar goals for empowering students to use science knowledge for civic action while framing the local socio-political factors contributing to the injustice differently, due in part to different institutional supports and constraints. Student interviews and a pre/postassessment illustrate how the unit facilitated students' progress in connecting socio-political and science ideas to explain the impacts of particulate matter pollution and who is impacted most. Analyses illuminate how teachers' pedagogical choices may influence whether and how students discuss the impact of systemic racism in their explanations. The findings inform refinement of the unit and suggest supports needed for co-design partnerships focused on integrating social justice and science.},
note = {_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21824},
keywords = {ARISE},
pubstate = {published},
tppubtype = {article}
}
Billings, Kelly, McGhee-Esquivel, Christina, Lim-Breitbart, Jonathan, Linn, Marcia C.
Curating Data Sets to Support Students to Create Complex, Investigable Questions About the Impacts of COVID-19 Proceedings Article
In: P. Blikstein, J. Van Aalst, R. Kizito, K. Brennan (Ed.): Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 2063–2064, International Society of the Learning Sciences, 2023, (Publisher: International Society of the Learning Sciences).
Abstract | Links | BibTeX | Tags: ARISE
@inproceedings{billings_curating_2023,
title = {Curating Data Sets to Support Students to Create Complex, Investigable Questions About the Impacts of COVID-19},
author = {Kelly Billings and Christina McGhee-Esquivel and Jonathan Lim-Breitbart and Marcia C. Linn},
editor = {P. Blikstein and J. Van Aalst and R. Kizito and K. Brennan},
url = {https://repository.isls.org//handle/1/10162},
year = {2023},
date = {2023-01-01},
urldate = {2024-10-16},
booktitle = {Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023},
pages = {2063\textendash2064},
publisher = {International Society of the Learning Sciences},
abstract = {We report on the curation of data sets and design of a tool that allows students to investigate questions using COVID-19 data. Student work from iteration one informed redesign and curation of new data sets to support deeper student thinking. Iteration two resulted in more complex, yet unanswerable, questions. Results reveal opportunities to address the scope of data sets and the tool’s limitations, highlighting the importance of iterative design to support students working with data.},
note = {Publisher: International Society of the Learning Sciences},
keywords = {ARISE},
pubstate = {published},
tppubtype = {inproceedings}
}
2022
Gerard, Libby, Bradford, Allison, Linn, Marcia C.
Supporting Teachers to Customize Curriculum for Self-Directed Learning Journal Article
In: Journal of Science Education and Technology, 2022, ISSN: 1573-1839.
Abstract | Links | BibTeX | Tags: POWER, STRIDES
@article{gerard_supporting_2022,
title = {Supporting Teachers to Customize Curriculum for Self-Directed Learning},
author = {Libby Gerard and Allison Bradford and Marcia C. Linn},
url = {https://doi.org/10.1007/s10956-022-09985-w},
doi = {10.1007/s10956-022-09985-w},
issn = {1573-1839},
year = {2022},
date = {2022-08-01},
urldate = {2022-08-26},
journal = {Journal of Science Education and Technology},
abstract = {Guiding teachers to customize curriculum has shown to improve science instruction when guided effectively. We explore how teachers use student data to customize a web-based science unit on plate tectonics. We study the implications for teacher learning along with the impact on student self-directed learning. During a professional development workshop, four 7th grade teachers reviewed logs of their students’ explanations and revisions. They used a curriculum visualization tool that revealed the pedagogy behind the unit to plan their customizations. To promote self-directed learning, the teachers decided to customize the guidance for explanation revision by giving students a choice among guidance options. They took advantage of the web-based unit to randomly assign students (N = 479) to either a guidance Choice or a no-choice condition. We analyzed logged student explanation revisions on embedded and pre-test/post-test assessments and teacher and student written reflections and interviews. Students in the guidance Choice condition reported that the guidance was more useful than those in the no-choice condition and made more progress on their revisions. Teachers valued the opportunity to review student work, use the visualization tool to align their customization with the knowledge integration pedagogy, and investigate the choice option empirically. These findings suggest that the teachers’ decision to offer choice among guidance options promoted aspects of self-directed learning.},
keywords = {POWER, STRIDES},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby, Bradford, Allison, DeBarger, Angela, Wiley, Korah, Linn, Marcia C.
Cultivating Teacher Efficacy for Social Justice in Science Journal Article
In: Science Scope, vol. 45, no. 5, pp. 40–48, 2022.
@article{gerard_cultivating_2022,
title = {Cultivating Teacher Efficacy for Social Justice in Science},
author = {Libby Gerard and Allison Bradford and Angela DeBarger and Korah Wiley and Marcia C. Linn},
year = {2022},
date = {2022-06-01},
journal = {Science Scope},
volume = {45},
number = {5},
pages = {40\textendash48},
keywords = {ARISE},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby, Wiley, Korah, Debarger, Angela Haydel, Bichler, Sarah, Bradford, Allison, Linn, Marcia C.
Self-directed Science Learning During COVID-19 and Beyond Journal Article
In: Journal of Science Education and Technology, vol. 31, no. 2, pp. 258–271, 2022, ISSN: 1573-1839.
Abstract | Links | BibTeX | Tags: POWER, STRIDES
@article{gerard_self-directed_2022,
title = {Self-directed Science Learning During COVID-19 and Beyond},
author = {Libby Gerard and Korah Wiley and Angela Haydel Debarger and Sarah Bichler and Allison Bradford and Marcia C. Linn},
url = {https://doi.org/10.1007/s10956-021-09953-w},
doi = {10.1007/s10956-021-09953-w},
issn = {1573-1839},
year = {2022},
date = {2022-04-01},
urldate = {2022-07-22},
journal = {Journal of Science Education and Technology},
volume = {31},
number = {2},
pages = {258--271},
abstract = {Prompted by the sudden shift to remote instruction in March 2020 brought on by the COVID-19 pandemic, teachers explored online resources to support their students learning from home. We report on how twelve teachers identified and creatively leveraged open educational resources (OERs) and practices to facilitate self-directed science learning. Based on interviews and logged data, we illustrate how teachers’ use of OER starkly differed from the typical uses of technology for transmitting information or increasing productivity. These experiences provide insights into ways teachers and professional developers can take advantage of OER to promote self-directed learning when in-person instruction resumes.},
keywords = {POWER, STRIDES},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby, Linn, Marcia C.
Computer-based guidance to support students’ revision of their science explanations Journal Article
In: Computers & Education, vol. 176, pp. 104351, 2022, ISSN: 0360-1315.
Abstract | Links | BibTeX | Tags: CLASS, PLANS
@article{gerard_computer-based_2022,
title = {Computer-based guidance to support students’ revision of their science explanations},
author = {Libby Gerard and Marcia C. Linn},
url = {https://www.sciencedirect.com/science/article/pii/S0360131521002281},
doi = {10.1016/j.compedu.2021.104351},
issn = {0360-1315},
year = {2022},
date = {2022-01-01},
urldate = {2022-04-13},
journal = {Computers \& Education},
volume = {176},
pages = {104351},
abstract = {As they encounter new ideas, students need to make integrated revisions to their science explanations, a key aspect of science learning. This involves filling gaps, resolving inconsistencies with evidence, and strengthening connections among ideas. Rather than making integrated revisions, even after automated, adaptive guidance, students typically add disconnected ideas or fix mechanical errors. The knowledge integration framework, supported by new technologies including natural language processing, guided the design of the Annotator, a tool that models the revision process for students’ written explanations. This research investigates the added value of the Annotator compared to automated, adaptive guidance to support students to make integrated revisions to their science explanations and to strengthen knowledge integration. 798 6th and 7th-grade students from 4 schools participated in a study featuring pretests, posttests, embedded student explanations, student interviews and observations. Students using the Annotator who initially displayed unintegrated ideas were more likely to make integrated revisions to their explanations, than students receiving automated, adaptive guidance. These students also made greater knowledge integration revisions on the posttest one week later. Thus, modeling revision with the Annotator strengthened the ability of students who started with unintegrated ideas to explain scientific phenomena.},
keywords = {CLASS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Bichler, Sarah, Bradford, Allison, Riordan, Brian, Linn, Marcia C.
How do middle school students think about climate change? Proceedings Article
In: C. Chinn, E. Tan, C. Chan, Y. Kali (Ed.): Proceedings of the 16th International Conference of the Learning Sciences—ICLS 2022, pp. 2198–2199, International Society of the Learning Sciences, Hiroshima, Japan, 2022, ISBN: 978-1-73733-065-3.
Abstract | BibTeX | Tags: STRIDES
@inproceedings{bichler_how_2022,
title = {How do middle school students think about climate change?},
author = {Sarah Bichler and Allison Bradford and Brian Riordan and Marcia C. Linn},
editor = {C. Chinn and E. Tan and C. Chan and Y. Kali},
isbn = {978-1-73733-065-3},
year = {2022},
date = {2022-01-01},
booktitle = {Proceedings of the 16th International Conference of the Learning Sciences\textemdashICLS 2022},
pages = {2198--2199},
publisher = {International Society of the Learning Sciences},
address = {Hiroshima, Japan},
abstract = {We use natural language processing (NLP) to train an automated scoring model to assess students’ reasoning on how to slow climate change. We use the insights from scoring over 1000
explanations to design a knowledge integration intervention and test it in three classrooms. The intervention supported students to distinguish relevant evidence, improving connections
between ideas in a revised explanation. We discuss next steps for using the NLP model to support teachers and students in classrooms.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
explanations to design a knowledge integration intervention and test it in three classrooms. The intervention supported students to distinguish relevant evidence, improving connections
between ideas in a revised explanation. We discuss next steps for using the NLP model to support teachers and students in classrooms.
Gerard, L., Bichler, S., Billings, K., Bradford, A., Linn, M. C.
A Natural Language Processing (NLP) Driven Teacher Dashboard to Support Responsive Instruction [Structured Poster Session] Proceedings Article
In: 2022 American Educational Research Association (AERA) Annual Meeting, San Diego, CA, 2022.
@inproceedings{gerard_natural_2022,
title = {A Natural Language Processing (NLP) Driven Teacher Dashboard to Support Responsive Instruction [Structured Poster Session]},
author = {L. Gerard and S. Bichler and K. Billings and A. Bradford and M. C. Linn},
year = {2022},
date = {2022-01-01},
booktitle = {2022 American Educational Research Association (AERA) Annual Meeting},
address = {San Diego, CA},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Bichler, S., Linn, M. C.
Let’s Visualize Soft Sound: Students’ Drawings Reveal Insights into the Physics of Sound [Paper presentation] Proceedings Article
In: 2022 American Educational Research Association (AERA) Annual Meeting, San Diego, CA, 2022.
@inproceedings{bichler_lets_2022,
title = {Let’s Visualize Soft Sound: Students’ Drawings Reveal Insights into the Physics of Sound [Paper presentation]},
author = {S. Bichler and M. C. Linn},
year = {2022},
date = {2022-01-01},
booktitle = {2022 American Educational Research Association (AERA) Annual Meeting},
address = {San Diego, CA},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Gerard, Libby, Bichler, Sarah, Bradford, Allison, Linn, Marcia C., Steimel, Kenneth, Riordan, Brian
Designing an Adaptive Dialogue to Promote Science Understanding Proceedings Article
In: C. Chinn, E. Tan, C. Chan, Y. Kali (Ed.): Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022, pp. 1653–1656, International Society of the Learning Sciences, Hiroshima, Japan, 2022, ISBN: 978-1-73733-065-3.
Abstract | BibTeX | Tags: TIPS
@inproceedings{gerard_designing_2022,
title = {Designing an Adaptive Dialogue to Promote Science Understanding},
author = {Libby Gerard and Sarah Bichler and Allison Bradford and Marcia C. Linn and Kenneth Steimel and Brian Riordan},
editor = {C. Chinn and E. Tan and C. Chan and Y. Kali},
isbn = {978-1-73733-065-3},
year = {2022},
date = {2022-01-01},
booktitle = {Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022},
pages = {1653\textendash1656},
publisher = {International Society of the Learning Sciences},
address = {Hiroshima, Japan},
abstract = {We used Natural Language Processing (NLP) to design an adaptive computer dialogue that engages students in a conversation to reflect on and revise their written explanations of a science dilemma. We study the accuracy of the NLP idea detection. We analyze how 98 12-13 year-olds interacted with the dialogue as a part of a Diagnostic Inventory. We study students’ initial and revised science explanations along with their logged responses to the dialogue. The dialogue led to a high rate of student revision compared to prior studies of adaptive guidance. The adaptive prompt encouraged students to reflect on prior experiences, to consider new variables, and to raise scientific questions. Students incorporated these new ideas when revising their initial explanations. We discuss how these adaptive dialogues can strengthen science instruction.},
keywords = {TIPS},
pubstate = {published},
tppubtype = {inproceedings}
}
Bradford, Allison, Gerard, Libby, Lim-Breitbart, Jonathan, Miller, Jadda, Linn, Marcia C.
Computational Thinking in Middle School Science Proceedings Article
In: C. Chinn, E. Tan, C. Chan, Y. Kali (Ed.): Proceedings of the 16th International Conference of the Learning Sciences—ICLS 2022, pp. 839–846, International Society of the Learning Sciences, Hiroshima, Japan, 2022, ISBN: 978-1-73733-065-3.
Abstract | BibTeX | Tags: ARISE
@inproceedings{bradford_computational_2022,
title = {Computational Thinking in Middle School Science},
author = {Allison Bradford and Libby Gerard and Jonathan Lim-Breitbart and Jadda Miller and Marcia C. Linn},
editor = {C. Chinn and E. Tan and C. Chan and Y. Kali},
isbn = {978-1-73733-065-3},
year = {2022},
date = {2022-01-01},
booktitle = {Proceedings of the 16th International Conference of the Learning Sciences\textemdashICLS 2022},
pages = {839\textendash846},
publisher = {International Society of the Learning Sciences},
address = {Hiroshima, Japan},
abstract = {We designed a lesson about Urban Heat Islands (UHI) that features Snap! programming challenges. The lesson is designed to enable students to leverage their
computational and scientific understanding synergistically to further their learning in each area.
The lesson also features fictitious automated college student mentors to enhance students’ sense of belonging as they engage in the programming challenges. We report on students’ level of success with three increasingly complex programming challenges as well as their level of understanding of how UHI occur after completing the challenges. We also provide brief case studies to illustrate how students used their scientific knowledge to debug their code and solve the challenges. Despite varied success with the challenges, most students were able to demonstrate an understanding of UHI. Many reported feeling interested and nervous when starting the programming challenges and shared they did not feel alone after engaging with the college student mentors.},
keywords = {ARISE},
pubstate = {published},
tppubtype = {inproceedings}
}
computational and scientific understanding synergistically to further their learning in each area.
The lesson also features fictitious automated college student mentors to enhance students’ sense of belonging as they engage in the programming challenges. We report on students’ level of success with three increasingly complex programming challenges as well as their level of understanding of how UHI occur after completing the challenges. We also provide brief case studies to illustrate how students used their scientific knowledge to debug their code and solve the challenges. Despite varied success with the challenges, most students were able to demonstrate an understanding of UHI. Many reported feeling interested and nervous when starting the programming challenges and shared they did not feel alone after engaging with the college student mentors.
Li, Weiying, Linn, Marcia C.
Responses of rural Chinese teachers to workshops on culturally relevant constructivist pedagogy Proceedings Article
In: C. Chinn, E. Tan, C. Chan, Y. Kali (Ed.): Proceedings of the 16th International Conference of the Learning Sciences—ICLS 2022, pp. 1253–1256, International Society of the Learning Sciences, Hiroshima, Japan, 2022, ISBN: 978-1-73733-065-3.
Abstract | BibTeX | Tags: ARISE
@inproceedings{li_responses_2022,
title = {Responses of rural Chinese teachers to workshops on culturally relevant constructivist pedagogy},
author = {Weiying Li and Marcia C. Linn},
editor = {C. Chinn and E. Tan and C. Chan and Y. Kali},
isbn = {978-1-73733-065-3},
year = {2022},
date = {2022-01-01},
booktitle = {Proceedings of the 16th International Conference of the Learning Sciences\textemdashICLS 2022},
pages = {1253\textendash1256},
publisher = {International Society of the Learning Sciences},
address = {Hiroshima, Japan},
abstract = {We analyzed the impact of two workshops that introduce Knowledge Integration and Culturally Relevant Pedagogy to rural Chinese science teachers. The workshops emphasized connecting science lessons to local, culturally-relevant contexts. Teachers developed written lesson plans to localize their instruction and implemented their plans in classrooms. We used inductive coding to identify five levels of localization in the lesson plans. We captured the creative plans that teachers generated in three classroom case studies. The workshops revealed ways to support rural Chinese teachers to connect complex science topics to culturally-relevant local examples and identified areas for improvement.},
keywords = {ARISE},
pubstate = {published},
tppubtype = {inproceedings}
}
2021
Brondfield, Sam, Blum, Alexander Mario, Lee, Kewchang, Linn, Marcia C., O’Sullivan, Patricia S.
The Cognitive Load of Inpatient Consults: Development of the Consult Cognitive Load Instrument and Initial Validity Evidence Journal Article
In: Academic Medicine, vol. 96, no. 12, pp. 1732–1741, 2021, ISSN: 1040-2446.
Abstract | Links | BibTeX | Tags:
@article{brondfield_cognitive_2021-1,
title = {The Cognitive Load of Inpatient Consults: Development of the Consult Cognitive Load Instrument and Initial Validity Evidence},
author = {Sam Brondfield and Alexander Mario Blum and Kewchang Lee and Marcia C. Linn and Patricia S. O’Sullivan},
url = {https://journals.lww.com/academicmedicine/Fulltext/2021/12000/The_Cognitive_Load_of_Inpatient_Consults_.36.aspx},
doi = {10.1097/ACM.0000000000004178},
issn = {1040-2446},
year = {2021},
date = {2021-12-01},
urldate = {2022-07-22},
journal = {Academic Medicine},
volume = {96},
number = {12},
pages = {1732--1741},
abstract = {Purpose
Fellows and residents provide inpatient consultations. Though consults vary considerably, measuring the associated cognitive load (CL) is key to guiding faculty on how to optimize learning during consults. However, existing CL instruments, such as the unidimensional Paas scale, cannot separate the 3 components of CL and may miss the nuances of consult CL. Therefore, the authors developed the Consult Cognitive Load (CCL) instrument to measure the 3 CL components during consults.
Method
In 2018\textendash2019, the authors developed the CCL at the University of California, San Francisco, using Wilson’s constructive approach to measurement. To generate content and response process validity evidence, the authors consulted the literature and experts to generate construct maps, items, and a scoring rubric and conducted cognitive interviews. They administered the CCL to internal medicine and psychiatry trainees across 5 University of California campuses and used Rasch family and linear regression models to assess internal structure validity and relationships to key predictor variables. They compared the CCL with the Paas scale using Wright maps and used latent correlations to support separating CL into 3 components.
Results
Analysis revealed appropriate fit statistics, appropriate mean respondent location increases across all levels, threshold banding, and expected relationships with key predictor variables. The CCL provided more coverage of the 3 CL components compared with the Paas scale. Correlations among the 3 CL components were not strong, suggesting that the CCL offers more nuance than a unidimensional measure of CL in the context of consults.
Conclusions
This study generated initial validity evidence to support the CCL’s use as a measure of consult CL and supports measuring the 3 CL components separately rather than as a single construct in the context of consults. Learners and faculty could compare learner CCL scores with reference scores to promote reflection, metacognition, and coaching.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Fellows and residents provide inpatient consultations. Though consults vary considerably, measuring the associated cognitive load (CL) is key to guiding faculty on how to optimize learning during consults. However, existing CL instruments, such as the unidimensional Paas scale, cannot separate the 3 components of CL and may miss the nuances of consult CL. Therefore, the authors developed the Consult Cognitive Load (CCL) instrument to measure the 3 CL components during consults.
Method
In 2018–2019, the authors developed the CCL at the University of California, San Francisco, using Wilson’s constructive approach to measurement. To generate content and response process validity evidence, the authors consulted the literature and experts to generate construct maps, items, and a scoring rubric and conducted cognitive interviews. They administered the CCL to internal medicine and psychiatry trainees across 5 University of California campuses and used Rasch family and linear regression models to assess internal structure validity and relationships to key predictor variables. They compared the CCL with the Paas scale using Wright maps and used latent correlations to support separating CL into 3 components.
Results
Analysis revealed appropriate fit statistics, appropriate mean respondent location increases across all levels, threshold banding, and expected relationships with key predictor variables. The CCL provided more coverage of the 3 CL components compared with the Paas scale. Correlations among the 3 CL components were not strong, suggesting that the CCL offers more nuance than a unidimensional measure of CL in the context of consults.
Conclusions
This study generated initial validity evidence to support the CCL’s use as a measure of consult CL and supports measuring the 3 CL components separately rather than as a single construct in the context of consults. Learners and faculty could compare learner CCL scores with reference scores to promote reflection, metacognition, and coaching.
Bichler, Sarah, Gerard, Libby, Bradford, Allison, Linn, Marcia C.
Designing a remote professional development course to support teacher customization in science Journal Article
In: Computers in Human Behavior, vol. 123, 106814, 2021, ISSN: 0747-5632.
Abstract | Links | BibTeX | Tags: ARISE, POWER, STRIDES
@article{bichler_designing_2021,
title = {Designing a remote professional development course to support teacher customization in science},
author = {Sarah Bichler and Libby Gerard and Allison Bradford and Marcia C. Linn},
url = {https://www.sciencedirect.com/science/article/pii/S0747563221001370},
doi = {10.1016/j.chb.2021.106814},
issn = {0747-5632},
year = {2021},
date = {2021-10-01},
urldate = {2022-01-04},
journal = {Computers in Human Behavior},
volume = {123, 106814},
abstract = {This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students’ prior work on the unit. A Curriculum Visualizer makes the pedagogy of the unit visible and guides planning for customization. Carefully curated small group activities using Zoom breakout rooms ensure that each teacher could share their thoughts, ideas, and impressions with other teachers. Participants were 23 science teachers from 12 different schools in a western U.S. state. We developed rubrics to code customization goals, plans, and moves using bottom-up methods and iterative refinement. Reflections on student work and use of the Curriculum Visualizer enabled teachers to set and refine customization goals and make evidence-based and pedagogy-aligned customization decisions that enhanced the interactive learning opportunities for their students. Our results reinforce the C-b model proposed by Sailer et al. (this issue) by illustrating the value of using technology to support collaborative, interactive PD activities.},
keywords = {ARISE, POWER, STRIDES},
pubstate = {published},
tppubtype = {article}
}
Bichler, Sarah, Gerard, Libby, Riordan, Brian, Lim-Breitbart, Jonathan, Bradford, Allison, Billings, Kelly, Linn, Marcia
Using Learning Analytics to Assess Students’ Ideas and Generate Reports for Real Time Use and Curriculum Customization [Poster presentation] Proceedings Article
In: National Science Foundation, 2021.
Abstract | Links | BibTeX | Tags: STRIDES
@inproceedings{bichler_using_2021,
title = {Using Learning Analytics to Assess Students’ Ideas and Generate Reports for Real Time Use and Curriculum Customization [Poster presentation]},
author = {Sarah Bichler and Libby Gerard and Brian Riordan and Jonathan Lim-Breitbart and Allison Bradford and Kelly Billings and Marcia Linn},
doi = {10.13140/RG.2.2.12710.24649},
year = {2021},
date = {2021-07-01},
publisher = {National Science Foundation},
abstract = {The STRIDES project uses state-of-the-art technology and natural language processing (NLP) models to provide teachers with detailed evidence of students’ progress in achieving the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). The Teacher Action Planner (TAP) in the STRIDES web-based curriculum environment presents patterns in students’ evolving understanding in real time and provides research- based activities for the teacher to respond to students’ ideas. STRIDES professional development activities guide teachers to customize the curricula to address diverse students’ evolving ideas.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Bichler, Sarah, King-Chen, Jennifer, Gerard, Libby, Riordan, Brian, Lim-Breitbart, Jonathan, Bradford, Allison, Billings, Kelly, Linn, Marcia
Supporting Teachers in Responsive Instruction to Develop Expertise in Science (STRIDES) vphantomPoster presentation] Proceedings Article
In: National Science Foundation, 2021.
Abstract | Links | BibTeX | Tags: STRIDES
@inproceedings{bichler_supporting_2021,
title = {Supporting Teachers in Responsive Instruction to Develop Expertise in Science (STRIDES) vphantomPoster presentation]},
author = {Sarah Bichler and Jennifer King-Chen and Libby Gerard and Brian Riordan and Jonathan Lim-Breitbart and Allison Bradford and Kelly Billings and Marcia Linn},
doi = {10.13140/RG.2.2.19421.13285},
year = {2021},
date = {2021-07-01},
publisher = {National Science Foundation},
abstract = {The STRIDES project uses state-of-the-art technology and natural language processing (NLP) models to provide teachers with detailed evidence of students’ progress in achieving the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). The Teacher Action Planner (TAP) in the STRIDES web-based curriculum environment presents patterns in students’ evolving understanding in real time and provides research- based activities for the teacher to respond to students’ ideas. STRIDES professional development activities guide teachers to customize the curricula to address diverse students’ evolving ideas.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Riordan, Brian, Bichler, S., Steimel, K., Bradford, A.
Detecting students’ emerging ideas in science explanations [Poster presentation] Proceedings Article
In: 2021 National Science Foundation DRK-12 PI Meeting, 2021.
Links | BibTeX | Tags: STRIDES
@inproceedings{riordan_detecting_2021,
title = {Detecting students’ emerging ideas in science explanations [Poster presentation]},
author = {Brian Riordan and S. Bichler and K. Steimel and A. Bradford},
doi = {10.13140/RG.2.2.12710.24649},
year = {2021},
date = {2021-07-01},
booktitle = {2021 National Science Foundation DRK-12 PI Meeting},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Linn, M. C.
Science Learning with Virtual Experiments (Symposium Discussant) Proceedings Article
In: Proceedings of the 15th International Conference of the Learning Sciences (ICLS), pp. 811–818, International Society of the Learning Sciences, 2021.
Abstract | Links | BibTeX | Tags:
@inproceedings{linn_science_2021,
title = {Science Learning with Virtual Experiments (Symposium Discussant)},
author = {M. C. Linn},
url = {https://2021.isls.org/proceedings/},
year = {2021},
date = {2021-06-01},
booktitle = {Proceedings of the 15th International Conference of the Learning Sciences (ICLS)},
pages = {811--818},
publisher = {International Society of the Learning Sciences},
abstract = {This symposium explores multiple perspectives on integrating virtual experiments in science education. The papers report on virtual experiments as replacements for physical experiments or as supplements to physical experiments at several educational levels (i.e., preschool, middle school, and university) and for varied learning objectives. The six papers in the symposium analyze ways to design guidance and scaffolding for virtual laboratories; illustrate how virtual experiments could supplement physical experiments in a school science lesson; and assess how a combination of virtual and physical experiments affects learning. The symposium includes an interactive discussion of the implications of virtual experiments for the future of science education.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Brondfield, Sam, Blum, Alexander, Lee, Kewchang, Linn, Marcia, O’Sullivan, Patricia S.
The Cognitive Load of Inpatient Consults: Development of the Consult Cognitive Load Instrument and Initial Validity Evidence Journal Article
In: Academic Medicine, vol. Publish Ahead of Print, 2021, ISSN: 1040-2446.
Abstract | Links | BibTeX | Tags:
@article{brondfield_cognitive_2021,
title = {The Cognitive Load of Inpatient Consults: Development of the Consult Cognitive Load Instrument and Initial Validity Evidence},
author = {Sam Brondfield and Alexander Blum and Kewchang Lee and Marcia Linn and Patricia S. O’Sullivan},
url = {https://journals.lww.com/academicmedicine/abstract/9000/the_cognitive_load_of_inpatient_consults_.96679.aspx},
doi = {10.1097/ACM.0000000000004178},
issn = {1040-2446},
year = {2021},
date = {2021-06-01},
urldate = {2021-06-07},
journal = {Academic Medicine},
volume = {Publish Ahead of Print},
abstract = {Purpose:
Fellows and residents provide inpatient consultations. Though consults vary considerably, measuring the associated cognitive load (CL) is key to guiding faculty on how to optimize learning during consults. However, existing CL instruments, such as the unidimensional Paas scale, cannot separate the 3 components of CL and may miss the nuances of consult CL. Therefore, the authors developed the Consult Cognitive Load (CCL) instrument to measure the 3 CL components during consults.
Method:
In 2018\textendash2019, the authors developed the CCL at the University of California, San Francisco, using Wilson’s constructive approach to measurement. To generate content and response process validity evidence, the authors consulted the literature and experts to generate construct maps, items, and a scoring rubric and conducted cognitive interviews. They administered the CCL to internal medicine and psychiatry trainees across 5 University of California campuses and used Rasch family and linear regression models to assess internal structure validity and relationships to key predictor variables. They compared the CCL with the Paas scale using Wright maps and used latent correlations to support separating CL into 3 components.
Results:
Analysis revealed appropriate fit statistics, appropriate mean respondent location increases across all levels, threshold banding, and expected relationships with key predictor variables. The CCL provided more coverage of the 3 CL components compared to the Paas scale. Correlations among the 3 CL components were not strong, suggesting that the CCL offers more nuance than a unidimensional measure of CL in the context of consults.
Conclusions:
This study generated initial validity evidence to support the CCL’s use as a measure of consult CL and supports measuring the 3 CL components separately rather than as a single construct in the context of consults. Learners and faculty could compare learner CCL scores to reference scores to promote reflection, metacognition, and coaching.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Fellows and residents provide inpatient consultations. Though consults vary considerably, measuring the associated cognitive load (CL) is key to guiding faculty on how to optimize learning during consults. However, existing CL instruments, such as the unidimensional Paas scale, cannot separate the 3 components of CL and may miss the nuances of consult CL. Therefore, the authors developed the Consult Cognitive Load (CCL) instrument to measure the 3 CL components during consults.
Method:
In 2018–2019, the authors developed the CCL at the University of California, San Francisco, using Wilson’s constructive approach to measurement. To generate content and response process validity evidence, the authors consulted the literature and experts to generate construct maps, items, and a scoring rubric and conducted cognitive interviews. They administered the CCL to internal medicine and psychiatry trainees across 5 University of California campuses and used Rasch family and linear regression models to assess internal structure validity and relationships to key predictor variables. They compared the CCL with the Paas scale using Wright maps and used latent correlations to support separating CL into 3 components.
Results:
Analysis revealed appropriate fit statistics, appropriate mean respondent location increases across all levels, threshold banding, and expected relationships with key predictor variables. The CCL provided more coverage of the 3 CL components compared to the Paas scale. Correlations among the 3 CL components were not strong, suggesting that the CCL offers more nuance than a unidimensional measure of CL in the context of consults.
Conclusions:
This study generated initial validity evidence to support the CCL’s use as a measure of consult CL and supports measuring the 3 CL components separately rather than as a single construct in the context of consults. Learners and faculty could compare learner CCL scores to reference scores to promote reflection, metacognition, and coaching.
Kucirkova, Natalia, Gerard, Libby, Linn, Marcia C.
Designing personalised instruction: A research and design framework Journal Article
In: British Journal of Educational Technology, 2021, ISSN: 1467-8535, (_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13119).
Abstract | Links | BibTeX | Tags:
@article{kucirkova_designing_2021,
title = {Designing personalised instruction: A research and design framework},
author = {Natalia Kucirkova and Libby Gerard and Marcia C. Linn},
url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13119},
doi = {https://doi.org/10.1111/bjet.13119},
issn = {1467-8535},
year = {2021},
date = {2021-05-01},
urldate = {2021-05-24},
journal = {British Journal of Educational Technology},
abstract = {Advances in technology have increased the opportunities for designers to personalise instruction based on student actions. We conducted semi-structured interviews with an international sample of educational professionals including researchers, teachers and designers, and reviewed interdisciplinary literature on personalisation to propose a framework for personalisation research and design. Thematic analysis of the interviews revealed that professionals value each type of personalisation opportunity (eg, customising for age-appropriate content, supports for student choice, automated guidance based on learner responses) and identify challenges (eg, trade-offs between adaptive and standardised instruction). Three research/design dilemmas emerged: individualisation and equity; group customisation and individual benefit; and adaptation and validity of measurement. We discuss these dilemmas in relation to three categories of personalisation: customisation by designers or teachers to support a specific audience (grade level, course, community); individualisation to support user choice (of book to read, project topic); and adaptation of instructional activities based on automated analysis of logged user performance (performance metrics, natural language processing, cumulative indicators). We suggest some guiding questions for a generative agenda for future research on personalised instruction. Practitioner notes What is already known about this topic Personalised learning is popular among educational professionals. Personalised design has multiple and inconsistent definitions. A shared framework for personalised instruction would facilitate research and design. What this paper adds A succinct but comprehensive definition of personalised education. Perspectives on personalisation from an international group of practitioners and designers. A framework including three dilemmas to guide future research on the design and practice of personalised instruction. Implications for practice and/or policy A shared definition of personalisation can support communication across diverse stakeholders. The framework can guide future design and instruction with personalised educational technology. The framework identifies dilemmas that illustrate ethical pathways for policy-makers responsible for personalised education.},
note = {_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13119},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C., McBride, Elizabeth, Gerard, Libby, Kidron, Ady
For The Future of Education - Technology Matters Journal Article
In: In Focus — Magazine of the UNESCO International Bureau of Education, 2021.
Abstract | Links | BibTeX | Tags: GRIDS, PLANS
@article{linn_for_2021,
title = {For The Future of Education - Technology Matters},
author = {Marcia C. Linn and Elizabeth McBride and Libby Gerard and Ady Kidron},
url = {http://ibe-infocus.org/articles/for-the-future-of-education/},
year = {2021},
date = {2021-02-01},
urldate = {2021-05-07},
journal = {In Focus \textemdash Magazine of the UNESCO International Bureau of Education},
abstract = {Self-directed learning often demands that the learner interpret conflicting information, seek clarification, and make informed decisions about personal dilemmas. How can technology help students develop the knowledge and skills to self-direct their learning throughout life?},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Bradford, Allison, Linn, Marcia
Supporting Students to Choose Consequential Science Projects Miscellaneous
2021.
Abstract | BibTeX | Tags: STRIDES
@misc{bradford_supporting_2021,
title = {Supporting Students to Choose Consequential Science Projects},
author = {Allison Bradford and Marcia Linn},
year = {2021},
date = {2021-01-01},
abstract = {This study explores how a partnership of teachers and researchers can support students to choose their own consequential final projects. We examine two years of instruction with a unit about global climate change (GCC) featuring a student chosen project. In the first year, the partnership analyzed student work and observed that students conflated human activities that impact climate and those that broadly impact the environment. The partnership refined the unit and instruction before the second year. In both years, students gained insights into GCC. The refined instruction supported some students to select more consequential topics for their final projects. These results illustrate promising directions for refinement and reveal the challenges of helping students to distinguish among complex environmental processes.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {misc}
}
Riordan, Brian, Bichler, Sarah, Bradford, Allison, Linn, Marcia
Analyzing Automated Content Scoring for Knowledge Integration in Science Explanations Using Saliency Maps Proceedings Article
In: 2021.
Abstract | BibTeX | Tags: STRIDES
@inproceedings{riordan_analyzing_2021,
title = {Analyzing Automated Content Scoring for Knowledge Integration in Science Explanations Using Saliency Maps},
author = {Brian Riordan and Sarah Bichler and Allison Bradford and Marcia Linn},
year = {2021},
date = {2021-01-01},
abstract = {Models for automated scoring of content in educational applications continue to demonstrate improvements in human-machine agreement, but it remains to be demonstrated that the models achieve gains for the “right” reasons. For providing reliable scoring and feedback, both high accuracy and construct coverage are crucial. In this work, we provide an in-depth quantitative and qualitative analysis of automated scoring models for science explanations of middle school students in an online learning environment that leverages saliency maps to explore the reasons for individual model score predictions. Our analysis reveals that top-performing models can arrive at the same predictions for very different reasons, and that current model architectures have difficulty detecting ideas in student responses beyond keywords.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Dimitriadis, Yannis, Martínez-Maldonado, Roberto, Wiley, Korah
Human-Centered Design Principles for Actionable Learning Analytics Book Section
In: Thrasyvoulos Tsiatsos, Stavros Demetriadis, Anastasios Mikropoulos, Vasileios Dagdilelis (Ed.): Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives, pp. 277–296, Springer International Publishing, Cham, 2021, ISBN: 978-3-030-64363-8.
Abstract | Links | BibTeX | Tags: STRIDES
@incollection{dimitriadis_human-centered_2021,
title = {Human-Centered Design Principles for Actionable Learning Analytics},
author = {Yannis Dimitriadis and Roberto Mart\'{i}nez-Maldonado and Korah Wiley},
editor = {Thrasyvoulos Tsiatsos and Stavros Demetriadis and Anastasios Mikropoulos and Vasileios Dagdilelis},
url = {https://doi.org/10.1007/978-3-030-64363-8_15},
doi = {10.1007/978-3-030-64363-8_15},
isbn = {978-3-030-64363-8},
year = {2021},
date = {2021-01-01},
urldate = {2021-07-27},
booktitle = {Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives},
pages = {277--296},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {Designing for effective and efficient pedagogical interventions and orchestration in complex technology-enhanced learning (TEL) ecosystems is an increasingly challenging issue. Learning analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based Teacher Inquiry into Student Learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for human-centered design (HCD) and orchestration of actionable learning analytics, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders, integration of the learning design cycle and the LA design process, and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-Centered Learning Analytics solutions for complex technology-enhanced learning ecosystems.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {incollection}
}
Boda, Phillip A., Bathia, Shruti, Linn, Marcia C.
Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory Journal Article
In: Journal of Research in Science Teaching, vol. 58, no. 2, pp. 225–248, 2021, ISSN: 1098-2736, (_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21653).
Abstract | Links | BibTeX | Tags: GRIDS
@article{boda_longitudinal_2021,
title = {Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory},
author = {Phillip A. Boda and Shruti Bathia and Marcia C. Linn},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21653},
doi = {https://doi.org/10.1002/tea.21653},
issn = {1098-2736},
year = {2021},
date = {2021-01-01},
urldate = {2021-05-07},
journal = {Journal of Research in Science Teaching},
volume = {58},
number = {2},
pages = {225--248},
abstract = {Integrating sophisticated graphical analysis skills as they learn science is essential for K-12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three-year period, while also supporting students to develop their capabilities to use graphs to learn science content in complex ways through interactive curriculum materials implemented on a novel technology enhanced curriculum platform. We applied the Knowledge Integration framework to design the curriculum, the assessments, and the rubrics for scoring student explanations. The framework delineates ways to promote links among graphs and science ideas. The rubrics award students higher scores on their explanations based on the level of complexity of their connections between science concepts and, in this research, graphs. The GII and the aligned curriculum were implemented by over 300 middle school students (Grades 6\textendash8) across a 3-year period. We investigated the impact of the designed curriculum on the integration of graphing and science while also studying the psychometric properties of the GII to validate it for use in future studies. Findings suggest both that the curriculum used to support these students improved their Knowledge Integration capabilities significantly and that the GII instrument is suitable for use with populations across gender and native English language status demographics in Grades 6\textendash8. Implications are discussed around using graphs to learn complex science ideas, as well as the affordances of technology enhanced platforms to support this type of learning and assessment.},
note = {_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21653},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Billings, Kelly, Gerard, Libby, Linn, Marcia C.
Improving Teacher Noticing of Students’ Science Ideas with a Dashboard Journal Article
In: Computersupported collaborative learning, 2021.
Abstract | Links | BibTeX | Tags: STRIDES
@article{billings_improving_2021,
title = {Improving Teacher Noticing of Students’ Science Ideas with a Dashboard},
author = {Kelly Billings and Libby Gerard and Marcia C. Linn},
editor = {E. Vries and Y. Hod and J. Ahn},
url = {https://par.nsf.gov/biblio/10286919-improving-teacher-noticing-students-science-ideas-dashboard},
year = {2021},
date = {2021-01-01},
urldate = {2022-09-01},
journal = {Computersupported collaborative learning},
abstract = {We explore how a Teacher Action Planner (TAP) that synthesizes student ideas impacts teacher noticing. The TAP uses Natural Language Processing (NLP) to detect student ideas in written explanations. We compared teacher noticing while using the TAP to noticing when reviewing student explanations. The TAP helped teachers deepen their analysis of student ideas. We did not see any impact on immediate instructional practice. We propose redesigns to the TAP to better connect noticing to instruction.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {article}
}
Bradford, Allison, Bichler, Sarah, Linn, Marcia C.
Designing a Workshop to Support Teacher Customization of Curricula Proceedings Article
In: E. Vries, J. Ahn, Y. Hod (Ed.): Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021, pp. 100–115, International Society of the Learning Sciences, 2021.
@inproceedings{bradford_designing_2021,
title = {Designing a Workshop to Support Teacher Customization of Curricula},
author = {Allison Bradford and Sarah Bichler and Marcia C. Linn},
editor = {E. Vries and J. Ahn and Y. Hod},
year = {2021},
date = {2021-01-01},
booktitle = {Proceedings of the 15th International Conference of the Learning Sciences \textendash ICLS 2021},
pages = {100\textendash115},
publisher = {International Society of the Learning Sciences},
keywords = {ARISE, STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
2020
Riordan, Brian, Bichler, Sarah, Bradford, Allison, Chen, Jennifer King, Wiley, Korah, Gerard, Libby, Linn, Marcia C.
An empirical investigation of neural methods for content scoring of science explanations Proceedings Article
In: Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications, pp. 135–144, Association for Computational Linguistics, Seattle, WA, USA → Online, 2020.
Abstract | Links | BibTeX | Tags: STRIDES
@inproceedings{riordan_empirical_2020,
title = {An empirical investigation of neural methods for content scoring of science explanations},
author = {Brian Riordan and Sarah Bichler and Allison Bradford and Jennifer King Chen and Korah Wiley and Libby Gerard and Marcia C. Linn},
url = {https://www.aclweb.org/anthology/2020.bea-1.13},
doi = {10.18653/v1/2020.bea-1.13},
year = {2020},
date = {2020-07-01},
urldate = {2021-05-07},
booktitle = {Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications},
pages = {135--144},
publisher = {Association for Computational Linguistics},
address = {Seattle, WA, USA → Online},
abstract = {With the widespread adoption of the Next Generation Science Standards (NGSS), science teachers and online learning environments face the challenge of evaluating students' integration of different dimensions of science learning. Recent advances in representation learning in natural language processing have proven effective across many natural language processing tasks, but a rigorous evaluation of the relative merits of these methods for scoring complex constructed response formative assessments has not previously been carried out. We present a detailed empirical investigation of feature-based, recurrent neural network, and pre-trained transformer models on scoring content in real-world formative assessment data. We demonstrate that recent neural methods can rival or exceed the performance of feature-based methods. We also provide evidence that different classes of neural models take advantage of different learning cues, and pre-trained transformer models may be more robust to spurious, dataset-specific learning cues, better reflecting scoring rubrics.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Linn, Marcia C.
Personalizing Online Instruction with Help from Natural Language Processing Miscellaneous
2020.
Abstract | Links | BibTeX | Tags: STRIDES
@misc{linn_personalizing_2020,
title = {Personalizing Online Instruction with Help from Natural Language Processing},
author = {Marcia C. Linn},
url = {https://kidrec.github.io/2020/},
year = {2020},
date = {2020-06-01},
abstract = {This talk discusses ways we are using real-time, autoscored student data along with research-derived instructional customizations via a digital teacher report (the Teacher Action Plan, or TAP) to inform both teacher practice (implementation of responsive instruction) and student learning (as evidenced by their written and revised explanations for an embedded milestone assessment item).},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {misc}
}
Chen, Jennifer King, Bradford, Allison, Linn, Marcia
Examining the Impact of Student Choice in Online Science Investigations Proceedings Article
In: Melissa Gresalfi, Iliana Seidel Horn (Ed.): The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, pp. 1705–1708, International Society of the Learning Sciences (ISLS), Nashville, TN, 2020.
Abstract | Links | BibTeX | Tags:
@inproceedings{chen_examining_2020,
title = {Examining the Impact of Student Choice in Online Science Investigations},
author = {Jennifer King Chen and Allison Bradford and Marcia Linn},
editor = {Melissa Gresalfi and Iliana Seidel Horn},
url = {https://repository.isls.org//handle/1/6404},
year = {2020},
date = {2020-06-01},
urldate = {2021-05-07},
booktitle = {The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020},
volume = {3},
pages = {1705--1708},
publisher = {International Society of the Learning Sciences (ISLS)},
address = {Nashville, TN},
abstract = {Incorporating choice into instruction can promote learning that builds upon learners’ prior knowledge and interests. We present our results from the combined analysis of data collected across six classroom comparison studies investigating the impact of choice-based curriculum units with middle and high school science students. By “choice” we mean that students are able to decide for themselves which investigation modules (among a curated set of options offered within the curriculum unit) to complete to advance their understanding. Analysis of the combined data set (total N = 661) revealed a significant difference in overall pre-to-post learning gains in favor of students in the choice condition (compared to students in the no-choice, or standard condition). Our findings provide evidence for the value of implementing student choice compared to typical instruction that assigns students to learning activities in a predetermined sequence regardless of learner preference or interest.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
McBride, Elizabeth, Linn, Marcia, Vitale, Jonathan
Interpreting Graphs to Distinguish Factors That Impact Climate Change Proceedings Article
In: Melissa Gresalfi, Iliana Seidel Horn (Ed.): The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, pp. 1653–1656, International Society of the Learning Sciences (ISLS), Nashville, TN, 2020, (Publisher: International Society of the Learning Sciences (ISLS)).
Abstract | Links | BibTeX | Tags: GRIDS
@inproceedings{mcbride_interpreting_2020,
title = {Interpreting Graphs to Distinguish Factors That Impact Climate Change},
author = {Elizabeth McBride and Marcia Linn and Jonathan Vitale},
editor = {Melissa Gresalfi and Iliana Seidel Horn},
url = {https://repository.isls.org//handle/1/6390},
year = {2020},
date = {2020-06-01},
urldate = {2021-05-07},
booktitle = {The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020},
volume = {3},
pages = {1653--1656},
publisher = {International Society of the Learning Sciences (ISLS)},
address = {Nashville, TN},
abstract = {Scientists use models and graphs to distinguish among factors that impact a phenomenon (for example, the impact of CO2 accumulation on climate change) and factors that do not impact the phenomenon (for example the role of ozone depletion on climate change). In this paper, we compare two forms of exploration of time series line graphs: plan and typical. In the plan condition, students plan an experiment with a model by graphing the level of a system parameter (e.g., concentration of greenhouse gases) and the predicted response of an outcome variable (e.g., temperature). They then run the model to observe the accuracy of their predictions. In the typical condition, students run the simulation immediately and adjust the parameter level as they see fit. Students produced more informative experiments in the plan condition than the typical condition. Students in the plan condition made inferences by comparing their prediction to the outcome.},
note = {Publisher: International Society of the Learning Sciences (ISLS)},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
Wiley, Korah J., Dimitriadis, Yannis, Bradford, Allison, Linn, Marica C.
From theory to action: developing and evaluating learning analytics for learning design Proceedings Article
In: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pp. 569–578, ACM, Frankfurt Germany, 2020, ISBN: 978-1-4503-7712-6.
Abstract | Links | BibTeX | Tags: STRIDES
@inproceedings{wiley_theory_2020,
title = {From theory to action: developing and evaluating learning analytics for learning design},
author = {Korah J. Wiley and Yannis Dimitriadis and Allison Bradford and Marica C. Linn},
url = {https://dl.acm.org/doi/10.1145/3375462.3375540},
doi = {10.1145/3375462.3375540},
isbn = {978-1-4503-7712-6},
year = {2020},
date = {2020-03-01},
urldate = {2021-05-07},
booktitle = {Proceedings of the Tenth International Conference on Learning Analytics \& Knowledge},
pages = {569--578},
publisher = {ACM},
address = {Frankfurt Germany},
abstract = {The effectiveness of using learning analytics for learning design primarily depends upon two concepts: grounding and alignment. This is the primary conjecture for the study described in this paper. In our design-based research study, we design, test, and evaluate teacher-facing learning analytics for an online inquiry science unit on global climate change. We design our learning analytics in accordance with a socioconstructivism-based pedagogical framework, called Knowledge Integration, and the principles of learning analytics Implementation Design. Our methodology for the design process draws upon the principle of the Orchestrating for Learning Analytics framework to engage stakeholders (i.e. teachers, researchers, and developers). The resulting learning analytics were aligned to unit activities that engaged students in key aspects of the knowledge integration process. They provided teachers with actionable insight into their students’ understanding at critical junctures in the learning process. We demonstrate the efficacy of the learning analytics in supporting the optimization of the unit’s learning design. We conclude by synthesizing the principles that guided our design process into a framework for developing and evaluating learning analytics for learning design.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Riordan, Brian, Cahill, Aoife, Chen, Jennifer King, Wiley, Kora, Bradford, Allison, Gerard, Libby
Identifying NGSS-Aligned Ideas in Student Science Explanations Proceedings Article
In: New York, NY, 2020.
Abstract | BibTeX | Tags: STRIDES
@inproceedings{riordan_identifying_2020,
title = {Identifying NGSS-Aligned Ideas in Student Science Explanations},
author = {Brian Riordan and Aoife Cahill and Jennifer King Chen and Kora Wiley and Allison Bradford and Libby Gerard},
year = {2020},
date = {2020-02-01},
address = {New York, NY},
abstract = {With the increasing use of online interactive environments for science and engineering education in grades K-12, there is a growing need for detailed automatic analysis of student explanations of ideas and reasoning. With the widespread adoption of the Next Generation Science Standards (NGSS), an important goal is identifying the alignment of student ideas with NGSS-defined dimensions of proficiency. We develop a set of constructed response formative assessment items that call for students to express and integrate ideas across multiple dimensions of the NGSS and explore the effectiveness of state-of-the-art neural sequence-labeling methods for identifying discourse-level expressions of ideas that align with the NGSS. We discuss challenges for idea detection task in the formative science assessment context.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Pea, Roy, Linn, Marcia C.
Personal Perspectives on the Emergence of the Learning Sciences: 1970s–2005 Journal Article
In: Frontiers in Education, vol. 5, pp. 130, 2020, ISSN: 2504-284X.
Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS, POWER, STRIDES
@article{pea_personal_2020,
title = {Personal Perspectives on the Emergence of the Learning Sciences: 1970s\textendash2005},
author = {Roy Pea and Marcia C. Linn},
url = {https://www.frontiersin.org/article/10.3389/feduc.2020.00130},
doi = {10.3389/feduc.2020.00130},
issn = {2504-284X},
year = {2020},
date = {2020-01-01},
urldate = {2021-08-13},
journal = {Frontiers in Education},
volume = {5},
pages = {130},
abstract = {We describe the emergence of the interdisciplinary learning sciences field and its consequential transformations, drawing on experiences that brought us together. Starting with our undergraduate years, the account culminates with the formation of the International Society of the Learning Sciences (ISLS). We identify six themes shaping the emergence of the learning sciences and our own trajectories: (a) broadening the community and incorporating new disciplinary perspectives; (b) appropriating and developing new methods; (c) reconceptualizing challenges; (d) creating artifacts; (e) developing abstractions; and (f) developing people. We intend this personal account to stimulate new initiatives and deepening insights as the journey of the learning sciences continues.},
keywords = {CLASS, GRIDS, PLANS, POWER, STRIDES},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby, Linn, Marcia C.
Does student choice of guidance during inquiry learning improve outcomes? Proceedings Article
In: 2020.
@inproceedings{gerard_does_2020,
title = {Does student choice of guidance during inquiry learning improve outcomes?},
author = {Libby Gerard and Marcia C. Linn},
year = {2020},
date = {2020-01-01},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Gerard, Libby, Linn, Marcia C.
Learning to revise: Using Annotation to Model Integrated Revision of Explanations Proceedings Article
In: Portland, OR, 2020.
@inproceedings{gerard_learning_2020,
title = {Learning to revise: Using Annotation to Model Integrated Revision of Explanations},
author = {Libby Gerard and Marcia C. Linn},
year = {2020},
date = {2020-01-01},
address = {Portland, OR},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Riordan, Brian, Wiley, Korah, Chen, Jennifer King, Bradford, Allison, Gerard, Libby, Linn, Marcia C.
Automated scoring of science explanations for multiple NGSS dimensions and knowledge integration Proceedings Article
In: 2020.
@inproceedings{riordan_automated_2020,
title = {Automated scoring of science explanations for multiple NGSS dimensions and knowledge integration},
author = {Brian Riordan and Korah Wiley and Jennifer King Chen and Allison Bradford and Libby Gerard and Marcia C. Linn},
year = {2020},
date = {2020-01-01},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Chen, Jennifer King
Impact of Autoscored Student Data Reports on Teacher Customizations and Students' Science Learning Proceedings Article
In: Portland, OR, 2020.
@inproceedings{king_chen_impact_2020,
title = {Impact of Autoscored Student Data Reports on Teacher Customizations and Students' Science Learning},
author = {Jennifer King Chen},
year = {2020},
date = {2020-01-01},
address = {Portland, OR},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Bradford, Allison, Gerard, Elizabeth
Supporting Teachers to Customize Science Curriculum for Self-directed Learning Impacts Both Teacher and Student Learning Proceedings Article
In: Portland, OR, 2020.
@inproceedings{bradford_supporting_2020,
title = {Supporting Teachers to Customize Science Curriculum for Self-directed Learning Impacts Both Teacher and Student Learning},
author = {Allison Bradford and Elizabeth Gerard},
year = {2020},
date = {2020-01-01},
address = {Portland, OR},
keywords = {POWER},
pubstate = {published},
tppubtype = {inproceedings}
}
Gerard, Libby, Wiley, Korah, Bradford, Allison, King-Chen, Jennifer, Lim-Breitbart, Jonathan, Linn, Marcia C
Impact of a Teacher Action Planner that Captures Student Ideas on Teacher Customization Decisions Proceedings Article
In: Melissa Gresalfi, Iliana Seidel Horn (Ed.): The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, pp. 2077–2084, International Society of the Learning Sciences (ISLS), Nashville, TN, 2020.
Abstract | BibTeX | Tags: STRIDES
@inproceedings{gerard_impact_2020,
title = {Impact of a Teacher Action Planner that Captures Student Ideas on Teacher Customization Decisions},
author = {Libby Gerard and Korah Wiley and Allison Bradford and Jennifer King-Chen and Jonathan Lim-Breitbart and Marcia C Linn},
editor = {Melissa Gresalfi and Iliana Seidel Horn},
year = {2020},
date = {2020-01-01},
booktitle = {The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020},
volume = {4},
pages = {2077--2084},
publisher = {International Society of the Learning Sciences (ISLS)},
address = {Nashville, TN},
abstract = {This design-based research takes advantage of advanced technologies to support teachers to rapidly respond to evidence about student ideas generated in their classrooms. Leveraging advances in natural language processing methods, the Teacher Action Planner (TAP) analyzes students’ written explanations embedded in web-based inquiry projects to provide teachers with a report on student progress in developing the three-dimensional understanding called for by the Next Generation Science Standards. Based on the pattern in student scores, the TAP recommends research-based ways for teachers to customize instruction. This study examines how ten middle school teachers in 4 schools used the analysis of student ideas and suggestions for instructional customization presented in the TAP. This paper reports on how well their implemented customizations addressed student learning needs. It concludes with a discussion of the implications of the findings for redesign of the TAP.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
2019
Gerard, Libby, Kidron, Ady, Linn, Marcia C.
Guiding collaborative revision of science explanations Journal Article
In: International Journal of Computer-Supported Collaborative Learning, 2019, ISSN: 1556-1615.
Abstract | Links | BibTeX | Tags: PLANS, STRIDES
@article{gerard_guiding_2019,
title = {Guiding collaborative revision of science explanations},
author = {Libby Gerard and Ady Kidron and Marcia C. Linn},
url = {https://doi.org/10.1007/s11412-019-09298-y},
doi = {10.1007/s11412-019-09298-y},
issn = {1556-1615},
year = {2019},
date = {2019-05-01},
urldate = {2019-12-06},
journal = {International Journal of Computer-Supported Collaborative Learning},
abstract = {This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning. We study how one teacher customizes the automated guidance tools and incorporates it with her in-class monitoring system to guide 98 student pairs in meaningful revision of two science explanations embedded in an online plate tectonics unit. Our study draws on video and audio recordings of teacher-student interactions during instruction as well as on student responses to pretest, embedded and posttest assessments. The findings reveal five distinct strategies the teacher used to guide student pairs in collaborative revision. The teacher’s strategies draw on the automated guidance to personalize guidance of student ideas. The teacher’s guidance system supported all pairs to engage in two rounds of revision for the two explanations in the unit. Students made more substantial revisions on posttest than on pretest yet the percentage of students who engaged in revision overall remained small. Results can inform the design of teacher professional development for guiding student pairs in collaborative revision in a computer-supported environment.},
keywords = {PLANS, STRIDES},
pubstate = {published},
tppubtype = {article}
}
Vitale, Jonathan M., Applebaum, Lauren, Linn, Marcia C.
Coordinating between Graphs and Science Concepts: Density and Buoyancy Journal Article
In: Cognition and Instruction, vol. 37, no. 1, pp. 38–72, 2019, ISSN: 0737-0008.
Abstract | Links | BibTeX | Tags: GRIDS, PLANS
@article{vitale_coordinating_2019,
title = {Coordinating between Graphs and Science Concepts: Density and Buoyancy},
author = {Jonathan M. Vitale and Lauren Applebaum and Marcia C. Linn},
url = {https://doi.org/10.1080/07370008.2018.1539736},
doi = {10.1080/07370008.2018.1539736},
issn = {0737-0008},
year = {2019},
date = {2019-01-01},
urldate = {2019-05-10},
journal = {Cognition and Instruction},
volume = {37},
number = {1},
pages = {38--72},
abstract = {Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities. In the analyze condition, students plotted a set of data points selected to help clarify the relationship between mass, volume, and buoyancy, and then interacted with a guided simulation to improve their plotting accuracy. In the generate condition, students chose their own data points, and then interacted with a guided simulation to test and revise their choices. We found that, although analyze participants were more likely to construct accurate graphs, generate participants were more likely to develop a coherent understanding of density and buoyancy. Analyses of process data and interviews suggest that generate participants grappled with the mass-volume ratio by deliberately testing points and identifying patterns as they updated their understanding of science concepts. In contrast, analyze participants displayed less deliberate exploration of the graph space. We discuss how activities that integrate graph interpretation and concept refinement can deepen science learning.},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Matuk, Camillia, Zhang, Jiayuan, Uk, Irina, Linn, Marcia C.
Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer Journal Article
In: Journal of Research in Science Teaching, vol. 56, no. 7, pp. 905–936, 2019, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: PLANS
@article{matuk_qualitative_2019,
title = {Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer},
author = {Camillia Matuk and Jiayuan Zhang and Irina Uk and Marcia C. Linn},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21533},
doi = {10.1002/tea.21533},
issn = {1098-2736},
year = {2019},
date = {2019-01-01},
urldate = {2019-09-23},
journal = {Journal of Research in Science Teaching},
volume = {56},
number = {7},
pages = {905--936},
abstract = {Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach. In contrast to quantitative graphs, which can lead students to focus too narrowly on the mechanics of plotting points, qualitative graphs can encourage students to relate graphical representations to their conceptual meaning. Guided by the Knowledge Integration framework, which recognizes and guides students in integrating their diverse ideas about science, we incorporated qualitative graphing activities into a seventh grade web-based inquiry unit about cell division and cancer treatment. In Study 1, we characterized the kinds of graphs students generated in terms of their integration of graphical and scientific knowledge. We also found that students (n = 30) using the unit made significant learning gains based on their pretest to post-test scores. In Study 2, we compared students' performance in two versions of the same unit: One that had students construct, and second that had them critique qualitative graphs. Results showed that both activities had distinct benefits, and improved students' (n = 117) integrated understanding of graphs and science. Specifically, critiquing graphs helped students improve their scientific explanations within the unit, while constructing graphs led students to link key science ideas within both their in-unit and post-unit explanations. We discuss the relative affordances and constraints of critique and construction activities, and observe students' common misunderstandings of graphs. In all, this study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Chen, J. Y. King, Linn, M. C.
Impact of choice on students’ use of an experimentation model for investigating ideas about thermodynamics Proceedings Article
In: Computer-supported collaborative learning, International Society of the Learning Sciences, 2019.
Links | BibTeX | Tags: STRIDES
@inproceedings{king_chen_impact_2019,
title = {Impact of choice on students’ use of an experimentation model for investigating ideas about thermodynamics},
author = {J. Y. King Chen and M. C. Linn},
url = {https://par.nsf.gov/biblio/10106365-impact-choice-students-use-experimentation-model-investigating-ideas-about-thermodynamics},
year = {2019},
date = {2019-01-01},
urldate = {2019-09-23},
booktitle = {Computer-supported collaborative learning},
volume = {2},
publisher = {International Society of the Learning Sciences},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Wiley, K., Bradford, A., Linn, M. C.
Supporting Collaborative Curriculum Customizations Using the Knowledge Integration Framework Proceedings Article
In: Computer-supported collaborative learning, pp. 480–487, International Society of the Learning Sciences, 2019.
Links | BibTeX | Tags: STRIDES
@inproceedings{wiley_supporting_2019,
title = {Supporting Collaborative Curriculum Customizations Using the Knowledge Integration Framework},
author = {K. Wiley and A. Bradford and M. C. Linn},
url = {https://par.nsf.gov/biblio/10106811-supporting-collaborative-curriculum-customizations-using-knowledge-integration-framework},
year = {2019},
date = {2019-01-01},
urldate = {2019-09-23},
booktitle = {Computer-supported collaborative learning},
volume = {1},
pages = {480--487},
publisher = {International Society of the Learning Sciences},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Harrison, E., Gerard, L. F., Linn, M. C.
Supporting meaningful revision of scientific ideas in an online Genetics unit Proceedings Article
In: Computer-supported collaborative learning (CSCL), pp. 885–886, International Society of the Learning Sciences, 2019.
Abstract | BibTeX | Tags: STRIDES
@inproceedings{harrison_supporting_2019,
title = {Supporting meaningful revision of scientific ideas in an online Genetics unit},
author = {E. Harrison and L. F. Gerard and M. C. Linn},
year = {2019},
date = {2019-01-01},
booktitle = {Computer-supported collaborative learning (CSCL)},
volume = {2},
pages = {885--886},
publisher = {International Society of the Learning Sciences},
abstract = {This research investigates two ways to encourage revision of scientific essays an online genetics unit. Revising is difficult for students, due partly to lack of practice and guidance. We examine the effects of two activities designed to support gaining ideas from evidence by comparing an essay annotator activity that models the essay revision process (text) to an activity in which students annotate screenshots of interactive models from the unit (model). All students improved in their ability to revise, but low prior knowledge students benefited more from the text annotator condition.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Gerard, L. F., Bradford, A., Lim-Breitbart, J. M., Wiley, K., Linn, M. C.
How does a research-based instructional framework support teachers’ customization of web-based curriculum? Proceedings Article
In: Baltimore, MD, 2019.
Abstract | BibTeX | Tags: POWER
@inproceedings{gerard_how_2019,
title = {How does a research-based instructional framework support teachers’ customization of web-based curriculum?},
author = {L. F. Gerard and A. Bradford and J. M. Lim-Breitbart and K. Wiley and M. C. Linn},
year = {2019},
date = {2019-01-01},
address = {Baltimore, MD},
abstract = {Teachers are being called upon to rapidly customize their instruction to help students develop the integrated understanding called for by the Next Generation Science Standards (NGSS). With little support to do so, this has resulted in many teachers using a disparate assortment of online and instructor-led activities. We developed and tested a professional development model to support teachers’ use of a learning science framework to evaluateactivities and integrate them into a sequence to facilitate their students’ development ofintegrated understanding of NGSS performance expectations. We tested the model with 19teachers from 5 school districts. Data includes workshop artifacts, videotaped observations and teachers’ written reflections; student learning outcomes between original and customized unitwill be collected in the upcoming school year. Findings suggest teachers made three types ofcustomizations: (a) integrating their own successful activities with the web-based activities, (b) making the unit more personally relevant for students, and (c) adding new, relevant web-based activities that engaged students in NGSS practices. The overarching goal for customizations was to promote integrated understanding of the aligned PE’s. Teachers reported a sense of ownership for the customized materials. Implications for creating a web-based curriculum planning tool forscience teachers are discussed.},
keywords = {POWER},
pubstate = {published},
tppubtype = {inproceedings}
}
Teasley, Stephanie D., Chan, Carol, Goldman, Susan R., Gomez, Kimberley, Kolodner, Janet L., Linn, Marcia C., Pinkard, Nichole, Rummel, Nikol
In: A Wide Lens, 2019, (Publisher: International Society of the Learning Sciences (ISLS)).
@article{teasley_mid-career_2019,
title = {Mid-career workshop: 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019},
author = {Stephanie D. Teasley and Carol Chan and Susan R. Goldman and Kimberley Gomez and Janet L. Kolodner and Marcia C. Linn and Nichole Pinkard and Nikol Rummel},
editor = {Kristine Lund and Gerald P. Niccolai and Elise Lavoue and Cindy Hmelo-Silver and Gahgene Gweon and Michael Baker},
url = {http://www.scopus.com/inward/record.url?scp=85073340516\&partnerID=8YFLogxK},
year = {2019},
date = {2019-01-01},
urldate = {2021-12-08},
journal = {A Wide Lens},
series = {Computer-Supported Collaborative Learning Conference, CSCL},
note = {Publisher: International Society of the Learning Sciences (ISLS)},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Lee, Hee-Sun, McNamara, Danielle, Bracey, Zoë Buck, Wilson, Christopher, Osborne, Jonathan, Haudek, Kevin C, Liu, Ou Lydia, Pallant, Amy, Gerard, Libby, Linn, Marcia C, Sherin, Bruce
Computerized Text Analysis: Assessment and Research Potentials for Promoting Learning Proceedings Article
In: K. Lund, G. P. Niccolai, E. Lavoue, C. E. Hmelo-Silver, G. Gweon, M. Baker (Ed.): A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, pp. 743–750, International Society of the Learning Sciences, Lyon, France, 2019.
Abstract | BibTeX | Tags: STRIDES
@inproceedings{lee_computerized_2019,
title = {Computerized Text Analysis: Assessment and Research Potentials for Promoting Learning},
author = {Hee-Sun Lee and Danielle McNamara and Zo\"{e} Buck Bracey and Christopher Wilson and Jonathan Osborne and Kevin C Haudek and Ou Lydia Liu and Amy Pallant and Libby Gerard and Marcia C Linn and Bruce Sherin},
editor = {K. Lund and G. P. Niccolai and E. Lavoue and C. E. Hmelo-Silver and G. Gweon and M. Baker},
year = {2019},
date = {2019-01-01},
booktitle = {A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings},
pages = {743--750},
publisher = {International Society of the Learning Sciences},
address = {Lyon, France},
abstract = {Rapid advancements in computing have enabled automatic analyses of written texts created in educational settings. The purpose of this symposium is to survey several applications of computerized text analyses used in the research and development of productive learning environments. Four featured research projects have developed or been working on (1) equitable automated scoring models for scientific argumentation for English Language Learners, (2) a real-time, adjustable formative assessment system to promote student revision of uncertaintyinfused scientific arguments, (3) a web-based annotation tool to support student revision of scientific essays, and (4) a new research methodology that analyzes teacher-produced text in online professional development courses. These projects will provide unique insights towards assessment and research opportunities associated with a variety of computerized text analysis approaches.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Wiley, Korah J., Bradford, Allison, Pardos, Zachary, Linn, Marcia C.
Beyond Autoscoring: Extracting Conceptual Connections from Essays for Classroom Instruction Proceedings Article
In: Collin F. Lynch, Agathe Merceron, Michel Desmarais, Roger Nkambou (Ed.): Proceedings of The 12th International Conference on Educational Data Mining (EDM 2019), pp. 675–678, 2019.
@inproceedings{wiley_beyond_2019,
title = {Beyond Autoscoring: Extracting Conceptual Connections from Essays for Classroom Instruction},
author = {Korah J. Wiley and Allison Bradford and Zachary Pardos and Marcia C. Linn},
editor = {Collin F. Lynch and Agathe Merceron and Michel Desmarais and Roger Nkambou},
year = {2019},
date = {2019-01-01},
booktitle = {Proceedings of The 12th International Conference on Educational Data Mining (EDM 2019)},
pages = {675--678},
abstract = {While automated essay evaluation techniques have dramatically reduced instructors' grading burden, they fall short of providing instructors with the rich qualitative insights into students' sense making process that a careful read of essays can afford. In this study, we demonstrate how word embed
ding techniques can serve as a complement to automated
scoring, providing instructors with valuable near-time insight into how their students are conceptualizing targeted lesson concepts. For this study, we use a post-test essay associated with two Web-based Inquiry Science Enrivonment
(WISE) units that provides instruction about how the sun
causes increases in temperature. We create word2vec models fit to students' c-rater scored essay responses at each score level of a rubric designed to assess students' integrated understanding of targeted concepts. Using cosine similarity, we identify, with statistically reliability, the ideas that students at each score level of the rubric used in relation to the
concepts targeted in the essay prompt. Our instructor interview reveals the validity of the results in providing insight into students' ideas, differentiated across understanding levels.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
ding techniques can serve as a complement to automated
scoring, providing instructors with valuable near-time insight into how their students are conceptualizing targeted lesson concepts. For this study, we use a post-test essay associated with two Web-based Inquiry Science Enrivonment
(WISE) units that provides instruction about how the sun
causes increases in temperature. We create word2vec models fit to students' c-rater scored essay responses at each score level of a rubric designed to assess students' integrated understanding of targeted concepts. Using cosine similarity, we identify, with statistically reliability, the ideas that students at each score level of the rubric used in relation to the
concepts targeted in the essay prompt. Our instructor interview reveals the validity of the results in providing insight into students' ideas, differentiated across understanding levels.
Harrison, E.
Revision Analysis of Students’ Position-Time Graphs Journal Article
In: Computersupported collaborative learning, vol. 2, pp. 927–928, 2019.
Abstract | Links | BibTeX | Tags: GRIDS
@article{harrison_revision_2019,
title = {Revision Analysis of Students’ Position-Time Graphs},
author = {E. Harrison},
url = {https://par.nsf.gov/biblio/10181648-revision-analysis-students-position-time-graphs},
year = {2019},
date = {2019-01-01},
urldate = {2021-05-24},
journal = {Computersupported collaborative learning},
volume = {2},
pages = {927--928},
abstract = {We investigated a constructive and an example-based scaffold when learning from dynamic visualizations about climate change. Learners collaboratively or individually generated a diagram that represented energy flow (constructive scaffold) or observed a peer learner generating the diagram (example-based scaffold). We hypothesized that collaborative learners would benefit more from the constructive than the example-based scaffold, but that the opposite would be the case for individual learners. Seventy-one university students were randomly allocated to conditions in the 2X2 between-subjects design. Climate change understanding was measured at pre- and posttest. Preliminary results supported our hypothesis. We conclude that the constructive scaffold elicited questions that led to deep engagement in the collaborative condition, resulting in better understanding. Individual learners possibly failed to recognize crucial concepts in the constructive condition because they had questions but nobody to discuss with. They profited more from the example-based scaffold which emphasized central concepts of climate change.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
2018
Matuk, Camillia, Linn, Marcia C.
Why and how do middle school students exchange ideas during science inquiry? Journal Article
In: International Journal of Computer-Supported Collaborative Learning, vol. 13, no. 3, pp. 263–299, 2018, ISSN: 1556-1615.
Abstract | Links | BibTeX | Tags: GRIDS
@article{matuk_why_2018,
title = {Why and how do middle school students exchange ideas during science inquiry?},
author = {Camillia Matuk and Marcia C. Linn},
url = {https://doi.org/10.1007/s11412-018-9282-1},
doi = {10.1007/s11412-018-9282-1},
issn = {1556-1615},
year = {2018},
date = {2018-09-01},
urldate = {2019-05-10},
journal = {International Journal of Computer-Supported Collaborative Learning},
volume = {13},
number = {3},
pages = {263--299},
abstract = {Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning. We used the Idea Manager, a curriculum-integrated tool that enables students to collect and exchange ideas during science inquiry projects. We investigated how students exchanged ideas, how these exchanges impacted the explanations they ultimately produced, and how the tool impacted teachers’ instruction. We implemented the tool with 297 grade 7 students, who were studying a web-based unit on cancer and cell division. Among other results, we found a relationship between the diversity of students’ ideas, and the sources of those ideas (i.e., whether they came from the students themselves or from their peers), and the quality of students’ scientific explanations. Specifically, students who collected more unique ideas (i.e., ideas not already represented in their private idea collections) as opposed to redundant ideas (i.e., ideas that reiterated ideas already present in their private idea collections) tended to write poorer explanations; and students who generated their own redundant ideas, as opposed to choosing peers’ ideas that were redundant, tended to write better explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with peers’ ideas.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Matuk, Camillia, Linn, Marcia C.
Why and how do middle school students exchange ideas during science inquiry? Journal Article
In: International Journal of Computer-Supported Collaborative Learning, vol. 13, no. 3, pp. 263–299, 2018, ISSN: 1556-1615.
Abstract | Links | BibTeX | Tags: PLANS
@article{matuk_why_2018-1,
title = {Why and how do middle school students exchange ideas during science inquiry?},
author = {Camillia Matuk and Marcia C. Linn},
url = {https://doi.org/10.1007/s11412-018-9282-1},
doi = {10.1007/s11412-018-9282-1},
issn = {1556-1615},
year = {2018},
date = {2018-09-01},
urldate = {2019-05-10},
journal = {International Journal of Computer-Supported Collaborative Learning},
volume = {13},
number = {3},
pages = {263--299},
abstract = {Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning. We used the Idea Manager, a curriculum-integrated tool that enables students to collect and exchange ideas during science inquiry projects. We investigated how students exchanged ideas, how these exchanges impacted the explanations they ultimately produced, and how the tool impacted teachers’ instruction. We implemented the tool with 297 grade 7 students, who were studying a web-based unit on cancer and cell division. Among other results, we found a relationship between the diversity of students’ ideas, and the sources of those ideas (i.e., whether they came from the students themselves or from their peers), and the quality of students’ scientific explanations. Specifically, students who collected more unique ideas (i.e., ideas not already represented in their private idea collections) as opposed to redundant ideas (i.e., ideas that reiterated ideas already present in their private idea collections) tended to write poorer explanations; and students who generated their own redundant ideas, as opposed to choosing peers’ ideas that were redundant, tended to write better explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with peers’ ideas.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.
Distributed practice in classroom inquiry science learning Journal Article
In: Learning: Research and Practice, vol. 4, no. 2, pp. 180–202, 2018, ISSN: 2373-5082.
Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS
@article{svihla_distributed_2018,
title = {Distributed practice in classroom inquiry science learning},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {https://doi.org/10.1080/23735082.2017.1371321},
doi = {10.1080/23735082.2017.1371321},
issn = {2373-5082},
year = {2018},
date = {2018-07-01},
urldate = {2019-05-09},
journal = {Learning: Research and Practice},
volume = {4},
number = {2},
pages = {180--202},
abstract = {This study is inspired by laboratory studies demonstrating that distributing study sessions over time better supports learning and retention than clustering sessions. We compare two implementations of a multi-day inquiry science unit: in the clustered instruction condition, students completed an inquiry unit in five consecutive class periods. In the distributed instruction condition, students completed one activity per week for five weeks. Both conditions resulted in significant and similar gains in understanding and retention overall. Students’ self-directed revisits to previously studied materials differed by condition, with students in the clustered condition tending to visit materials studied on previous days. These distal revisits explained variance in delayed post-test scores as an interaction effect with condition. Students in the clustered condition who revisited distal materials tended to score higher on the delayed post-test, whereas those in the distributed condition who did so tended to score lower. Our findings illustrate the complexity of realising laboratory findings in classrooms under real-world conditions.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Harrison, Emily Jean, Gerard, Libby, Linn, Marcia
Encouraging Revision of Scientific Ideas with Critique in an Online Genetics Unit Proceedings Article
In: J Kay, R Luckin (Ed.): Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, pp. 816–823, International Society of the Learning Sciences, London, UK, 2018.
Abstract | Links | BibTeX | Tags: PLANS
@inproceedings{harrison_encouraging_2018,
title = {Encouraging Revision of Scientific Ideas with Critique in an Online Genetics Unit},
author = {Emily Jean Harrison and Libby Gerard and Marcia Linn},
editor = {J Kay and R Luckin},
url = {https://repository.isls.org//handle/1/502},
year = {2018},
date = {2018-07-01},
urldate = {2019-05-10},
booktitle = {Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018},
volume = {2},
pages = {816--823},
publisher = {International Society of the Learning Sciences},
address = {London, UK},
abstract = {Encouraging students to revise their scientific ideas after encountering new evidence is essential to science learning, but has proven challenging. We investigated the merit of critique in promoting revision. 315 students participated in an online genetics unit where we investigated how critique affects the nature and frequency of revisions made to student essays. Students in the critique condition explain what is wrong or missing from several common non-normative student ideas regarding difficult topics in genetics. We compare this to a method used in the past to encourage students to add new ideas to their essays; students in the revisit condition are directed back to relevant information and interactive models rather than practicing critique. Students in the critique condition were more likely to revise their essays at all, especially students with low prior knowledge. Students that practiced critique were also significantly more likely to add new ideas to their revisions.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Linn, Marcia, Eylon, Bat-Sheva, Kidron, Adi, Gerard, Libby, Toutkoushian, Emily, Ryoo, Kihyun “Kelly”, Bedell, Kristin Dana Bedell, Swearingen, Amanda, Clark, Doug, Virk, Satyugjit, Barnes, Jackie, Adams, Deanne, Ben-Horin, Hava, Kali, Yael, Tal, Tali, Sagy, Ornit, Acosta, Alisa, Slotta, Jim, Matuk, Camillia, Hovey, Christopher M., Hurwich, Talia A., Sarmiento, Juan Pablo, Chiu, Jennifer, Bywater, Jim P., Hong, James, Osborne, Jonathan, Laurillard, Dianna
Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future Directions Proceedings Article
In: J Kay, R Luckin (Ed.): Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, pp. 1259–1266, International Society of the Learning Sciences, London, UK, 2018, (Publisher: International Society of the Learning Sciences, Inc. [ISLS].).
Abstract | Links | BibTeX | Tags: PLANS
@inproceedings{linn_knowledge_2018,
title = {Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future Directions},
author = {Marcia Linn and Bat-Sheva Eylon and Adi Kidron and Libby Gerard and Emily Toutkoushian and Kihyun “Kelly” Ryoo and Kristin Dana Bedell Bedell and Amanda Swearingen and Doug Clark and Satyugjit Virk and Jackie Barnes and Deanne Adams and Hava Ben-Horin and Yael Kali and Tali Tal and Ornit Sagy and Alisa Acosta and Jim Slotta and Camillia Matuk and Christopher M. Hovey and Talia A. Hurwich and Juan Pablo Sarmiento and Jennifer Chiu and Jim P. Bywater and James Hong and Jonathan Osborne and Dianna Laurillard},
editor = {J Kay and R Luckin},
url = {https://repository.isls.org//handle/1/602},
year = {2018},
date = {2018-07-01},
urldate = {2021-12-08},
booktitle = {Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018},
volume = {2},
pages = {1259--1266},
publisher = {International Society of the Learning Sciences},
address = {London, UK},
abstract = {Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from partnerships that combine expertise in learning, instruction, classroom teaching, assessment, technology, and the disciplines. This structured poster session includes partnerships that have advanced design of instruction, assessment, professional development, learning technologies, and research methodologies. Participants report on new technologies, including games, to strengthen KI; instructional designs that take advantage of collaboration to support KI; and extensions of KI to integrate science with other disciplines. They summarize exciting results and identify promising opportunities for advancing STEM instruction to promote intentional, life-long learners in the digital age.},
note = {Publisher: International Society of the Learning Sciences, Inc. [ISLS].},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
McBride, Elizabeth, Vitale, Jonathan, Linn, Marcia
Learning Design Through Science vs. Science Through Design Journal Article
In: 2018.
Links | BibTeX | Tags: GRIDS, PLANS
@article{mcbride_learning_2018,
title = {Learning Design Through Science vs. Science Through Design},
author = {Elizabeth McBride and Jonathan Vitale and Marcia Linn},
url = {https://repository.isls.org//handle/1/474},
year = {2018},
date = {2018-07-01},
urldate = {2019-05-10},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
McBride, Elizabeth, Vitale, Jonathan, Linn, Marcia
Middle School Student Ideas on the Relative Affordances of Physical and Virtual Models Proceedings Article
In: J Kay, R Luckin (Ed.): Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, pp. 1393–1394, International Society of the Learning Sciences, London, UK, 2018.
Abstract | Links | BibTeX | Tags: PLANS
@inproceedings{mcbride_middle_2018,
title = {Middle School Student Ideas on the Relative Affordances of Physical and Virtual Models},
author = {Elizabeth McBride and Jonathan Vitale and Marcia Linn},
editor = {J Kay and R Luckin},
url = {https://repository.isls.org//handle/1/641},
year = {2018},
date = {2018-07-01},
urldate = {2019-05-10},
booktitle = {Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018},
volume = {3},
pages = {1393--1394},
publisher = {International Society of the Learning Sciences},
address = {London, UK},
abstract = {This research investigates students’ perceived differences between doing activities in hands-on versus virtual environments. Students explored an interactive virtual model of a solar oven and then built and tested a physical solar oven. We found that students often questioned the accuracy of virtual models, yet come to recognize the value of features in the virtual model, including visualizations of energy flow and ability to analyze trends in graphs.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Vitale, Jonathan M., Linn, Marcia C.
Designing Virtual Laboratories to Foster Knowledge Integration: Buoyancy and Density Book Section
In: Michael E. Auer, Abul K. M. Azad, Arthur Edwards, Ton Jong (Ed.): Cyber-Physical Laboratories in Engineering and Science Education, pp. 163–189, Springer International Publishing, Cham, 2018, ISBN: 978-3-319-76935-6.
Abstract | Links | BibTeX | Tags: PLANS
@incollection{vitale_designing_2018,
title = {Designing Virtual Laboratories to Foster Knowledge Integration: Buoyancy and Density},
author = {Jonathan M. Vitale and Marcia C. Linn},
editor = {Michael E. Auer and Abul K. M. Azad and Arthur Edwards and Ton Jong},
url = {https://doi.org/10.1007/978-3-319-76935-6_7},
doi = {10.1007/978-3-319-76935-6_7},
isbn = {978-3-319-76935-6},
year = {2018},
date = {2018-01-01},
urldate = {2019-09-23},
booktitle = {Cyber-Physical Laboratories in Engineering and Science Education},
pages = {163--189},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {In this chapter, we report upon the iterative development of an online instructional unit featuring virtual laboratory activities that target the physical science concepts of density and buoyancy. We introduce a virtual laboratory activity that was designed to facilitate exploration of the relationship of mass and volume to buoyancy. We evaluate the virtual laboratory by measuring the extent to which it fosters meaningful experimentation, appropriate interpretation of evidence, and discovery of new ideas. In the first revision, we simplified the exploratory tools. This revision supported better interpretation of evidence related to a specific claim, but limiting potential for discovery of new ideas. In the second revision, we introduced an intuitive graph-based interface that allowed students to specify and rapidly test properties of virtual materials (i.e., mass and volume). This revision facilitated meaningful exploration of students’ ideas, thereby supporting both valid interpretations of evidence related to false claims and discovery of new ideas. We discuss the role that virtual laboratories can play in the design of all laboratory activities by tracking student strategies and offering opportunities to easily test new features.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {incollection}
}
Linn, Marcia C., McElhaney, Kevin W., Gerard, Libby, Matuk, Camillia
Inquiry learning and opportunities for technology Book Section
In: F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, P. Reimann (Ed.): International Handbook of the Learning Sciences, pp. 221–233, Routledge, New York, 2018.
Abstract | Links | BibTeX | Tags: CLASS, PLANS
@incollection{linn_inquiry_2018,
title = {Inquiry learning and opportunities for technology},
author = {Marcia C. Linn and Kevin W. McElhaney and Libby Gerard and Camillia Matuk},
editor = {F. Fischer and C. E. Hmelo-Silver and S. R. Goldman and P. Reimann},
url = {https://www.taylorfrancis.com/books/e/9781315617572},
year = {2018},
date = {2018-01-01},
booktitle = {International Handbook of the Learning Sciences},
pages = {221--233},
publisher = {Routledge},
address = {New York},
edition = {1st},
abstract = {To synthesize research on inquiry learning, we integrate advances in theory, instructional design, and technology. We illustrate how inquiry instruction can exploit the multiple, often conflicting ideas that students have about personal, societal, and environmental dilemmas and promote coherent arguments about economic disparity or health decision-making. We show how technologies such as natural language processing, interactive simulations, games, collaborative tools, and personalized guidance can support students to become autonomous learners. We discuss how these technologies can capture class performance and inform teachers of student progress. We highlight autonomous learning from (a) student-initiated investigations of thorny, contemporary problems using modeling and visualization tools, (b) design projects featuring analysis of alternatives, testing prototypes, and iteratively refining solutions in complex disciplines, and (c) personalized guidance that encourages gathering evidence from multiple sources and refining ideas. We argue that autonomous inquiry capabilities empower all citizens to take charge of their lives.},
keywords = {CLASS, PLANS},
pubstate = {published},
tppubtype = {incollection}
}
2017
Tansomboon, Charissa, Gerard, Libby F., Vitale, Jonathan M., Linn, Marcia C.
Designing Automated Guidance to Promote Productive Revision of Science Explanations Journal Article
In: International Journal of Artificial Intelligence in Education, vol. 27, no. 4, pp. 729–757, 2017, ISSN: 1560-4292, 1560-4306.
@article{tansomboon_designing_2017,
title = {Designing Automated Guidance to Promote Productive Revision of Science Explanations},
author = {Charissa Tansomboon and Libby F. Gerard and Jonathan M. Vitale and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s40593-017-0145-0},
doi = {10.1007/s40593-017-0145-0},
issn = {1560-4292, 1560-4306},
year = {2017},
date = {2017-12-01},
urldate = {2017-11-16},
journal = {International Journal of Artificial Intelligence in Education},
volume = {27},
number = {4},
pages = {729--757},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Tansomboon, Charissa, Gerard, Libby F., Vitale, Jonathan M., Linn, Marcia C.
Designing Automated Guidance to Promote Productive Revision of Science Explanations Journal Article
In: International Journal of Artificial Intelligence in Education, vol. 27, no. 4, pp. 729–757, 2017, ISSN: 1560-4306.
Abstract | Links | BibTeX | Tags: GRIDS
@article{tansomboon_designing_2017-1,
title = {Designing Automated Guidance to Promote Productive Revision of Science Explanations},
author = {Charissa Tansomboon and Libby F. Gerard and Jonathan M. Vitale and Marcia C. Linn},
url = {https://doi.org/10.1007/s40593-017-0145-0},
doi = {10.1007/s40593-017-0145-0},
issn = {1560-4306},
year = {2017},
date = {2017-12-01},
urldate = {2019-05-10},
journal = {International Journal of Artificial Intelligence in Education},
volume = {27},
number = {4},
pages = {729--757},
abstract = {Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, we compare forms of automated guidance designed to motivate productive revision and help students integrate their understanding of science. Research shows the benefit of providing timely, transparent guidance to students and identifies some challenges. Specifically, (a) students often believe online guidance is generic rather than adapted to their response; and (b) students do not always engage effortfully with online guidance to improve their written responses. We conducted two studies to address these challenges. In Study 1, we created transparent guidance that clarified how the computer personalizes guidance based on the student response. We hypothesized that transparent guidance would be especially valuable for low prior knowledge students who might expect the computer guidance to be too difficult. We found that transparent guidance had a greater impact than typical guidance on low prior knowledge student revisions, suggesting that student beliefs about how guidance is designed influence their performance. In Study 2, implemented in six schools, we compared two specific guidance strategies: revisiting evidence and planning writing changes. We found that both revisiting and planning guidance resulted in significant improvement in student knowledge integration, although neither guidance strategy showed a significant advantage over the other. In addition, we found that the form of guidance interacted with school, suggesting that teacher practices could reinforce a specific guidance strategy. These results illustrate ways to design guidance to strengthen student understanding of science. They raise important questions about when to encourage revisiting, how to design instruction focused on planning, and how to instill a lifelong practice of engaging in iterative refinement of scientific explanations.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Tansomboon, Charissa, Gerard, Libby F., Vitale, Jonathan M., Linn, Marcia C.
Designing Automated Guidance to Promote Productive Revision of Science Explanations Journal Article
In: International Journal of Artificial Intelligence in Education, vol. 27, no. 4, pp. 729–757, 2017, ISSN: 1560-4306.
Abstract | Links | BibTeX | Tags: PLANS
@article{tansomboon_designing_2017-2,
title = {Designing Automated Guidance to Promote Productive Revision of Science Explanations},
author = {Charissa Tansomboon and Libby F. Gerard and Jonathan M. Vitale and Marcia C. Linn},
url = {https://doi.org/10.1007/s40593-017-0145-0},
doi = {10.1007/s40593-017-0145-0},
issn = {1560-4306},
year = {2017},
date = {2017-12-01},
urldate = {2019-05-09},
journal = {International Journal of Artificial Intelligence in Education},
volume = {27},
number = {4},
pages = {729--757},
abstract = {Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, we compare forms of automated guidance designed to motivate productive revision and help students integrate their understanding of science. Research shows the benefit of providing timely, transparent guidance to students and identifies some challenges. Specifically, (a) students often believe online guidance is generic rather than adapted to their response; and (b) students do not always engage effortfully with online guidance to improve their written responses. We conducted two studies to address these challenges. In Study 1, we created transparent guidance that clarified how the computer personalizes guidance based on the student response. We hypothesized that transparent guidance would be especially valuable for low prior knowledge students who might expect the computer guidance to be too difficult. We found that transparent guidance had a greater impact than typical guidance on low prior knowledge student revisions, suggesting that student beliefs about how guidance is designed influence their performance. In Study 2, implemented in six schools, we compared two specific guidance strategies: revisiting evidence and planning writing changes. We found that both revisiting and planning guidance resulted in significant improvement in student knowledge integration, although neither guidance strategy showed a significant advantage over the other. In addition, we found that the form of guidance interacted with school, suggesting that teacher practices could reinforce a specific guidance strategy. These results illustrate ways to design guidance to strengthen student understanding of science. They raise important questions about when to encourage revisiting, how to design instruction focused on planning, and how to instill a lifelong practice of engaging in iterative refinement of scientific explanations.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
McBride, Elizabeth, Vitale, Jonathan, Applebaum, Lauren, Linn, Marcia
Examining the Flow of Ideas During Critique Activities in a Design Project Proceedings Article
In: B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Ed.): Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, pp. 41–48, International Society of the Learning Sciences, Philadelphia, PA, 2017, (Publisher: Philadelphia, PA: International Society of the Learning Sciences.).
Abstract | Links | BibTeX | Tags: PLANS
@inproceedings{mcbride_examining_2017,
title = {Examining the Flow of Ideas During Critique Activities in a Design Project},
author = {Elizabeth McBride and Jonathan Vitale and Lauren Applebaum and Marcia Linn},
editor = {B. K. Smith and M. Borge and E. Mercier and K. Y. Lim},
url = {https://repository.isls.org//handle/1/296},
year = {2017},
date = {2017-07-01},
urldate = {2021-12-09},
booktitle = {Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017},
volume = {1},
pages = {41--48},
publisher = {International Society of the Learning Sciences},
address = {Philadelphia, PA},
abstract = {Peer critique activities in design projects give students the opportunity to share ideas, receive feedback, and revise their work. Critique can increase student feelings of ownership of science ideas and help students to distinguish between different ideas they may have about how things work. In this paper, we examine how students use their own ideas and ideas from a partner group to revise and improve a physical solar oven they have built using guidance from an online curriculum. We find that students fall into two groups: distinguishing ideas and adding new ideas. Within distinguishing ideas, students can further separated by whether or not they kept only their own ideas or also added the ideas from their partner group. We look at case studies to determine how these groups changed their ideas before, during, and after the critique activity.},
note = {Publisher: Philadelphia, PA: International Society of the Learning Sciences.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Vitale, Jonathan, Applebaum, Lauren, Linn, Marcia
Individual Versus Shared Design Goals in a Graph Construction Activity Proceedings Article
In: B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Ed.): Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, pp. 351–358, International Society of the Learning Sciences, Philadelphia, PA, 2017, (Publisher: Philadelphia, PA: International Society of the Learning Sciences.).
Abstract | Links | BibTeX | Tags: GRIDS
@inproceedings{vitale_individual_2017,
title = {Individual Versus Shared Design Goals in a Graph Construction Activity},
author = {Jonathan Vitale and Lauren Applebaum and Marcia Linn},
editor = {B. K. Smith and M. Borge and E. Mercier and K. Y. Lim},
url = {https://repository.isls.org//handle/1/251},
year = {2017},
date = {2017-07-01},
urldate = {2021-12-08},
booktitle = {Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017},
volume = {1},
pages = {351--358},
publisher = {International Society of the Learning Sciences},
address = {Philadelphia, PA},
abstract = {Technologies can help foster diverse ideas in collaborative learning activities by taking advantage of group members’ unique ideas and perspectives. Assigning individual group members to specific tasks may promote this diversity. In this paper, we introduce a graphing challenge, in which student pairs construct graphs to represent the motion of an amusement park ride. We assigned pairs to experimental conditions with either individual design goals or shared design goals. Analysis revealed that students with individual design goals demonstrated deeper engagement with one of the design tasks (i.e., to create a “safe” ride), while this goal was relatively neglected when goals were shared. No impact of condition was found on posttest learning; however, students demonstrated overall gains.},
note = {Publisher: Philadelphia, PA: International Society of the Learning Sciences.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
Zertuche, Amber, Gerard, Libby, Linn, Marcia C.
How do openers contribute to student learning? Journal Article
In: International Electronic Journal of Elementary Education, vol. 5, no. 1, pp. 79–92, 2017, ISSN: 1307-9298.
Abstract | Links | BibTeX | Tags: VISUAL
@article{zertuche_how_2017,
title = {How do openers contribute to student learning?},
author = {Amber Zertuche and Libby Gerard and Marcia C. Linn},
url = {https://www.iejee.com/index.php/IEJEE/article/view/11},
issn = {1307-9298},
year = {2017},
date = {2017-07-01},
urldate = {2017-11-18},
journal = {International Electronic Journal of Elementary Education},
volume = {5},
number = {1},
pages = {79--92},
abstract = {Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little isknown about how to design these activities so they contribute to student learning. This study usestechnology-enhanced learning environments to explore new opportunities to transform Openersfrom potentially busy work to knowledge generating activities. This study compares the impact ofteacher-designed Openers, Opener designs based on recent research emphasizing knowledgeintegration, and no Opener for an 8th grade technology-enhanced inquiry science investigation.Results suggest that students who participate in a researcher-designed Opener are more likely torevisit and refine their work, and to make significant learning gains, than students who do notparticipate in an Opener. Students make the greatest gains when they revisit key evidence in thetechnology-enhanced curriculum unit prior to revision. Engaging students in processes that promoteknowledge integration during the Opener motivate students to revise their ideas. The results suggestdesign principles for Openers in technology-enhanced instruction.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Applebaum, L. R., Vitale, J. M., Gerard, Libby F., Linn, M. C.
Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects Journal Article
In: Educational Technology & Society, vol. 20, no. 4, pp. 179–190, 2017.
@article{applebaum_comparing_2017-1,
title = {Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects},
author = {L. R. Applebaum and J. M. Vitale and Libby F. Gerard and M. C. Linn},
year = {2017},
date = {2017-01-01},
journal = {Educational Technology \& Society},
volume = {20},
number = {4},
pages = {179--190},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Wiese, Eliane, Rafferty, Anna N., Linn, Marcia C.
Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model Proceedings Article
In: Proceedings of the 39th Annual Meeting of the Cognitive Science Society, CogSci 2017, London, UK, 2017.
Abstract | BibTeX | Tags: GRIDS
@inproceedings{wiese_eliciting_2017,
title = {Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model},
author = {Eliane Wiese and Anna N. Rafferty and Marcia C. Linn},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 39th Annual Meeting of the Cognitive Science Society, CogSci 2017},
address = {London, UK},
abstract = {When middle school students learn science content with graphs, the graphing and science knowledge may be mutually reinforcing: understanding the science content may help students interpret a related graph, and information from a graph may illustrate a scientific concept. We examine this relationship between graphing and science by studying how students learn from interactive computer models with accompanying data graphs. The computer models provide an animated simulation that illustrates an unobservable phenomenon, while the data graph tracks one or more quantities over time. This ordering study, on middle school students learning about photosynthesis, indicates that engaging with novel graph concepts helped students interpret their data as they experimented with the computer model. The study also provided some support for the opposite direction: experimenting with the model first helped students make sense of the graphs.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
McBride, Elizabeth A., Vitale, J. M., Applebaum, L., Linn, M. C.
Examining the Flow of Ideas During Critique Activities in a Design Project Proceedings Article
In: Proceedings of the 12th international conference on computer supported collaborative learning, pp. 41–48, International Society for the Learning Sciences, Philadelphia, PA, 2017.
Abstract | BibTeX | Tags: PLANS
@inproceedings{ccd8a839af2c4a0c9814cecae1a44106,
title = {Examining the Flow of Ideas During Critique Activities in a Design Project},
author = {Elizabeth A. McBride and J. M. Vitale and L. Applebaum and M. C. Linn},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 12th international conference on computer supported collaborative learning},
volume = {1},
pages = {41--48},
publisher = {International Society for the Learning Sciences},
address = {Philadelphia, PA},
abstract = {Peer critique activities in design projects give students the opportunity to share ideas, receive feedback, and revise their work. Critique can increase student feelings of ownership of science ideas and help students to distinguish between different ideas they may have about how things work. In this paper, we examine how students use their own ideas and ideas from a partner group to revise and improve a physical solar oven they have built using guidance from an online curriculum. We find that students fall into two groups: distinguishing ideas and adding new ideas. Within distinguishing ideas, students can further separated by whether or not they kept only their own ideas or also added the ideas from their partner group. We look at case studies to determine how these groups changed their ideas before, during, and after the critique activity.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Applebaum, Lauren R., Vitale, Jonathan M., Gerard, Elizabeth, Linn, Marcia C.
Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects Journal Article
In: Journal of Educational Technology & Society, vol. 20, no. 4, pp. 179–190, 2017, ISSN: 1176-3647.
Abstract | Links | BibTeX | Tags: GRIDS, PLANS
@article{applebaum_comparing_2017,
title = {Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects},
author = {Lauren R. Applebaum and Jonathan M. Vitale and Elizabeth Gerard and Marcia C. Linn},
url = {https://www.jstor.org/stable/26229216},
issn = {1176-3647},
year = {2017},
date = {2017-01-01},
urldate = {2019-05-10},
journal = {Journal of Educational Technology \& Society},
volume = {20},
number = {4},
pages = {179--190},
abstract = {Physical design projects are a way to motivate and engage students in authentic science and engineering practices. Web-based tools can support design projects to ensure that students address and reflect upon critical science concepts during the course of the project. In addition, by specifying challenging design goals that require students to consider potential trade-offs between features, web-based tools may promote more deliberative scientific inquiry than open-ended or feature maximization goals. To study the role of web-supported projects, we developed an online curriculum that guides students through the planning, building, and analysis of self-propelled vehicles. To address content related to energy transformation we incorporated virtual models that display dynamic graphs of energy levels as a virtual scooter travels along a path. We compared two design goals for the project with different constraints. In the target version students are prompted to build virtual and physical scooters to reach a specific position. In the distance version students are prompted to maximize the distance the scooter travels. Our results indicate that students learned energy concepts from both versions; however, students with the target version did refer to the virtual model in their posttest responses to a greater degree than those with the distance version.},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Linn, M. C.
Educational reforms in the United States: what have we learned? Book Section
In: N. Strauss (Ed.): Insights from Past Initiatives to Promote Science Education in Israel – Learning from Selected Issues, Project Report, pp. 15–17, The Initiative for Applied Education Research, Israel Academyof Sciences and Humanities, Jerusalem, 2017.
BibTeX | Tags:
@incollection{linn_educational_2017,
title = {Educational reforms in the United States: what have we learned?},
author = {M. C. Linn},
editor = {N. Strauss},
year = {2017},
date = {2017-01-01},
booktitle = {Insights from Past Initiatives to Promote Science Education in Israel \textendash Learning from Selected Issues, Project Report},
pages = {15--17},
publisher = {The Initiative for Applied Education Research, Israel Academyof Sciences and Humanities},
address = {Jerusalem},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Applebaum, Lauren R., Fricke, Kyle W., Vitale, Jonathan M., Linn, Marcia C.
Learning About Climate Change Through Cooperation Proceedings Article
In: B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Ed.): Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, pp. 664–667, International Society of the Learning Sciences, Philadelphia, PA, 2017.
Abstract | Links | BibTeX | Tags: CLASS
@inproceedings{applebaum_learning_2017,
title = {Learning About Climate Change Through Cooperation},
author = {Lauren R. Applebaum and Kyle W. Fricke and Jonathan M. Vitale and Marcia C. Linn},
editor = {B. K. Smith and M. Borge and E. Mercier and K. Y. Lim},
url = {https://repository.isls.org/handle/1/198},
year = {2017},
date = {2017-01-01},
urldate = {2019-09-23},
booktitle = {Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017},
volume = {2},
pages = {664--667},
publisher = {International Society of the Learning Sciences},
address = {Philadelphia, PA},
abstract = {Students maintain a range of alternative ideas around the causes of climate change (Rye et al., 1997). To help students diversify their repertoire of ideas, we engaged students in a cooperative activity in which individual students chose to investigate one of three possible topics (meat-eating, albedo, or ozone), and then reported back to their peers. Students investigated Netlogo (Wilensky, 1999) models that included features relevant to their chosen topic. After exploring one of the computer models, students met in jigsaw groups (Aronson \& Patnoe, 2011). Results on assessment items matched to each investigation show that scores improved across all topics for all students. However, students in the meat-eating investigation show more improvement for the meat-eating item, while students who investigated albedo and ozone performed equally well on all items. These findings suggest that the jigsaw activity helped all students learn about the causes of climate change from their peers.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Matuk, Camillia, Zhang, J., Linn, Marcia C.
How middle school students construct and critique graphs to explain cancer treatment Proceedings Article
In: B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Ed.): Proceedings of the 12th international conference on computer supported collaborative learning, pp. 375–382, International Society for the Learning Sciences, Philadelphia, PA, 2017.
@inproceedings{ccd8a839af2c4a0c9814cecae1a44106b,
title = {How middle school students construct and critique graphs to explain cancer treatment},
author = {Camillia Matuk and J. Zhang and Marcia C. Linn},
editor = {B. K. Smith and M. Borge and E. Mercier and K. Y. Lim},
url = {https://repository.isls.org/handle/1/254},
doi = {10.22318/cscl2017.51},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 12th international conference on computer supported collaborative learning},
volume = {1},
pages = {375--382},
publisher = {International Society for the Learning Sciences},
address = {Philadelphia, PA},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
McBride, Elizabeth, Vitale, Jonathan M., Linn, Marcia C.
Student Use of Scaffolded Inquiry Simulations in Middle School Science Proceedings Article
In: EDM, 2017.
Abstract | BibTeX | Tags: GRIDS
@inproceedings{mcbride_student_2017,
title = {Student Use of Scaffolded Inquiry Simulations in Middle School Science},
author = {Elizabeth McBride and Jonathan M. Vitale and Marcia C. Linn},
year = {2017},
date = {2017-01-01},
booktitle = {EDM},
abstract = {Interactive simulations can help students make sense of complex phenomena in which multiple variables are at play. To succeed, these simulations benefit from scaffolds that guide students to keep track of their investigations and reach meaningful insights. In this research, we designed an interactive simulation of a solar oven design and explored how students utilized the simulation during learning and how scaffolds functioned to alter the learning experience. We used a table for recording trials and guiding questions to scaffold students’ interactions with the simulation. We employed data mining techniques to analyze student interactions for use of the control of variables strategy and other approaches. We found that the control of variables strategy may not be as beneficial for learning as an exploratory strategy.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
Chiu, J, Gonczi, Amanda, Fu, X, Burghardt, M. D.
Supporting informed engineering design across formal and informal contexts with WIS engineering Journal Article
In: vol. 33, pp. 371–381, 2017.
Abstract | BibTeX | Tags: GRIDS, PLANS
@article{chiu_supporting_2017,
title = {Supporting informed engineering design across formal and informal contexts with WIS engineering},
author = {J Chiu and Amanda Gonczi and X Fu and M. D. Burghardt},
year = {2017},
date = {2017-01-01},
volume = {33},
pages = {371--381},
abstract = {This paper describes the design of WISEngineering, a computer-based engineering design environment focused on helping learners in formal and informal settings engage in informed engineering design activities. This paper compares and contrasts results of implementing WISEngineering projects in both formal and informal learning settings. In particular, this paper reports on insights gleaned from implementing WISEngineering middle school science and math classrooms as well as in after-school settings with Boys and Girls Clubs. We discuss design principles guiding the development of WISEngineering for school settings and how these principles were adapted and refined for youth and facilitators in informal learning contexts. We provide implications for the design of technology-enhanced engineering learning environments across school and out-of-school time settings.},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
2016
Donnelly, Dermot F., Namdar, Bahadir, Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.
Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts: ENHANCING EXPLANATIONS OF EVOLUTION Journal Article
In: Journal of Research in Science Teaching, vol. 53, no. 9, pp. 1341–1363, 2016, ISSN: 00224308.
Links | BibTeX | Tags: GRIDS, PLANS
@article{donnelly_enhancing_2016,
title = {Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts: ENHANCING EXPLANATIONS OF EVOLUTION},
author = {Dermot F. Donnelly and Bahadir Namdar and Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21331},
doi = {10.1002/tea.21331},
issn = {00224308},
year = {2016},
date = {2016-11-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {9},
pages = {1341--1363},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Ryoo, Kihyun, Linn, Marcia C.
Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning Journal Article
In: Journal of Research in Science Teaching, vol. 53, no. 7, pp. 1003–1035, 2016, ISSN: 00224308.
@article{ryoo_designing_2016,
title = {Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21321},
doi = {10.1002/tea.21321},
issn = {00224308},
year = {2016},
date = {2016-09-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {7},
pages = {1003--1035},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Ryoo, Kihyun, Linn, Marcia C.
Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning Journal Article
In: Journal of Research in Science Teaching, vol. 53, no. 7, pp. 1003–1035, 2016, ISSN: 00224308.
@article{ryoo_designing_2016-1,
title = {Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21321},
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Ryoo, Kihyun, Linn, Marcia C.
Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning Journal Article
In: Journal of Research in Science Teaching, vol. 53, no. 7, pp. 1003–1035, 2016, ISSN: 00224308.
@article{ryoo_designing_2016-2,
title = {Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning},
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url = {http://doi.wiley.com/10.1002/tea.21321},
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Petra, Siti Fatimah, Jaidin, Jainatul Halida, Perera, JSH Quintus, Linn, Marcia
Supporting students to become autonomous learners: the role of web-based learning Journal Article
In: International Journal of Information and Learning Technology, vol. 33, no. 4, pp. 263–275, 2016, ISSN: 2056-4880.
@article{petra_supporting_2016,
title = {Supporting students to become autonomous learners: the role of web-based learning},
author = {Siti Fatimah Petra and Jainatul Halida Jaidin and JSH Quintus Perera and Marcia Linn},
url = {http://www.emeraldinsight.com/doi/10.1108/IJILT-05-2016-0017},
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Lai, Kevin, Cabrera, Julio, Vitale, Jonathan M., Madhok, Jacquie, Tinker, Robert, Linn, Marcia C.
Measuring Graph Comprehension, Critique, and Construction in Science Journal Article
In: Journal of Science Education and Technology, vol. 25, no. 4, pp. 665–681, 2016, ISSN: 1059-0145, 1573-1839.
@article{lai_measuring_2016,
title = {Measuring Graph Comprehension, Critique, and Construction in Science},
author = {Kevin Lai and Julio Cabrera and Jonathan M. Vitale and Jacquie Madhok and Robert Tinker and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-016-9621-9},
doi = {10.1007/s10956-016-9621-9},
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year = {2016},
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urldate = {2017-11-16},
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Petra, Siti Fatimah, Jaidin, Jainatul Halida, Perera, JSH Quintus, Linn, Marcia
Supporting students to become autonomous learners: the role of web-based learning Journal Article
In: International Journal of Information and Learning Technology, vol. 33, no. 4, pp. 263–275, 2016, ISSN: 2056-4880.
@article{petra_supporting_2016-1,
title = {Supporting students to become autonomous learners: the role of web-based learning},
author = {Siti Fatimah Petra and Jainatul Halida Jaidin and JSH Quintus Perera and Marcia Linn},
url = {http://www.emeraldinsight.com/doi/10.1108/IJILT-05-2016-0017},
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Lai, Kevin, Cabrera, Julio, Vitale, Jonathan M., Madhok, Jacquie, Tinker, Robert, Linn, Marcia C.
Measuring Graph Comprehension, Critique, and Construction in Science Journal Article
In: Journal of Science Education and Technology, vol. 25, no. 4, pp. 665–681, 2016, ISSN: 1059-0145, 1573-1839.
@article{lai_measuring_2016-1,
title = {Measuring Graph Comprehension, Critique, and Construction in Science},
author = {Kevin Lai and Julio Cabrera and Jonathan M. Vitale and Jacquie Madhok and Robert Tinker and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-016-9621-9},
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Lai, Kevin, Cabrera, Julio, Vitale, Jonathan M., Madhok, Jacquie, Tinker, Robert, Linn, Marcia C.
Measuring Graph Comprehension, Critique, and Construction in Science Journal Article
In: Journal of Science Education and Technology, vol. 25, no. 4, pp. 665–681, 2016, ISSN: 1059-0145, 1573-1839.
@article{lai_measuring_2016-2,
title = {Measuring Graph Comprehension, Critique, and Construction in Science},
author = {Kevin Lai and Julio Cabrera and Jonathan M. Vitale and Jacquie Madhok and Robert Tinker and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-016-9621-9},
doi = {10.1007/s10956-016-9621-9},
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Petra, Siti Fatimah, Jaidin, Jainatul Halida, Perera, JSH Quintus, Linn, Marcia
Supporting students to become autonomous learners: the role of web-based learning Journal Article
In: International Journal of Information and Learning Technology, vol. 33, no. 4, pp. 263–275, 2016, ISSN: 2056-4880.
@article{petra_supporting_2016-2,
title = {Supporting students to become autonomous learners: the role of web-based learning},
author = {Siti Fatimah Petra and Jainatul Halida Jaidin and JSH Quintus Perera and Marcia Linn},
url = {http://www.emeraldinsight.com/doi/10.1108/IJILT-05-2016-0017},
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issn = {2056-4880},
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McBride, Elizabeth A., Vitale, Jonathan M., Applebaum, Lauren, Linn, Marcia C.
Use of Interactive Computer Models to Promote Integration of Science Concepts Through the Engineering Design Process Proceedings Article
In: C. K. Looi, J. L. Polman, U. Cress, P. Reimann (Ed.): Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, pp. 799–802, International Society of the Learning Sciences, Singapore, 2016.
Abstract | Links | BibTeX | Tags: PLANS
@inproceedings{mcbride_use_2016,
title = {Use of Interactive Computer Models to Promote Integration of Science Concepts Through the Engineering Design Process},
author = {Elizabeth A. McBride and Jonathan M. Vitale and Lauren Applebaum and Marcia C. Linn},
editor = {C. K. Looi and J. L. Polman and U. Cress and P. Reimann},
url = {https://repository.isls.org//handle/1/313},
year = {2016},
date = {2016-07-01},
urldate = {2019-09-23},
booktitle = {Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016},
volume = {2},
pages = {799--802},
publisher = {International Society of the Learning Sciences},
address = {Singapore},
abstract = {During a Solar Ovens project in which middle school students design, build, and test solar ovens, students should also engage with science content to strengthen their designs. We integrate these two areas by using an interactive computer model to show how design decisions impact energy transformation inside a solar oven. This study investigates how students use a computer model to connect design decisions and science concepts at different points during a design project. Students engaged in either planning or reflecting by using the model before building or after, respectively. Students in the planning condition used the model in an exploratory manner, while students in the reflecting condition used the model to confirm the results of their physical solar ovens. Results suggest that using the model is helpful during both phases, but using the model during the planning phase helped students to better integrate their ideas about energy.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Tissenbaum, Mike, Matuk, Camillia, Berland, Matthew, Lyons, Leila, Cocco, Felipe, Linn, Marcia, Plass, Jan L., Hajny, Nik, Olsen, Al, Schwendimann, Beat, Boroujeni, Mina Shirvani, Slotta, James D., Vitale, Jonathan, Gerard, Libby, Dillenbourg, Pierre
Real-Time Visualization of Student Activities to Support Classroom Orchestration Proceedings Article
In: C. K. Looi, J. L. Polman, U. Cress, P. Reimann (Ed.): Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, pp. 1120–1127, International Society of the Learning Sciences, Singapore, 2016, (Publisher: Singapore: International Society of the Learning Sciences).
Abstract | Links | BibTeX | Tags: CLASS
@inproceedings{tissenbaum_real-time_2016,
title = {Real-Time Visualization of Student Activities to Support Classroom Orchestration},
author = {Mike Tissenbaum and Camillia Matuk and Matthew Berland and Leila Lyons and Felipe Cocco and Marcia Linn and Jan L. Plass and Nik Hajny and Al Olsen and Beat Schwendimann and Mina Shirvani Boroujeni and James D. Slotta and Jonathan Vitale and Libby Gerard and Pierre Dillenbourg},
editor = {C. K. Looi and J. L. Polman and U. Cress and P. Reimann},
url = {https://repository.isls.org//handle/1/382},
year = {2016},
date = {2016-07-01},
urldate = {2021-12-09},
booktitle = {Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016},
volume = {2},
pages = {1120--1127},
publisher = {International Society of the Learning Sciences},
address = {Singapore},
abstract = {Data logged within technology-based learning environments have the potential to support instructors’ orchestration of learner activities. Whereas many learning environments now feature student and teacher dashboards, which promote reflection on activities after the fact, the affordances of displaying these data in real time is only beginning to be explored. To be useful, however, these data must be made accessible and actionable. This interactive demonstration will showcase designs for technologies that visualize student activities in real-time during technology-enhanced activities, with the aim of supporting instructors’ orchestration. Together, they projects from various contexts with similar goals, it highlights common challenges, issues, and strategies with regard to the design and implementation of these tools.},
note = {Publisher: Singapore: International Society of the Learning Sciences},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Matuk, Camillia, Cocco, Felipe, Linn, Marcia
A teacher-centered approach to designing a real-time display of classroom activity Proceedings Article
In: pp. 1120, 2016.
@inproceedings{matuk_teacher-centered_2016,
title = {A teacher-centered approach to designing a real-time display of classroom activity},
author = {Camillia Matuk and Felipe Cocco and Marcia Linn},
doi = {10.13140/RG.2.1.1589.9122},
year = {2016},
date = {2016-06-01},
volume = {2},
pages = {1120},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Matuk, Camillia, McElhaney, Kevin W., Chen, Jennifer King, Lim-Breitbart, Jonathan, Kirkpatrick, Douglas, Linn, Marcia C.
Iteratively Refining a Science Explanation Tool Through Classroom Implementation and Stakeholder Partnerships Journal Article
In: International Journal of Designs for Learning, vol. 7, no. 2, 2016, ISSN: 2159-449X.
Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS
@article{matuk_iteratively_2016,
title = {Iteratively Refining a Science Explanation Tool Through Classroom Implementation and Stakeholder Partnerships},
author = {Camillia Matuk and Kevin W. McElhaney and Jennifer King Chen and Jonathan Lim-Breitbart and Douglas Kirkpatrick and Marcia C. Linn},
url = {https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/20203},
doi = {10.14434/ijdl.v7i2.20203},
issn = {2159-449X},
year = {2016},
date = {2016-06-01},
urldate = {2017-11-16},
journal = {International Journal of Designs for Learning},
volume = {7},
number = {2},
abstract = {Science inquiry challenges students to synthesize various ideas about complex phenomena into coherent explanations. It also challenges teachers, who must guide their diverse students’ developing understanding during student-paced investigations. We describe the Idea Manager, a suite of web-based, curriculum-integrated tools that (a) guides students’ knowledge integration as they generate, distinguish, and reconcile their ideas; and (b) provides means for teachers to monitor learning over the course of technology-enhanced science inquiry units. With the Idea Manager tool, students document short, text-based ideas, tag and sort them along various attributes, and exchange them with classmates. At culminating points of their investigations, students graphically organize their ideas to prepare written scientific explanations. Meanwhile, logs of idea entries, revisions, and meta-data inform teachers’ and researchers’ decisions about instruction and design.This paper offers an account of the design moves made in refining the Idea Manager, and highlights the importance of teacher-researcher partnerships and classroom implementations. Through designers’ artifacts, classroom research findings, and teachers’ and researchers’ reflections, we illustrate the tool’s origins; our strategies for testing new features and eliciting stakeholders’ feedback, and how middle and high school classroom implementations inform the tool’s continued iterations. Based on learning theory and on our own 40+ collective years of classroom teaching experience, we explain our design decisions and describe how new features and patterns for the tool’s use emerged from a community of researchers. Finally, we reflect on the process of iteration that advances both theory and design, and on the value of pedagogically-driven technology design.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Vitale, Jonathan M., McBride, Elizabeth, Linn, Marcia C.
Distinguishing complex ideas about climate change: knowledge integration vs. specific guidance Journal Article
In: International Journal of Science Education, vol. 38, no. 9, pp. 1548–1569, 2016, ISSN: 0950-0693, 1464-5289.
Links | BibTeX | Tags: CLASS, GRIDS, PLANS
@article{vitale_distinguishing_2016,
title = {Distinguishing complex ideas about climate change: knowledge integration vs. specific guidance},
author = {Jonathan M. Vitale and Elizabeth McBride and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/full/10.1080/09500693.2016.1198969},
doi = {10.1080/09500693.2016.1198969},
issn = {0950-0693, 1464-5289},
year = {2016},
date = {2016-06-01},
urldate = {2017-11-16},
journal = {International Journal of Science Education},
volume = {38},
number = {9},
pages = {1548--1569},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
McBride, Elizabeth, Vitale, Jonathan M., Gogel, Hannah, Martinez, Mario M., Pardos, Zachary, Linn, Marcia C.
Predicting Student Learning using Log Data from Interactive Simulations on Climate Change Proceedings Article
In: Proceedings of the Third (2016) ACM Conference on Learning @ Scale, pp. 185–188, Association for Computing Machinery, New York, NY, USA, 2016, ISBN: 978-1-4503-3726-7.
Abstract | Links | BibTeX | Tags: CLASS, PLANS
@inproceedings{mcbride_predicting_2016,
title = {Predicting Student Learning using Log Data from Interactive Simulations on Climate Change},
author = {Elizabeth McBride and Jonathan M. Vitale and Hannah Gogel and Mario M. Martinez and Zachary Pardos and Marcia C. Linn},
url = {https://doi.org/10.1145/2876034.2893410},
doi = {10.1145/2876034.2893410},
isbn = {978-1-4503-3726-7},
year = {2016},
date = {2016-04-01},
urldate = {2021-12-09},
booktitle = {Proceedings of the Third (2016) ACM Conference on Learning @ Scale},
pages = {185--188},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
series = {L@S '16},
abstract = {Interactive simulations are commonly used tools in technology enhanced education. Simulations can be a powerful tool for allowing students to engage in inquiry, especially in science disciplines. They can help students develop an understanding of complex science phenomena in which multiple variables are at play. Developing models for complex domains, like climate science, is important for learning. Equally important, though, is understanding how students use these simulations. Finding use patterns that lead to learning will allow us to develop better guidance for students who struggle to extract the useful information from the simulation. In this study, we generate features from action log data collected while students interacted with simulations on climate change. We seek to understand what types of features are important for student learning by using regression models to map features onto learning outcomes.},
keywords = {CLASS, PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Linn, Marcia C., Gerard, Libby, Matuk, Camillia, McElhaney, Kevin W.
Science Education: From Separation to Integration Journal Article
In: Review of Research in Education, vol. 40, no. 1, pp. 529–587, 2016, ISSN: 0091-732X.
Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS
@article{linn_science_2016,
title = {Science Education: From Separation to Integration},
author = {Marcia C. Linn and Libby Gerard and Camillia Matuk and Kevin W. McElhaney},
url = {http://journals.sagepub.com/doi/abs/10.3102/0091732X16680788},
doi = {10.3102/0091732X16680788},
issn = {0091-732X},
year = {2016},
date = {2016-03-01},
urldate = {2017-11-16},
journal = {Review of Research in Education},
volume = {40},
number = {1},
pages = {529--587},
abstract = {Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Rios, Joseph A., Heilman, Michael, Gerard, Libby, Linn, Marcia C.
Validation of automated scoring of science assessments: AUTOMATED SCORING OF SCIENCE ASSESSMENT Journal Article
In: Journal of Research in Science Teaching, vol. 53, no. 2, pp. 215–233, 2016, ISSN: 00224308.
@article{liu_validation_2016-1,
title = {Validation of automated scoring of science assessments: AUTOMATED SCORING OF SCIENCE ASSESSMENT},
author = {Ou Lydia Liu and Joseph A. Rios and Michael Heilman and Libby Gerard and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21299},
doi = {10.1002/tea.21299},
issn = {00224308},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {2},
pages = {215--233},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Linn, Marcia C.
Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry Journal Article
In: Journal of Science Teacher Education, vol. 27, no. 1, pp. 111–129, 2016, ISSN: 1046-560X, 1573-1847.
@article{gerard_using_2016,
title = {Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry},
author = {Libby F. Gerard and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10972-016-9455-6},
doi = {10.1007/s10972-016-9455-6},
issn = {1046-560X, 1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {111--129},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby, Matuk, Camillia, Linn, Marcia C.
Technology as Inquiry Teaching Partner Journal Article
In: Journal of Science Teacher Education, vol. 27, no. 1, pp. 1–9, 2016, ISSN: 1046-560X, 1573-1847.
Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS
@article{gerard_technology_2016,
title = {Technology as Inquiry Teaching Partner},
author = {Libby Gerard and Camillia Matuk and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10972-016-9457-4},
doi = {10.1007/s10972-016-9457-4},
issn = {1046-560X, 1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {1--9},
abstract = {No Abstract available for this article.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Linn, Marcia C.
Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry Journal Article
In: Journal of Science Teacher Education, vol. 27, no. 1, pp. 111–129, 2016, ISSN: 1046-560X, 1573-1847.
@article{gerard_using_2016-1,
title = {Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry},
author = {Libby F. Gerard and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10972-016-9455-6},
doi = {10.1007/s10972-016-9455-6},
issn = {1046-560X, 1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {111--129},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Linn, Marcia C.
Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry Journal Article
In: Journal of Science Teacher Education, vol. 27, no. 1, pp. 111–129, 2016, ISSN: 1046-560X, 1573-1847.
Abstract | Links | BibTeX | Tags: CLASS
@article{gerard_using_2016-2,
title = {Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry},
author = {Libby F. Gerard and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10972-016-9455-6},
doi = {10.1007/s10972-016-9455-6},
issn = {1046-560X, 1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-17},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {111--129},
abstract = {Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher\textendashstudent conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Rios, Joseph A., Heilman, Michael, Gerard, Libby, Linn, Marcia C.
Validation of automated scoring of science assessments Journal Article
In: Journal of Research in Science Teaching, vol. 53, no. 2, pp. 215–233, 2016, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: CLASS
@article{liu_validation_2016-2,
title = {Validation of automated scoring of science assessments},
author = {Ou Lydia Liu and Joseph A. Rios and Michael Heilman and Libby Gerard and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.21299/abstract},
doi = {10.1002/tea.21299},
issn = {1098-2736},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-17},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {2},
pages = {215--233},
abstract = {Constructed response items can both measure the coherence of student ideas and serve as reflective experiences to strengthen instruction. We report on new automated scoring technologies that can reduce the cost and complexity of scoring constructed-response items. This study explored the accuracy of c-rater-ML, an automated scoring engine developed by Educational Testing Service, for scoring eight science inquiry items that require students to use evidence to explain complex phenomena. Automated scoring showed satisfactory agreement with human scoring for all test takers as well as specific subgroups. These findings suggest that c-rater-ML offers a promising solution to scoring constructed-response science items and has the potential to increase the use of these items in both instruction and assessment. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 215\textendash233, 2016.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Matuk, Camillia, Gerard, Libby, Lim-Breitbart, Jonathan, Linn, Marcia
Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design Journal Article
In: Journal of Science Teacher Education, vol. 27, no. 1, pp. 79–110, 2016, ISSN: 1573-1847.
Abstract | Links | BibTeX | Tags: CLASS, GRIDS, PLANS
@article{matuk_gathering_2016,
title = {Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design},
author = {Camillia Matuk and Libby Gerard and Jonathan Lim-Breitbart and Marcia Linn},
url = {https://doi.org/10.1007/s10972-016-9459-2},
doi = {10.1007/s10972-016-9459-2},
issn = {1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2019-09-23},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {79--110},
abstract = {Technology can enhance teachers’ practice in multiple ways. It can help them better understand patterns in their students’ thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers’ goals and expectations. Participatory methods, which involve teachers closely in the design process, are widely recommended for establishing accurate design requirements that address users’ needs. By collaborating with researchers, teachers can contribute their professional expertise to shape the tools of their practice, and ultimately ensure their sustained use. However, there is little guidance available for maintaining effective teacher\textendashresearcher design partnerships. We describe four strategies for engaging teachers in designing tools intended to support and enhance their practice within a web-based science learning environment: discussing physical artifacts, reacting to scenarios, customizing prototypes, and writing user stories. Using design artifacts and documents of teachers’ reflections, we illustrate how we applied these techniques over 5 years of annual professional development workshops, and examine their affordances for eliciting teachers’ ideas. We reflect on how these approaches have helped inform technology refinements and innovations. We moreover discuss the further benefits these strategies have had in encouraging teachers to reflect on their own practice and on the roles of technology in supporting it; and in allowing researchers to gain a deeper understanding of the relationship between technology, teaching, and design.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Rios, Joseph A., Heilman, Michael, Gerard, Libby, Linn, Marcia C.
Validation of automated scoring of science assessments Journal Article
In: Journal of Research in Science Teaching, vol. 53, no. 2, pp. 215–233, 2016, ISSN: 00224308.
@article{liu_validation_2016,
title = {Validation of automated scoring of science assessments},
author = {Ou Lydia Liu and Joseph A. Rios and Michael Heilman and Libby Gerard and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21299},
doi = {10.1002/tea.21299},
issn = {00224308},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {2},
pages = {215--233},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Ryoo, Kihyun, McElhaney, Kevin W., Liu, Ou Lydia, Rafferty, Anna N., Linn, Marcia C.
Automated guidance for student inquiry. Journal Article
In: Journal of Educational Psychology, vol. 108, no. 1, pp. 60–81, 2016, ISSN: 1939-2176, 0022-0663.
@article{gerard_automated_2016,
title = {Automated guidance for student inquiry.},
author = {Libby F. Gerard and Kihyun Ryoo and Kevin W. McElhaney and Ou Lydia Liu and Anna N. Rafferty and Marcia C. Linn},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000052},
doi = {10.1037/edu0000052},
issn = {1939-2176, 0022-0663},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {108},
number = {1},
pages = {60--81},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Ryoo, Kihyun, McElhaney, Kevin W., Liu, Ou Lydia, Rafferty, Anna N., Linn, Marcia C.
Automated guidance for student inquiry. Journal Article
In: Journal of Educational Psychology, vol. 108, no. 1, pp. 60–81, 2016, ISSN: 1939-2176, 0022-0663.
@article{gerard_automated_2016-1,
title = {Automated guidance for student inquiry.},
author = {Libby F. Gerard and Kihyun Ryoo and Kevin W. McElhaney and Ou Lydia Liu and Anna N. Rafferty and Marcia C. Linn},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000052},
doi = {10.1037/edu0000052},
issn = {1939-2176, 0022-0663},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {108},
number = {1},
pages = {60--81},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Gonczi, Amanda, Chiu, Jennifer
WISEngineering Hydroponics: A Technology-Enhanced, Life Science Engineering Design Unit Journal Article
In: Science Scope, vol. 39, 2016.
Links | BibTeX | Tags: CLASS, GRIDS
@article{gonczi_wisengineering_2016,
title = {WISEngineering Hydroponics: A Technology-Enhanced, Life Science Engineering Design Unit},
author = {Amanda Gonczi and Jennifer Chiu},
doi = {10.2505/4/ss16_039_09_19},
year = {2016},
date = {2016-01-01},
journal = {Science Scope},
volume = {39},
keywords = {CLASS, GRIDS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Ryoo, Kihyun, McElhaney, Kevin W., Liu, Ou Lydia, Rafferty, Anna N., Linn, Marcia C.
Automated guidance for student inquiry. Journal Article
In: Journal of Educational Psychology, vol. 108, no. 1, pp. 60–81, 2016, ISSN: 1939-2176, 0022-0663.
@article{gerard_automated_2016-2,
title = {Automated guidance for student inquiry.},
author = {Libby F. Gerard and Kihyun Ryoo and Kevin W. McElhaney and Ou Lydia Liu and Anna N. Rafferty and Marcia C. Linn},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000052},
doi = {10.1037/edu0000052},
issn = {1939-2176, 0022-0663},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {108},
number = {1},
pages = {60--81},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby, Linn, Marcia C., Madhok, Jacquie
Examining the Impacts of Annotation and Automated Guidance on Essay Revision and Science Learning Proceedings Article
In: C. K. Looi, J. L. Polman, U. Cress, P. Reimann (Ed.): Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, pp. 394–401, International Society of the Learning Sciences, Singapore, 2016.
Abstract | Links | BibTeX | Tags: CLASS, PLANS
@inproceedings{gerard_examining_2016,
title = {Examining the Impacts of Annotation and Automated Guidance on Essay Revision and Science Learning},
author = {Libby Gerard and Marcia C. Linn and Jacquie Madhok},
editor = {C. K. Looi and J. L. Polman and U. Cress and P. Reimann},
url = {https://repository.isls.org//handle/1/141},
year = {2016},
date = {2016-01-01},
urldate = {2019-09-23},
booktitle = {Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016},
volume = {1},
pages = {394--401},
publisher = {International Society of the Learning Sciences},
address = {Singapore},
abstract = {Automated guidance can facilitate student revision of explanations and arguments in online inquiry science units. We explore ways to design guidance for short essays that promotes meaningful revision rather than superficial changes. Specifically we compare the affordances of annotation of a fictional essay to knowledge integration guidance on revision of science writing. 293 middle-school students were randomly assigned to condition. Students who annotated an essay made significantly greater pre to post test gains and were also better able to use automated guidance on a posttest item than students who only received knowledge integration guidance. These findings suggest ways to support students to revise science writ-ing and build integrated understanding of science.},
keywords = {CLASS, PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Schwendimann, Beat A., Linn, Marcia C.
In: Journal of Research in Science Teaching, vol. 53, no. 1, pp. 70–94, 2016, ISSN: 00224308.
@article{schwendimann_comparing_2016-2,
title = {Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education: COMPARING TWO FORMS OF CONCEPT MAP CRITIQUE ACTIVITIES},
author = {Beat A. Schwendimann and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21244},
doi = {10.1002/tea.21244},
issn = {00224308},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {1},
pages = {70--94},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Vitale, Jonathan M, Madhok, Jacqueline, Linn, Marcia C
Designing a Data-Centered Approach to Inquiry Practices With Virtual Models of Density Proceedings Article
In: C. K. Looi, J. L. Polman, U. Cress, P. Reimann (Ed.): Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, pp. 591–598, International Society of the Learning Sciences, Singapore, 2016.
Abstract | Links | BibTeX | Tags: CLASS
@inproceedings{vitale_designing_2016,
title = {Designing a Data-Centered Approach to Inquiry Practices With Virtual Models of Density},
author = {Jonathan M Vitale and Jacqueline Madhok and Marcia C Linn},
editor = {C. K. Looi and J. L. Polman and U. Cress and P. Reimann},
url = {https://repository.isls.org/handle/1/167},
year = {2016},
date = {2016-01-01},
booktitle = {Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016},
volume = {1},
pages = {591--598},
publisher = {International Society of the Learning Sciences},
address = {Singapore},
abstract = {New standards advocate for instruction that combines disciplinary knowledge and science and engineering practices. In this study we explore the design of an 8th grade science curriculum featuring interactive virtual models and guided graph construction exercises to support learning about density and inquiry practices. We apply observations about students’ difficulties in the 1st iteration to the redesign of the curriculum. In particular, we observed that students’ often misinterpreted the virtual models or used them inappropriately to confirm prior ideas. Similarly, even when guided to construct appropriate graphs, students were unable to conceptually link the abstract representation to concrete conceptual knowledge. On the other hand, by centering student thinking on the data in the 2nd iteration and using the models to illustrate abstract concepts conveyed in graphs, students were more likely to perform appropriate investigations and develop coherent, integrated explanations.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Schwendimann, Beat A., Linn, Marcia C.
Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education Journal Article
In: Journal of Research in Science Teaching, vol. 53, no. 1, pp. 70–94, 2016, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: GRIDS
@article{schwendimann_comparing_2016,
title = {Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education},
author = {Beat A. Schwendimann and Marcia C. Linn},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21244},
doi = {10.1002/tea.21244},
issn = {1098-2736},
year = {2016},
date = {2016-01-01},
urldate = {2019-05-10},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {1},
pages = {70--94},
abstract = {Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n = 81) using an online inquiry-based learning unit on evolution were assigned to one of two conditions. Student dyads in one condition compared their concept maps against an expert map while dyads in the other condition conducted a peer-review. Analysis of the concept maps suggests that students in both conditions improved their understanding of evolution from pretest to posttest. However, the two conditions lead to different criteria: Students in the expert-map condition focused mostly on concept-focused criteria like concept classification while students in the peer-review condition used more link-focused criteria like link labels and missing connections. This paper suggests that both forms of KIM critique activities can be beneficial for constructing more coherent connections across different topics in evolution education. These results support the value of collaborative KIM critique activities and help clarify the forms of collaborative activities that are most likely to be effective to facilitate knowledge integration processes. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 70\textendash94, 2016.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Schwendimann, Beat A., Linn, Marcia C.
In: Journal of Research in Science Teaching, vol. 53, no. 1, pp. 70–94, 2016, ISSN: 00224308.
@article{schwendimann_comparing_2016-1,
title = {Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education: COMPARING TWO FORMS OF CONCEPT MAP CRITIQUE ACTIVITIES},
author = {Beat A. Schwendimann and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21244},
doi = {10.1002/tea.21244},
issn = {00224308},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {1},
pages = {70--94},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
2015
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.
Revisiting for retention: An analytic for inquiry science learning. Journal Article
In: Journal of Learning Analytics, vol. 2, no. 2, pp. 75–101, 2015, ISSN: 19297750.
@article{svihla_revisiting_2015,
title = {Revisiting for retention: An analytic for inquiry science learning.},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {http://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4267},
doi = {10.18608/jla.2015.22.7},
issn = {19297750},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Learning Analytics},
volume = {2},
number = {2},
pages = {75--101},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.
Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS Journal Article
In: Journal of Research in Science Teaching, vol. 52, no. 10, pp. 1426–1450, 2015, ISSN: 00224308.
@article{vitale_taking_2015-2,
title = {Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS},
author = {Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21241},
doi = {10.1002/tea.21241},
issn = {00224308},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {52},
number = {10},
pages = {1426--1450},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.
Revisiting for retention: An analytic for inquiry science learning. Journal Article
In: Journal of Learning Analytics, vol. 2, no. 2, pp. 75–101, 2015, ISSN: 19297750.
@article{svihla_revisiting_2015-1,
title = {Revisiting for retention: An analytic for inquiry science learning.},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {http://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4267},
doi = {10.18608/jla.2015.22.7},
issn = {19297750},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Learning Analytics},
volume = {2},
number = {2},
pages = {75--101},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Donnelly, Dermot F., Vitale, Jonathan M., Linn, Marcia C.
Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting Journal Article
In: Journal of Science Education and Technology, vol. 24, no. 6, pp. 861–874, 2015, ISSN: 1059-0145, 1573-1839.
@article{donnelly_automated_2015-1,
title = {Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting},
author = {Dermot F. Donnelly and Jonathan M. Vitale and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-015-9569-1},
doi = {10.1007/s10956-015-9569-1},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {6},
pages = {861--874},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.
Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS Journal Article
In: Journal of Research in Science Teaching, vol. 52, no. 10, pp. 1426–1450, 2015, ISSN: 00224308.
@article{vitale_taking_2015,
title = {Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS},
author = {Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21241},
doi = {10.1002/tea.21241},
issn = {00224308},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {52},
number = {10},
pages = {1426--1450},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.
Distributed Revisiting: an Analytic for Retention of Coherent Science Learning Journal Article
In: Journal of Learning Analytics, vol. 2, no. 2, pp. 75–101, 2015, ISSN: 1929-7750.
Links | BibTeX | Tags: CLASS, GRIDS, PLANS
@article{svihla_distributed_2015,
title = {Distributed Revisiting: an Analytic for Retention of Coherent Science Learning},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {https://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4267},
doi = {10.18608/jla.2015.22.7},
issn = {1929-7750},
year = {2015},
date = {2015-12-01},
urldate = {2019-09-23},
journal = {Journal of Learning Analytics},
volume = {2},
number = {2},
pages = {75--101},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.
Revisiting for retention: An analytic for inquiry science learning. Journal Article
In: Journal of Learning Analytics, vol. 2, no. 2, pp. 75–101, 2015, ISSN: 19297750.
@article{svihla_revisiting_2015-2,
title = {Revisiting for retention: An analytic for inquiry science learning.},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {http://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4267},
doi = {10.18608/jla.2015.22.7},
issn = {19297750},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Learning Analytics},
volume = {2},
number = {2},
pages = {75--101},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Donnelly, Dermot F., Vitale, Jonathan M., Linn, Marcia C.
Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting Journal Article
In: Journal of Science Education and Technology, vol. 24, no. 6, pp. 861–874, 2015, ISSN: 1059-0145, 1573-1839.
@article{donnelly_automated_2015-2,
title = {Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting},
author = {Dermot F. Donnelly and Jonathan M. Vitale and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-015-9569-1},
doi = {10.1007/s10956-015-9569-1},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {6},
pages = {861--874},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.
Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS Journal Article
In: Journal of Research in Science Teaching, vol. 52, no. 10, pp. 1426–1450, 2015, ISSN: 00224308.
@article{vitale_taking_2015-1,
title = {Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS},
author = {Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21241},
doi = {10.1002/tea.21241},
issn = {00224308},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {52},
number = {10},
pages = {1426--1450},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Donnelly, Dermot F., Vitale, Jonathan M., Linn, Marcia C.
Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting Journal Article
In: Journal of Science Education and Technology, vol. 24, no. 6, pp. 861–874, 2015, ISSN: 1059-0145, 1573-1839.
@article{donnelly_automated_2015,
title = {Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting},
author = {Dermot F. Donnelly and Jonathan M. Vitale and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-015-9569-1},
doi = {10.1007/s10956-015-9569-1},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-18},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {6},
pages = {861--874},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Ryoo, Kihyun, Linn, Marcia C.
Designing and Validating Assessments of Complex Thinking in Science Journal Article
In: Theory Into Practice, vol. 54, no. 3, pp. 238–254, 2015, ISSN: 0040-5841, 1543-0421.
@article{ryoo_designing_2015-1,
title = {Designing and Validating Assessments of Complex Thinking in Science},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/full/10.1080/00405841.2015.1044374},
doi = {10.1080/00405841.2015.1044374},
issn = {0040-5841, 1543-0421},
year = {2015},
date = {2015-07-01},
urldate = {2017-11-16},
journal = {Theory Into Practice},
volume = {54},
number = {3},
pages = {238--254},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Matuk, Camillia, Linn, Marcia C.
Examining the Real and Perceived Impacts of a Public Idea Repository on Literacy and Science Inquiry Proceedings Article
In: pp. 150, 2015.
Links | BibTeX | Tags: CLASS, GRIDS
@inproceedings{matuk_examining_2015,
title = {Examining the Real and Perceived Impacts of a Public Idea Repository on Literacy and Science Inquiry},
author = {Camillia Matuk and Marcia C. Linn},
url = {https://repository.isls.org/handle/1/402},
year = {2015},
date = {2015-07-01},
urldate = {2017-11-16},
volume = {1},
pages = {150},
keywords = {CLASS, GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
Ryoo, Kihyun, Linn, Marcia C.
Designing and Validating Assessments of Complex Thinking in Science Journal Article
In: Theory Into Practice, vol. 54, no. 3, pp. 238–254, 2015, ISSN: 0040-5841, 1543-0421.
@article{ryoo_designing_2015-2,
title = {Designing and Validating Assessments of Complex Thinking in Science},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/full/10.1080/00405841.2015.1044374},
doi = {10.1080/00405841.2015.1044374},
issn = {0040-5841, 1543-0421},
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Ryoo, Kihyun, Linn, Marcia C.
Designing and Validating Assessments of Complex Thinking in Science Journal Article
In: Theory Into Practice, vol. 54, no. 3, pp. 238–254, 2015, ISSN: 0040-5841, 1543-0421.
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Gerard, Libby, Matuk, Camillia, McElhaney, Kevin, Linn, Marcia C.
Automated, adaptive guidance for K-12 education Journal Article
In: Educational Research Review, vol. 15, pp. 41–58, 2015, ISSN: 1747938X.
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Gerard, Libby, Matuk, Camillia, McElhaney, Kevin, Linn, Marcia C.
Automated, adaptive guidance for K-12 education Journal Article
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Automated, adaptive guidance for K-12 education Journal Article
In: Educational Research Review, vol. 15, pp. 41–58, 2015, ISSN: 1747938X.
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Liu, Ou Lydia, Ryoo, Kihyun, Linn, Marcia C., Sato, Elissa, Svihla, Vanessa
Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study Journal Article
In: International Journal of Science Education, vol. 37, no. 7, pp. 1044–1066, 2015, ISSN: 0950-0693, 1464-5289.
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Liu, Ou Lydia, Ryoo, Kihyun, Linn, Marcia C., Sato, Elissa, Svihla, Vanessa
Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study Journal Article
In: International Journal of Science Education, vol. 37, no. 7, pp. 1044–1066, 2015, ISSN: 0950-0693, 1464-5289.
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Liu, Ou Lydia, Ryoo, Kihyun, Linn, Marcia C., Sato, Elissa, Svihla, Vanessa
Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study Journal Article
In: International Journal of Science Education, vol. 37, no. 7, pp. 1044–1066, 2015, ISSN: 0950-0693, 1464-5289.
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Visintainer, Tammie, Linn, Marcia
Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change Journal Article
In: Journal of Science Education and Technology, vol. 24, no. 2-3, pp. 287–310, 2015, ISSN: 1059-0145, 1573-1839.
@article{visintainer_sixth-grade_2015-2,
title = {Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change},
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Visintainer, Tammie, Linn, Marcia
Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change Journal Article
In: Journal of Science Education and Technology, vol. 24, no. 2-3, pp. 287–310, 2015, ISSN: 1059-0145, 1573-1839.
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Visintainer, Tammie, Linn, Marcia
Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change Journal Article
In: Journal of Science Education and Technology, vol. 24, no. 2-3, pp. 287–310, 2015, ISSN: 1059-0145, 1573-1839.
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Matuk, Camillia F., Linn, Marcia C., Eylon, Bat-Sheva
Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units Journal Article
In: Instructional Science, vol. 43, no. 2, pp. 229–257, 2015, ISSN: 0020-4277, 1573-1952.
@article{matuk_technology_2015-1,
title = {Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units},
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Matuk, Camillia F., Linn, Marcia C., Eylon, Bat-Sheva
Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units Journal Article
In: Instructional Science, vol. 43, no. 2, pp. 229–257, 2015, ISSN: 0020-4277, 1573-1952.
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Matuk, Camillia F., Linn, Marcia C., Eylon, Bat-Sheva
Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units Journal Article
In: Instructional Science, vol. 43, no. 2, pp. 229–257, 2015, ISSN: 0020-4277, 1573-1952.
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Linn, M. C., Palmer, E., Baranger, A., Gerard, E., Stone, E.
Undergraduate research experiences: Impacts and opportunities Journal Article
In: Science, vol. 347, no. 6222, pp. 1261757–1261757, 2015, ISSN: 0036-8075, 1095-9203.
@article{linn_undergraduate_2015,
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Linn, Marcia C., Palmer, Erin, Baranger, Anne, Gerard, Elizabeth, Stone, Elisa
Undergraduate research experiences: Impacts and opportunities Journal Article
In: Science, vol. 347, no. 6222, pp. 1261757, 2015, ISSN: 0036-8075, 1095-9203.
Abstract | Links | BibTeX | Tags: GRIDS
@article{linn_undergraduate_2015-1,
title = {Undergraduate research experiences: Impacts and opportunities},
author = {Marcia C. Linn and Erin Palmer and Anne Baranger and Elizabeth Gerard and Elisa Stone},
url = {https://science.sciencemag.org/content/347/6222/1261757},
doi = {10.1126/science.1261757},
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abstract = {textlessptextgreaterFor any undergraduate contemplating a career in scientific research, participating in authentic research seems like a good opportunity. But what are authentic research experiences? How do they benefit undergraduates? What forms of mentoring are successful? What needs improvement? And how can these experiences meet the needs of interested students while at the same time be cost-effective in large research universities?textless/ptextgreatertextlessptextgreaterWe review the research tackling these questions and find few answers. While most undergraduates give high ratings to research experiences, specific benefits have not been documented. Of the 60 empirical studies published in the last 5 years, only 4 directly measured gains in research capabilities or conceptual understanding. Most studies draw conclusions from self-report surveys or interviews, notoriously poor methods for documenting impacts. These studies leave us with few insights into what works and little idea about how to make the experiences more effective.textless/ptextgreatertextlessh3textgreaterBACKGROUNDtextless/h3textgreater textlessptextgreaterMost colleges and universities offer Undergraduate Research Experiences (UREs) and/or Course-based Undergraduate Research Experiences (CUREs) (Fig. 1). Two large surveys, the 2004 Freshman Survey and the 2008 College Senior Survey, administered at over 200 institutions, generated data about the impact of undergraduate research experiences on persistence in science and intention to pursue graduate school. These studies document that students appreciate undergraduate research experiences. The surveys are unable, however, to distinguish between UREs and CUREs. In addition, the value that undergraduate research adds cannot be disentangled from precollege preparation, especially for students from groups that are underrepresented in science.textless/ptextgreatertextlessh3textgreaterADVANCEStextless/h3textgreater textlessptextgreaterDesigners of UREs expect students to benefit from participating in a scientific laboratory but have not determined optimal ways to orient and guide participants. Students often expect the URE to mimic their college laboratory experiences with procedural guidance and planned outcomes. During the first year of a URE, students often report spending most of their effort on setting up and conducting experiments and limited effort on understanding the investigation or interpreting the results. Students would benefit from an orientation that integrates their beliefs and expectations with the realities of the research experience. The few studies that measure changes in understanding of scientific practices or relevant science concepts report little or no gains after 1 year in a URE. Students who spend over a year in a URE often learn new methodological techniques, collect their own data, interpret findings, and formulate new research questions. The slow enculturation into lab activities may make sense, especially when students join labs investigating questions that do not arise in undergraduate education. The time and resources needed, however, limit the scalability of UREs. Students encounter new ideas during their research experiences but often need guidance to integrate these ideas with their expectations. We discuss ways that designers of UREs can speed up enculturation and strengthen guidance.textless/ptextgreatertextlessptextgreaterIndividual mentoring emerges as an effective way to guide students and improve learning from research experiences. Activities that could help students benefit from research experiences include discussion with mentors, participation in group meetings where current research is discussed, guided opportunities to explore relevant research literature, reflection on observations in weekly journals, and synthesis of their insights by creating research proposals, reports, or posters. We discuss ways to prepare mentors so that they can efficiently guide students.textless/ptextgreatertextlessh3textgreaterOUTLOOKtextless/h3textgreater textlessptextgreaterUndergraduate research experiences absorb a lot of time, money, and effort. The costs and benefits of research experiences for building human capital, benefitting undergraduates, improving workforce diversity, and strengthening educational outcomes need better understanding. Making the best use of extramural funds and the (often voluntary) contributions of faculty to improve undergraduate research experiences requires a strong research base.textless/ptextgreatertextlessptextgreaterMore rigorous research is needed, and the field could benefit by building on insights from the learning sciences. We use the knowledge integration framework to interpret the available findings and to identify gaps in the research base.textless/ptextgreatertextlessptextgreaterWe discuss ways to develop validated, generalizable assessments such as methods for measuring ability to locate and interpret primary literature. We suggest techniques for developing criteria for evaluating mentoring interactions. We identify ways to strengthen mentoring and to ensure that research experiences meet the needs of diverse students. textless/ptextgreater},
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Linn, M. C., Palmer, E., Baranger, A., Gerard, E., Stone, E.
Undergraduate research experiences: Impacts and opportunities Journal Article
In: Science, vol. 347, no. 6222, pp. 1261757–1261757, 2015, ISSN: 0036-8075, 1095-9203.
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McElhaney, Kevin W., Chang, Hsin-Yi, Chiu, Jennifer L., Linn, Marcia C.
Evidence for effective uses of dynamic visualisations in science curriculum materials Journal Article
In: Studies in Science Education, vol. 51, no. 1, pp. 49–85, 2015, ISSN: 0305-7267, 1940-8412.
@article{mcelhaney_evidence_2015-1,
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Clark, Douglas B., Nelson, Brian, Atkinson, Robert, Ramirez-Marin, Frank, Medina-Jerez, William
Integrating flexible language supports within online science learning environments Book Section
In: Tirupalavanam G. Ganesh, Anna W. Boriack, Jacqueline R. Stillsano, Trina J. Davis, Hersch C. Waxman (Ed.): Research on technology use in multicultural settings, pp. 75–106, Information Age Publishing, Inc, Charlotte, NC, 2015, ISBN: 978-1-62396-825-0 978-1-62396-826-7.
@incollection{ganesh_integrating_2015,
title = {Integrating flexible language supports within online science learning environments},
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Miller, David I., Eagly, Alice H., Linn, Marcia C.
Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal Article
In: Journal of Educational Psychology, vol. 107, no. 3, pp. 631–644, 2015, ISSN: 1939-2176, 0022-0663.
@article{miller_womens_2015-1,
title = {Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations.},
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McElhaney, Kevin W., Chang, Hsin-Yi, Chiu, Jennifer L., Linn, Marcia C.
Evidence for effective uses of dynamic visualisations in science curriculum materials Journal Article
In: Studies in Science Education, vol. 51, no. 1, pp. 49–85, 2015, ISSN: 0305-7267, 1940-8412.
@article{mcelhaney_evidence_2015-2,
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Linn, Marcia C., Eylon, Bat-Sheva, Rafferty, Anna, Vitale, Jonathan M.
Designing Instruction to Improve Lifelong Inquiry Learning Journal Article
In: Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 2, pp. 217–225, 2015, ISSN: 1305-8215, 1305-8223.
Abstract | Links | BibTeX | Tags: CLASS, GRIDS
@article{linn_designing_2015,
title = {Designing Instruction to Improve Lifelong Inquiry Learning},
author = {Marcia C. Linn and Bat-Sheva Eylon and Anna Rafferty and Jonathan M. Vitale},
url = {http://www.ejmste.com/Designing-Instruction-to-Improve-Lifelong-Inquiry-Learning,74929,0,2.html},
doi = {10.12973/eurasia.2015.1317a},
issn = {1305-8215, 1305-8223},
year = {2015},
date = {2015-01-01},
urldate = {2017-11-16},
journal = {Eurasia Journal of Mathematics, Science and Technology Education},
volume = {11},
number = {2},
pages = {217--225},
abstract = {Citizens need the capability to conduct their own inquiry projects so that they can make sense of claims about new energy policies, health remedies, or financial opportunities. To develop the lifelong capability to grapple with these dilemmas, we report on ways to design precollege units that...},
keywords = {CLASS, GRIDS},
pubstate = {published},
tppubtype = {article}
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McElhaney, Kevin W., Chang, Hsin-Yi, Chiu, Jennifer L., Linn, Marcia C.
Evidence for effective uses of dynamic visualisations in science curriculum materials Journal Article
In: Studies in Science Education, vol. 51, no. 1, pp. 49–85, 2015, ISSN: 0305-7267, 1940-8412.
@article{mcelhaney_evidence_2015,
title = {Evidence for effective uses of dynamic visualisations in science curriculum materials},
author = {Kevin W. McElhaney and Hsin-Yi Chang and Jennifer L. Chiu and Marcia C. Linn},
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Miller, David I., Eagly, Alice H., Linn, Marcia C.
Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal Article
In: Journal of Educational Psychology, vol. 107, no. 3, pp. 631–644, 2015, ISSN: 1939-2176, 0022-0663.
@article{miller_womens_2015,
title = {Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations.},
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doi = {10.1037/edu0000005},
issn = {1939-2176, 0022-0663},
year = {2015},
date = {2015-01-01},
urldate = {2017-11-18},
journal = {Journal of Educational Psychology},
volume = {107},
number = {3},
pages = {631--644},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
2014
Donnelly, D. F., Linn, M. C., Ludvigsen, S.
Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students Journal Article
In: Review of Educational Research, vol. 84, no. 4, pp. 572–608, 2014, ISSN: 0034-6543, 1935-1046.
@article{donnelly_impacts_2014-1,
title = {Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students},
author = {D. F. Donnelly and M. C. Linn and S. Ludvigsen},
url = {http://rer.sagepub.com/cgi/doi/10.3102/0034654314546954},
doi = {10.3102/0034654314546954},
issn = {0034-6543, 1935-1046},
year = {2014},
date = {2014-12-01},
urldate = {2017-11-19},
journal = {Review of Educational Research},
volume = {84},
number = {4},
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tppubtype = {article}
}
Donnelly, D. F., Linn, M. C., Ludvigsen, S.
Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students Journal Article
In: Review of Educational Research, vol. 84, no. 4, pp. 572–608, 2014, ISSN: 0034-6543, 1935-1046.
@article{donnelly_impacts_2014-2,
title = {Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students},
author = {D. F. Donnelly and M. C. Linn and S. Ludvigsen},
url = {http://rer.sagepub.com/cgi/doi/10.3102/0034654314546954},
doi = {10.3102/0034654314546954},
issn = {0034-6543, 1935-1046},
year = {2014},
date = {2014-12-01},
urldate = {2017-11-16},
journal = {Review of Educational Research},
volume = {84},
number = {4},
pages = {572--608},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Donnelly, D. F., Linn, M. C., Ludvigsen, S.
Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students Journal Article
In: Review of Educational Research, vol. 84, no. 4, pp. 572–608, 2014, ISSN: 0034-6543, 1935-1046.
@article{donnelly_impacts_2014,
title = {Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students},
author = {D. F. Donnelly and M. C. Linn and S. Ludvigsen},
url = {http://rer.sagepub.com/cgi/doi/10.3102/0034654314546954},
doi = {10.3102/0034654314546954},
issn = {0034-6543, 1935-1046},
year = {2014},
date = {2014-12-01},
urldate = {2017-11-18},
journal = {Review of Educational Research},
volume = {84},
number = {4},
pages = {572--608},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Brew, Chris, Blackmore, John, Gerard, Libby, Madhok, Jacquie, Linn, Marcia C.
Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles Journal Article
In: Educational Measurement: Issues and Practice, vol. 33, no. 2, pp. 19–28, 2014, ISSN: 07311745.
@article{liu_automated_2014-2,
title = {Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles},
author = {Ou Lydia Liu and Chris Brew and John Blackmore and Libby Gerard and Jacquie Madhok and Marcia C. Linn},
url = {http://doi.wiley.com/10.1111/emip.12028},
doi = {10.1111/emip.12028},
issn = {07311745},
year = {2014},
date = {2014-06-01},
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Liu, Ou Lydia, Brew, Chris, Blackmore, John, Gerard, Libby, Madhok, Jacquie, Linn, Marcia C.
Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles Journal Article
In: Educational Measurement: Issues and Practice, vol. 33, no. 2, pp. 19–28, 2014, ISSN: 07311745.
@article{liu_automated_2014,
title = {Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles},
author = {Ou Lydia Liu and Chris Brew and John Blackmore and Libby Gerard and Jacquie Madhok and Marcia C. Linn},
url = {http://doi.wiley.com/10.1111/emip.12028},
doi = {10.1111/emip.12028},
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Voogt, J. M., McKenney, Susan, Kali, Yael, Breleux, A., Cober, R., Slotta, J., Eylon, B-S., Itow, R., Konings, K., Laferriere, T., Linn, M. C., Markauskaite, L., Reeve, R., Sagy, O., So, H-J., Svihla, V., Tan, E., Matuk, C.
Teachers as Designers Proceedings Article
In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 14–20, International Society of the Learning Sciences, Colorado, 2014.
Abstract | BibTeX | Tags: VISUAL
@inproceedings{voogt_teachers_2014,
title = {Teachers as Designers},
author = {J. M. Voogt and Susan McKenney and Yael Kali and A. Breleux and R. Cober and J. Slotta and B-S. Eylon and R. Itow and K. Konings and T. Laferriere and M. C. Linn and L. Markauskaite and R. Reeve and O. Sagy and H-J. So and V. Svihla and E. Tan and C. Matuk},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {1},
pages = {14--20},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {Graph construction and interpretation are critical 21st-century skills. In this study we investigate how 8th grade students construct graphs in the context of a week-long online curriculum unit that links dynamic visualizations to graphical data. We test two forms of visualization: dual animation depicting both the student's graph and the correct graph in terms of a narrative context and single animation depicting only the student's graph. Quantitative results indicate that both forms of animation supported understanding, but dual animation facilitated construction of more accurate graphs earlier in the unit. Case studies reveal unique graphing patterns associated with each form of animation.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.
Dynamic Visualization of Motion for Student-Generated Graphs Proceedings Article
In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 769–776, International Society of the Learning Sciences, Colorado, 2014.
Abstract | Links | BibTeX | Tags: VISUAL
@inproceedings{vitale_dynamic_2014,
title = {Dynamic Visualization of Motion for Student-Generated Graphs},
author = {Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1192},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {1},
pages = {769--776},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {Graph construction and interpretation are critical 21st-century skills. In this study we investigate how 8th grade students construct graphs in the context of a week-long online curriculum unit that links dynamic visualizations to graphical data. We test two forms of visualization: dual animation depicting both the student's graph and the correct graph in terms of a narrative context and single animation depicting only the student's graph. Quantitative results indicate that both forms of animation supported understanding, but dual animation facilitated construction of more accurate graphs earlier in the unit. Case studies reveal unique graphing patterns associated with each form of animation.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Sato, Elissa, Linn, Marcia C.
Designing Critique to Improve Conceptual Understanding Proceedings Article
In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 471–478, International Society of the Learning Sciences, Colorado, 2014.
Abstract | Links | BibTeX | Tags: CLEAR, VISUAL
@inproceedings{sato_designing_2014,
title = {Designing Critique to Improve Conceptual Understanding},
author = {Elissa Sato and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1152},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {1},
pages = {471--478},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {Students become entangled in their varied scientific ideas and struggle to reconcile their understanding with ideas encountered in instruction. This design-based study with a sixth-grade technology-enhanced inquiry science unit on global climate change investigates how critique can support students in refining their conceptual understanding. Specifically, the study investigates whether students' ability to benefit from critique is impacted by the complexity of the critique artifact. Findings show that students can equally benefit from critiquing explanations of varying complexity when guided to consider a range of alternative ideas during critique The results show the value of designing critique to support students in distinguishing among their own and alternative ideas. Case studies illustrate how students engaged with opportunities provided by the guidance, and indicate areas where further research is necessary to refine the design of critique as a means to support conceptual learning in science.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Ryoo, K., Linn, Marcia C.
Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction Proceedings Article
In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 1585–1586, International Society of the Learning Sciences, Colorado, 2014.
Abstract | Links | BibTeX | Tags: CLASS
@inproceedings{ryoo_comparison_2014,
title = {Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction},
author = {K. Ryoo and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org/handle/1/1049},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {3},
pages = {1585--1586},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {This study compares two types of automated adaptive guidance for concept diagrams to improve middle school students' science learning in web-based inquiry instruction. Specific guidance tells students precisely what to improve, while knowledge integration guidance suggests revisiting a specific visualization to locate useful information. The results suggest that knowledge integration guidance is more effective in helping students distinguish among multiple ideas and develop more coherent views than specific guidance.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Rafferty, Anna N., Gerard, Libby, McElhaney, Kevin, Linn, Marcia C.
Promoting Student Learning through Automated Formative Guidance on Chemistry Drawings Proceedings Article
In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 386–393, International Society of the Learning Sciences, Colorado, 2014.
Abstract | Links | BibTeX | Tags: CLASS
@inproceedings{rafferty_promoting_2014,
title = {Promoting Student Learning through Automated Formative Guidance on Chemistry Drawings},
author = {Anna N. Rafferty and Libby Gerard and Kevin McElhaney and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1140},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {1},
pages = {386--393},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {We investigated the effect of automated guidance on student-generated chemistry drawings in computer-based learning activities. Expert teachers provide guidance on generative tasks such as drawings or essays that encourages students to refine their understanding, often by gathering more evidence. We developed algorithms to score student drawings and designed guidance for each score level. The guidance was intended to promote coherent understanding. We compared computer-generated guidance to teacher guidance in two studies, conducted with over 300 students in secondary classrooms. The studies suggest that automated guidance is as effective as teacher guidance for improving student understanding. Teachers appreciated the assessment of class progress provided by the automated guidance. They reported that it took them several hours to grade their five classes of 30 to 40 students. Thus, automated guidance can reduce the time teachers spend evaluating student work, creating more time for planning lessons, facilitating inquiry, or guiding individual students.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Matuk, Camillia, Linn, Marcia C.
Exploring A Digital Tool for Exchanging Ideas During Science Inquiry Proceedings Article
In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 895–902, International Society of the Learning Sciences, Colorado, 2014.
Abstract | Links | BibTeX | Tags: CLASS, VISUAL
@inproceedings{matuk_exploring_2014,
title = {Exploring A Digital Tool for Exchanging Ideas During Science Inquiry},
author = {Camillia Matuk and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1210},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {2},
pages = {895--902},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {Practicing science increasingly involves knowing how to participate in a networked knowledge community. This includes expressing scientifically informed ideas, sharing ideas with peers, and evaluating multiple sources of information. Effective instruction builds on students' prior ideas, enables them to benefit from exchanging ideas with others, and supports them learning from one another. How might technology support these exchanges? And how might documenting these exchanges inform teachers' and researchers' improvements to their instruction and design? We describe the Public Idea Manager, a new curriculum-integrated tool that supports students exchanging ideas during web-based science inquiry. Our exploratory analyses show relationships between the diversity and sources of students' ideas and the quality of their explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with information and with each other.},
keywords = {CLASS, VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Ryoo, Kihyun, Linn, Marcia C.
Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction Proceedings Article
In: J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 1585–1586, International Society of the Learning Sciences, Colorado, 2014, (Publisher: Boulder, CO: International Society of the Learning Sciences).
Abstract | Links | BibTeX | Tags: CLASS
@inproceedings{ryoo_comparison_2014-1,
title = {Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction},
author = {Kihyun Ryoo and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1049},
year = {2014},
date = {2014-06-01},
urldate = {2021-12-09},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {3},
pages = {1585--1586},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {This study compares two types of automated adaptive guidance for concept diagrams to improve middle school students' science learning in web-based inquiry instruction. Specific guidance tells students precisely what to improve, while knowledge integration guidance suggests revisiting a specific visualization to locate useful information. The results suggest that knowledge integration guidance is more effective in helping students distinguish among multiple ideas and develop more coherent views than specific guidance.},
note = {Publisher: Boulder, CO: International Society of the Learning Sciences},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Liu, Ou Lydia, Brew, Chris, Blackmore, John, Gerard, Libby, Madhok, Jacquie, Linn, Marcia C.
Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles Journal Article
In: Educational Measurement: Issues and Practice, vol. 33, no. 2, pp. 19–28, 2014, ISSN: 07311745.
@article{liu_automated_2014-1,
title = {Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles},
author = {Ou Lydia Liu and Chris Brew and John Blackmore and Libby Gerard and Jacquie Madhok and Marcia C. Linn},
url = {http://doi.wiley.com/10.1111/emip.12028},
doi = {10.1111/emip.12028},
issn = {07311745},
year = {2014},
date = {2014-06-01},
urldate = {2017-11-18},
journal = {Educational Measurement: Issues and Practice},
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}
Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., Rafferty, A. N.
Computer-Guided Inquiry to Improve Science Learning Journal Article
In: Science, vol. 344, no. 6180, pp. 155–156, 2014, ISSN: 0036-8075, 1095-9203.
@article{linn_computer-guided_2014-1,
title = {Computer-Guided Inquiry to Improve Science Learning},
author = {M. C. Linn and L. Gerard and K. Ryoo and K. McElhaney and O. L. Liu and A. N. Rafferty},
url = {http://www.sciencemag.org/cgi/doi/10.1126/science.1245980},
doi = {10.1126/science.1245980},
issn = {0036-8075, 1095-9203},
year = {2014},
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urldate = {2017-11-19},
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}
Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., Rafferty, A. N.
Computer-Guided Inquiry to Improve Science Learning Journal Article
In: Science, vol. 344, no. 6180, pp. 155–156, 2014, ISSN: 0036-8075, 1095-9203.
@article{linn_computer-guided_2014,
title = {Computer-Guided Inquiry to Improve Science Learning},
author = {M. C. Linn and L. Gerard and K. Ryoo and K. McElhaney and O. L. Liu and A. N. Rafferty},
url = {http://www.sciencemag.org/cgi/doi/10.1126/science.1245980},
doi = {10.1126/science.1245980},
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Ryoo, Kihyun, Linn, Marcia C.
In: Journal of Research in Science Teaching, vol. 51, no. 2, pp. 147–174, 2014, ISSN: 00224308.
@article{ryoo_designing_2014-2,
title = {Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21128},
doi = {10.1002/tea.21128},
issn = {00224308},
year = {2014},
date = {2014-02-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {51},
number = {2},
pages = {147--174},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Chiu, Jennifer L., Linn, Marcia C.
Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit Journal Article
In: Journal of Science Education and Technology, vol. 23, no. 1, pp. 37–58, 2014, ISSN: 1059-0145, 1573-1839.
@article{chiu_supporting_2014,
title = {Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit},
author = {Jennifer L. Chiu and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-013-9449-5},
doi = {10.1007/s10956-013-9449-5},
issn = {1059-0145, 1573-1839},
year = {2014},
date = {2014-02-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {23},
number = {1},
pages = {37--58},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Ryoo, Kihyun, Linn, Marcia C.
In: Journal of Research in Science Teaching, vol. 51, no. 2, pp. 147–174, 2014, ISSN: 00224308.
@article{ryoo_designing_2014,
title = {Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21128},
doi = {10.1002/tea.21128},
issn = {00224308},
year = {2014},
date = {2014-02-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {51},
number = {2},
pages = {147--174},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Ryoo, Kihyun, Linn, Marcia C.
In: Journal of Research in Science Teaching, vol. 51, no. 2, pp. 147–174, 2014, ISSN: 00224308.
@article{ryoo_designing_2014-1,
title = {Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21128},
doi = {10.1002/tea.21128},
issn = {00224308},
year = {2014},
date = {2014-02-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {51},
number = {2},
pages = {147--174},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Vitale, Jonathan M., Black, John B., Swart, Michael I.
Applying grounded coordination challenges to concrete learning materials: A study of number line estimation. Journal Article
In: Journal of Educational Psychology, vol. 106, no. 2, pp. 403–418, 2014, ISSN: 1939-2176, 0022-0663.
@article{vitale_applying_2014,
title = {Applying grounded coordination challenges to concrete learning materials: A study of number line estimation.},
author = {Jonathan M. Vitale and John B. Black and Michael I. Swart},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/a0034098},
doi = {10.1037/a0034098},
issn = {1939-2176, 0022-0663},
year = {2014},
date = {2014-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {106},
number = {2},
pages = {403--418},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Miller, D. I., Eagly, A. H., Linn, M. C.
Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations Journal Article
In: Journal of Educational Psychology, no. 2014 Oct 20, 2014, (tex.type: Journal Article).
@article{RN11583,
title = {Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations},
author = {D. I. Miller and A. H. Eagly and M. C. Linn},
doi = {http://dx.doi.org/10.1037/edu0000005},
year = {2014},
date = {2014-01-01},
journal = {Journal of Educational Psychology},
number = {2014 Oct 20},
note = {tex.type: Journal Article},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Vitale, Jonathan M., Black, John B., Swart, Michael I.
Applying grounded coordination challenges to concrete learning materials: A study of number line estimation. Journal Article
In: Journal of Educational Psychology, vol. 106, no. 2, pp. 403–418, 2014, ISSN: 1939-2176, 0022-0663.
@article{vitale_applying_2014-1,
title = {Applying grounded coordination challenges to concrete learning materials: A study of number line estimation.},
author = {Jonathan M. Vitale and John B. Black and Michael I. Swart},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/a0034098},
doi = {10.1037/a0034098},
issn = {1939-2176, 0022-0663},
year = {2014},
date = {2014-01-01},
urldate = {2017-11-18},
journal = {Journal of Educational Psychology},
volume = {106},
number = {2},
pages = {403--418},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
2013
Chang, Hsin-Yi, Linn, Marcia C.
Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS Journal Article
In: Journal of Research in Science Teaching, vol. 50, no. 7, pp. 858–886, 2013, ISSN: 00224308.
@article{chang_scaffolding_2013-2,
title = {Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS},
author = {Hsin-Yi Chang and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21089},
doi = {10.1002/tea.21089},
issn = {00224308},
year = {2013},
date = {2013-09-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {50},
number = {7},
pages = {858--886},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Chang, Hsin-Yi, Linn, Marcia C.
Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS Journal Article
In: Journal of Research in Science Teaching, vol. 50, no. 7, pp. 858–886, 2013, ISSN: 00224308.
@article{chang_scaffolding_2013,
title = {Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS},
author = {Hsin-Yi Chang and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21089},
doi = {10.1002/tea.21089},
issn = {00224308},
year = {2013},
date = {2013-09-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {50},
number = {7},
pages = {858--886},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Zhang, Zhihui Helen, Linn, Marcia C.
Learning from Chemical Visualizations: Comparing generation and selection Journal Article
In: International Journal of Science Education, vol. 35, no. 13, pp. 2174–2197, 2013, ISSN: 0950-0693.
Abstract | Links | BibTeX | Tags: VISUAL
@article{zhang_learning_2013,
title = {Learning from Chemical Visualizations: Comparing generation and selection},
author = {Zhihui Helen Zhang and Marcia C. Linn},
url = {https://doi.org/10.1080/09500693.2013.792971},
doi = {10.1080/09500693.2013.792971},
issn = {0950-0693},
year = {2013},
date = {2013-09-01},
urldate = {2019-09-24},
journal = {International Journal of Science Education},
volume = {35},
number = {13},
pages = {2174--2197},
abstract = {Dynamic visualizations can make unseen phenomena such as chemical reactions visible but students need guidance to benefit from them. This study explores the value of generating drawings versus selecting among alternatives to guide students to learn chemical reactions from a dynamic visualization of hydrogen combustion as part of an online inquiry unit. In prior research, generation has been more successful than selection in helping students distinguish among ideas to learn complex topics. However, selecting among perplexing alternatives may motivate learners to distinguish among ideas they might otherwise neglect. To test the value of selection for helping students distinguish ideas, this study contrasted complex selection (involving normative as well as non-normative ideas identified in prior research) from typical selection (involving images from the visualization). Results showed that all conditions improved student understanding and that typical selection was less effective than generation while complex selection was as successful as generation. In both generation and complex selection students revisited the visualization while learning, whereas revisiting was rare in typical selection. These results support the idea that distinguishing among common non-normative ideas is more valuable than distinguishing among images from the visualization. In addition, for students with low prior knowledge, both generation and complex selection had some advantages. Overall, the results suggest that students learning from complex visualizations could benefit from a combination of complex selection and generation.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Chang, Hsin-Yi, Linn, Marcia C.
Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS Journal Article
In: Journal of Research in Science Teaching, vol. 50, no. 7, pp. 858–886, 2013, ISSN: 00224308.
@article{chang_scaffolding_2013-1,
title = {Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS},
author = {Hsin-Yi Chang and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21089},
doi = {10.1002/tea.21089},
issn = {00224308},
year = {2013},
date = {2013-09-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {50},
number = {7},
pages = {858--886},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Donnelly, Dermot, O’Reilly, John, McGarr, Oliver
Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory Journal Article
In: Research in Science Education, vol. 43, no. 4, pp. 1571–1592, 2013, ISSN: 0157-244X, 1573-1898.
Abstract | Links | BibTeX | Tags: CLASS
@article{donnelly_enhancing_2013,
title = {Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory},
author = {Dermot Donnelly and John O’Reilly and Oliver McGarr},
url = {https://link.springer.com/article/10.1007/s11165-012-9322-1},
doi = {10.1007/s11165-012-9322-1},
issn = {0157-244X, 1573-1898},
year = {2013},
date = {2013-08-01},
urldate = {2017-11-17},
journal = {Research in Science Education},
volume = {43},
number = {4},
pages = {1571--1592},
abstract = {Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a ‘talk-aloud’ manner, Reformed Teaching Observation Protocol for video observations, and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas B., Linn, Marcia C.
The Knowledge Integration Perspective: Connections Across Research and Education Book Section
In: Stella Vosniadou (Ed.): International Handbook of Research on Conceptual Change, pp. 520–538, Routledge, New York, 2013, ISBN: 978-0-415-89883-6.
@incollection{vosniadou_knowledge_2013,
title = {The Knowledge Integration Perspective: Connections Across Research and Education},
author = {Douglas B. Clark and Marcia C. Linn},
editor = {Stella Vosniadou},
isbn = {978-0-415-89883-6},
year = {2013},
date = {2013-06-01},
booktitle = {International Handbook of Research on Conceptual Change},
pages = {520--538},
publisher = {Routledge},
address = {New York},
edition = {2 edition},
keywords = {MODELS},
pubstate = {published},
tppubtype = {incollection}
}
Jong, Ton, Linn, Marcia C., Zacharia, Zacharias C.
Physical and Virtual Laboratories in Science and Engineering Education Journal Article
In: Science, vol. 340, no. 6130, pp. 305–308, 2013, ISSN: 0036-8075, 1095-9203.
Abstract | Links | BibTeX | Tags: CLASS, CLEAR, VISUAL
@article{de_jong_physical_2013,
title = {Physical and Virtual Laboratories in Science and Engineering Education},
author = {Ton Jong and Marcia C. Linn and Zacharias C. Zacharia},
url = {http://science.sciencemag.org/content/340/6130/305},
doi = {10.1126/science.1230579},
issn = {0036-8075, 1095-9203},
year = {2013},
date = {2013-04-01},
urldate = {2017-11-18},
journal = {Science},
volume = {340},
number = {6130},
pages = {305--308},
abstract = {The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions with the material world or in virtual laboratories that take advantage of simulations. Here, we review a selection of the literature to contrast the value of physical and virtual investigations and to offer recommendations for combining the two to strengthen science learning.},
keywords = {CLASS, CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Rafferty, A. N., Gerard, Libby, Mcelhaney, Kevin, Linn, M. C.
Automating Guidance for Students' Chemistry Drawings Proceedings Article
In: E. Walker, C. -K Looi (Ed.): Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education, pp. 612–619, Memphis, TN, 2013.
Abstract | BibTeX | Tags: CLASS
@inproceedings{rafferty_automating_2013,
title = {Automating Guidance for Students' Chemistry Drawings},
author = {A. N. Rafferty and Libby Gerard and Kevin Mcelhaney and M. C. Linn},
editor = {E. Walker and C. -K Looi},
year = {2013},
date = {2013-01-01},
booktitle = {Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education},
pages = {612--619},
address = {Memphis, TN},
abstract = {Generative educational assessments such as essays or draw-ings allow students to express their ideas. They provide more insight into student knowledge than most multiple-choice items. Formative guidance on generative items can help students engage deeply with material by encouraging students to effectively revise their work. Generative items promote scientific inquiry by eliciting a variety of responses and allowing for multiple correct answers, but they can be difficult to automatically evaluate. We explore how to de-sign and deliver automated formative guidance on generative items requiring precollege students to draw the arrangement of atoms before and after a chemical reaction. The auto-mated guidance is based on a rubric that captures increas-ing complexity in student ideas. Findings suggest that the automated guidance is as effective at promoting learning as teacher-generated guidance, measured both by immediate improvement on the revised item and pre-to post-test im-provement on a near-transfer item. Immediate and delayed delivery of automated guidance are equally effective for pro-moting learning. These studies demonstrate that embedding automated guidance for chemistry drawings in online curric-ula can help students refine their understanding. Providing automated guidance can also reduce the time teachers spend evaluating student work, creating more time for facilitating inquiry or attending to the needs of individual students.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Matuk, C., McElhaney, K., Miller, D., Chen, J. King, Lim-Breitbart, J., Terashima, H., Kwan, G., Linn, M.
Reflectively prototyping a tool for exchanging ideas Proceedings Article
In: N. Rummel, M. Kapur, M. Nathan, S. Puntambekar (Ed.): To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings, pp. 101–104, International Society of the Learning Sciences, Madison, WI, 2013.
@inproceedings{matuk_reflectively_2013,
title = {Reflectively prototyping a tool for exchanging ideas},
author = {C. Matuk and K. McElhaney and D. Miller and J. King Chen and J. Lim-Breitbart and H. Terashima and G. Kwan and M. Linn},
editor = {N. Rummel and M. Kapur and M. Nathan and S. Puntambekar},
year = {2013},
date = {2013-01-01},
booktitle = {To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings},
volume = {2},
pages = {101--104},
publisher = {International Society of the Learning Sciences},
address = {Madison, WI},
keywords = {CLASS, VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Gerard, Libby, Liu, Ou Lydia, Corliss, Stephanie, Varma, Keisha, Spitulnik, Michele, Linn, Marcia C.
Professional Development Programs for Teaching with Visualizations Book Section
In: Chrystalla Mouza, Nancy Lavigne (Ed.): Emerging Technologies for the Classroom: A Learning Sciences Perspective, pp. 63–78, Springer New York, New York, NY, 2013, ISBN: 978-1-4614-4696-5.
Abstract | Links | BibTeX | Tags: VISUAL
@incollection{gerard_professional_2013,
title = {Professional Development Programs for Teaching with Visualizations},
author = {Libby Gerard and Ou Lydia Liu and Stephanie Corliss and Keisha Varma and Michele Spitulnik and Marcia C. Linn},
editor = {Chrystalla Mouza and Nancy Lavigne},
url = {https://doi.org/10.1007/978-1-4614-4696-5_5},
doi = {10.1007/978-1-4614-4696-5_5},
isbn = {978-1-4614-4696-5},
year = {2013},
date = {2013-01-01},
urldate = {2019-09-24},
booktitle = {Emerging Technologies for the Classroom: A Learning Sciences Perspective},
pages = {63--78},
publisher = {Springer New York},
address = {New York, NY},
series = {Explorations in the Learning Sciences, Instructional Systems and Performance Technologies},
abstract = {Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we provide two exemplars of professional development programs that focus on teaching with visualizations. The programs differ in intensity but follow the same basic philosophy. We show that the more intense professional development approach results in more effective teacher implementation of visualizations and greater student learning gains. We identify specific strategies that other educators can use to improve students’ knowledge integration with interactive visualizations.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {incollection}
}
Donnelly, D. F., Boniface, S.
Consuming and creating: Early-adopting science teachers' perceptions and use of a wiki to support professional development - ScienceDirect Journal Article
In: Computers & Education, vol. 68, pp. 9, 2013.
@article{donnelly_consuming_2013,
title = {Consuming and creating: Early-adopting science teachers' perceptions and use of a wiki to support professional development - ScienceDirect},
author = {D. F. Donnelly and S. Boniface},
url = {http://www.sciencedirect.com/science/article/pii/S0360131513001164},
year = {2013},
date = {2013-01-01},
urldate = {2017-11-17},
journal = {Computers \& Education},
volume = {68},
pages = {9},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
2012
Linn, M. C., Slotta, J. D.
Enabling Participants in Online Forums to Learn from Each Other Book Section
In: Angela M. O'Donnell, Cindy E. Hmelo-Silver, Gijsbert Erkens (Ed.): Collaborative Learning, Reasoning, and Technology, Routledge, New York, 2012, ISBN: 978-0-415-64893-6.
@incollection{odonnell_enabling_2012,
title = {Enabling Participants in Online Forums to Learn from Each Other},
author = {M. C. Linn and J. D. Slotta},
editor = {Angela M. O'Donnell and Cindy E. Hmelo-Silver and Gijsbert Erkens},
isbn = {978-0-415-64893-6},
year = {2012},
date = {2012-11-01},
booktitle = {Collaborative Learning, Reasoning, and Technology},
publisher = {Routledge},
address = {New York},
edition = {1 edition},
keywords = {MODELS, TELS},
pubstate = {published},
tppubtype = {incollection}
}
Varma, Keisha, Linn, Marcia C.
Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming Journal Article
In: Journal of Science Education and Technology, vol. 21, no. 4, pp. 453–464, 2012, ISSN: 1059-0145, 1573-1839.
@article{varma_using_2012-1,
title = {Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming},
author = {Keisha Varma and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-011-9337-9},
doi = {10.1007/s10956-011-9337-9},
issn = {1059-0145, 1573-1839},
year = {2012},
date = {2012-08-01},
urldate = {2017-11-19},
journal = {Journal of Science Education and Technology},
volume = {21},
number = {4},
pages = {453--464},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Varma, Keisha, Linn, Marcia C.
Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming Journal Article
In: Journal of Science Education and Technology, vol. 21, no. 4, pp. 453–464, 2012, ISSN: 1059-0145, 1573-1839.
@article{varma_using_2012,
title = {Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming},
author = {Keisha Varma and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-011-9337-9},
doi = {10.1007/s10956-011-9337-9},
issn = {1059-0145, 1573-1839},
year = {2012},
date = {2012-08-01},
urldate = {2017-11-18},
journal = {Journal of Science Education and Technology},
volume = {21},
number = {4},
pages = {453--464},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Smetana, Lara Kathleen, Bell, Randy L.
Computer Simulations to Support Science Instruction and Learning: A critical review of the literature Journal Article
In: International Journal of Science Education, vol. 34, no. 9, pp. 1337–1370, 2012, ISSN: 0950-0693, (Publisher: Routledge _eprint: https://doi.org/10.1080/09500693.2011.605182).
Abstract | Links | BibTeX | Tags:
@article{smetana_computer_2012,
title = {Computer Simulations to Support Science Instruction and Learning: A critical review of the literature},
author = {Lara Kathleen Smetana and Randy L. Bell},
url = {https://doi.org/10.1080/09500693.2011.605182},
doi = {10.1080/09500693.2011.605182},
issn = {0950-0693},
year = {2012},
date = {2012-06-01},
urldate = {2022-09-06},
journal = {International Journal of Science Education},
volume = {34},
number = {9},
pages = {1337--1370},
abstract = {Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.},
note = {Publisher: Routledge
_eprint: https://doi.org/10.1080/09500693.2011.605182},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas B., Touchman, Stephanie, Martinez-Garza, Mario, Ramirez-Marin, Frank, Drews, Tina Skjerping
Bilingual Language Supports in Online Science Inquiry Environments Journal Article
In: Computers & Education, vol. 58, no. 4, pp. 1207–1224, 2012, ISSN: 0360-1315.
Abstract | Links | BibTeX | Tags: CLEAR, VISUAL
@article{clark_bilingual_2012,
title = {Bilingual Language Supports in Online Science Inquiry Environments},
author = {Douglas B. Clark and Stephanie Touchman and Mario Martinez-Garza and Frank Ramirez-Marin and Tina Skjerping Drews},
doi = {10.1016/j.compedu.2011.11.019},
issn = {0360-1315},
year = {2012},
date = {2012-05-01},
urldate = {2017-11-18},
journal = {Computers \& Education},
volume = {58},
number = {4},
pages = {1207--1224},
abstract = {Research over the past fifteen years has investigated and developed online science inquiry environments to support students engaging in authentic scientific inquiry practices. This research has focused on developing activity structures and tools to scaffold students in engaging in different aspects of these practices, but relatively little of this research has explored linguistic supports for language minority students studying science in their non-native language. These students are simultaneously learning science and the surrounding academic language in their second language. This study investigates the potential value of providing 8th grade Spanish-speaking English language learners access to content and supports in both English and Spanish as opposed to an English-only format in an online science inquiry environment. Learning outcomes are compared between the two conditions on an immediate post-test in English, a delayed post-test in English, a delayed post-test in Spanish, and a written essay in English in the form of a letter to the governor. The outcomes suggest significant benefits for providing ELL students with access to content and supports in both English and Spanish as opposed to the English-only format. The findings of this study carry important policy implications in light of the growing English-only political movements in the United States and similar political movements in other countries. (Contains 3 tables and 9 figures.)},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Linn, M. C.
Insights for Teaching and Learning Science Book Section
In: Chris Dede, John Richards (Ed.): Digital Teaching Platforms: Customizing Classroom Learning for Each Student, pp. 55–70, Teachers College Press, New York, 2012, ISBN: 978-0-8077-5316-3.
@incollection{dede_insights_2012,
title = {Insights for Teaching and Learning Science},
author = {M. C. Linn},
editor = {Chris Dede and John Richards},
isbn = {978-0-8077-5316-3},
year = {2012},
date = {2012-04-01},
booktitle = {Digital Teaching Platforms: Customizing Classroom Learning for Each Student},
pages = {55--70},
publisher = {Teachers College Press},
address = {New York},
keywords = {CLASS, CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Svihla, Vanessa, Linn, Marcia C.
A Design-based Approach to Fostering Understanding of Global Climate Change Journal Article
In: International Journal of Science Education, vol. 34, no. 5, pp. 651–676, 2012, ISSN: 0950-0693, 1464-5289.
@article{svihla_design-based_2012,
title = {A Design-based Approach to Fostering Understanding of Global Climate Change},
author = {Vanessa Svihla and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/09500693.2011.597453},
doi = {10.1080/09500693.2011.597453},
issn = {0950-0693, 1464-5289},
year = {2012},
date = {2012-03-01},
urldate = {2017-11-19},
journal = {International Journal of Science Education},
volume = {34},
number = {5},
pages = {651--676},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
McElhaney, K. W., Linn, M. C.
Orchestrating Inquiry Instruction Using the Knowledge Integration Framework Book Section
In: Karen Littleton, Eileen Scanlon, Mike Sharples (Ed.): Orchestrating Inquiry Learning, pp. 48–68, Routledge, 2012.
@incollection{littleton_orchestrating_2012,
title = {Orchestrating Inquiry Instruction Using the Knowledge Integration Framework},
author = {K. W. McElhaney and M. C. Linn},
editor = {Karen Littleton and Eileen Scanlon and Mike Sharples},
year = {2012},
date = {2012-03-01},
booktitle = {Orchestrating Inquiry Learning},
pages = {48--68},
publisher = {Routledge},
edition = {1 edition},
keywords = {CLASS},
pubstate = {published},
tppubtype = {incollection}
}
Ryoo, Kihyun, Linn, Marcia C.
Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis? Journal Article
In: Journal of Research in Science Teaching, vol. 49, no. 2, pp. 218–243, 2012, ISSN: 00224308.
@article{ryoo_can_2012-1,
title = {Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21003},
doi = {10.1002/tea.21003},
issn = {00224308},
year = {2012},
date = {2012-02-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {49},
number = {2},
pages = {218--243},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Ryoo, Kihyun, Linn, Marcia C.
Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis? Journal Article
In: Journal of Research in Science Teaching, vol. 49, no. 2, pp. 218–243, 2012, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: VISUAL
@article{ryoo_can_2012,
title = {Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.21003/abstract},
doi = {10.1002/tea.21003},
issn = {1098-2736},
year = {2012},
date = {2012-02-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {49},
number = {2},
pages = {218--243},
abstract = {Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research investigates how dynamic visualizations, compared to static illustrations, can support middle school students in developing an integrated understanding of energy in photosynthesis. Two hundred 7th-grade students were randomly assigned to either a dynamic or a static condition and completed a web-based inquiry unit that encourages students to make connections among energy concepts in photosynthesis. While working on the inquiry unit, students in the dynamic condition interacted with a dynamic visualization of energy transformation, whereas students in the static condition interacted with a series of static illustrations of the same concept. The results showed that students in both conditions added new, scientific ideas about energy transformation and developed a more coherent understanding of energy in photosynthesis. However, when comparing the two conditions, we found a significant advantage of dynamic visualization over static illustrations. Students in the dynamic condition were significantly more successful in articulating the process of energy transformation in the context of chemical reactions during photosynthesis. Students in the dynamic condition also demonstrated a more integrated understanding of energy in photosynthesis by linking their ideas about energy transformation to other energy ideas and observable phenomena of photosynthesis than those students in the static condition. This study, consistent with other research, shows that dynamic visualizations can more effectively improve students' understanding of abstract concepts of molecular processes than static illustrations. The results of this study also suggest that with appropriate instructional support, such as making predictions and distinguishing among ideas, both dynamic visualizations and static illustrations can benefit students. This study underscores the importance of curriculum design in ensuring that dynamic visualizations add value to science instructional materials. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 218\textendash243, 2012},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Chiu, Jennifer L., Linn, Marcia C.
The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization Book Section
In: Anat Zohar, Yehudit Judy Dori (Ed.): Metacognition in Science Education Trends in Current Research, pp. 133–163, Springer Science +Business Media B.V., Dordrecht, 2012, ISBN: 978-94-007-2132-6 978-94-007-2131-9, (OCLC: 929293681).
@incollection{zohar_role_2012,
title = {The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization},
author = {Jennifer L. Chiu and Marcia C. Linn},
editor = {Anat Zohar and Yehudit Judy Dori},
url = {http://0-dx.doi.org.fama.us.es/10.1007/978-94-007-2132-6},
isbn = {978-94-007-2132-6 978-94-007-2131-9},
year = {2012},
date = {2012-01-01},
urldate = {2017-11-19},
booktitle = {Metacognition in Science Education Trends in Current Research},
pages = {133--163},
publisher = {Springer Science +Business Media B.V.},
address = {Dordrecht},
note = {OCLC: 929293681},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Chiu, Jennifer L., Linn, Marcia C.
The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations Book Section
In: Metacognition in Science Education, pp. 133–163, Springer, Dordrecht, 2012, ISBN: 978-94-007-2131-9 978-94-007-2132-6.
Abstract | Links | BibTeX | Tags: CLASS
@incollection{chiu_role_2012,
title = {The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations},
author = {Jennifer L. Chiu and Marcia C. Linn},
url = {https://link.springer.com/chapter/10.1007/978-94-007-2132-6_7},
doi = {10.1007/978-94-007-2132-6_7},
isbn = {978-94-007-2131-9 978-94-007-2132-6},
year = {2012},
date = {2012-01-01},
urldate = {2017-11-18},
booktitle = {Metacognition in Science Education},
pages = {133--163},
publisher = {Springer, Dordrecht},
series = {Contemporary Trends and Issues in Science Education},
abstract = {This chapter explores ways to help students monitor and regulate their learning of difficult chemistry concepts. Dynamic visualizations can illustrate complex, unobservable phenomena such as bond breaking and bond formation. To develop robust, integrated understanding when learning with visualizations, students need cognitive understanding of the phenomena as represented in the visualization. They also need metacognitive skills to decide whether they understand the visualization and determine when to revisit the visualization to clarify their interpretations. We investigate the development of integrated understanding using the Technology-Enhanced Learning in Science (TELS) chemical reactions inquiry unit that combines the pedagogical support of the Web-based Inquiry Science Environment (WISE) with dynamic visualizations from Molecular Workbench. Our first study combining judgments of learning and explanation prompts revealed that visualizations may fail to add new ideas because they are often deceptively clear. Students typically overestimated their understanding of visualizations while gaining only superficial ideas. In our second study we refined both cognitive and metacognitive guidance to encourage students to distinguish and reflect upon their ideas. The results suggest that strengthening self-monitoring skills can overcome deceptive clarity and lead to coherent understanding. These studies suggest that the metacognitive skills of monitoring understanding of complex visualizations and determining when to return to the visualization contribute to the development of integrated understanding and can be supported by careful design of technology-enhanced instruction. The notion of metacognition applied in this study refers to monitoring and evaluating one’s understanding, to the regulation/control function of metacognition, and to the self-knowledge functions of metacognition.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {incollection}
}
Linn, M. C., Gerard, Libby F., Sato, M. E.
Open-Source Online Science Inquiry Materials: Building a Community Journal Article
In: Revista Contrapontos, vol. 12, pp. 7, 2012.
@article{linn_open-source_2012-1,
title = {Open-Source Online Science Inquiry Materials: Building a Community},
author = {M. C. Linn and Libby F. Gerard and M. E. Sato},
year = {2012},
date = {2012-01-01},
journal = {Revista Contrapontos},
volume = {12},
pages = {7},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Zertuche, Amber, Gerard, Libby, Linn, Marcia C.
How do openers contribute to student learning? textbar International Electronic Journal of Elementary Education Journal Article
In: International Electronic Journal of Elementary Education, vol. 5, no. 1, pp. 79–92, 2012.
@article{zertuche_how_2012,
title = {How do openers contribute to student learning? textbar International Electronic Journal of Elementary Education},
author = {Amber Zertuche and Libby Gerard and Marcia C. Linn},
url = {https://www.iejee.com/index.php/IEJEE/article/view/11},
year = {2012},
date = {2012-01-01},
urldate = {2017-11-17},
journal = {International Electronic Journal of Elementary Education},
volume = {5},
number = {1},
pages = {79--92},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Chen, Jennifer King, Bannasch, Stephen, McIntyre, Cynthia
Visualizing Earth and Explaining Seasons Journal Article
In: @Concord, vol. 16, pp. 12–13, 2012.
Abstract | Links | BibTeX | Tags: VISUAL
@article{chen_visualizing_2012,
title = {Visualizing Earth and Explaining Seasons},
author = {Jennifer King Chen and Stephen Bannasch and Cynthia McIntyre},
url = {https://concord.org/newsletter/2012-fall/visualizing-earth-explaining-seasons/},
year = {2012},
date = {2012-01-01},
urldate = {2017-11-18},
journal = {@Concord},
volume = {16},
pages = {12--13},
abstract = {The first person to walk on the surface of the moon, Neil Armstrong viewed our planet as a floating globe in space. He is one of only a dozen who have had the opportunity to view Earth from its orbiting satellite. Photographs from Apollo 11 (Figure 1) give a glimpse of that experience, but what's it},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Tissenbaum, Mike, Liu, Michelle, Slotta, James. D.
Co-Designing Collaborative Smart Classroom Curriculum for Secondary School Science Journal Article
In: Journal of Universal Computer Science, vol. 18, no. 3, pp. 327–352, 2012.
Abstract | BibTeX | Tags: VISUAL
@article{tissenbaum_co-designing_2012,
title = {Co-Designing Collaborative Smart Classroom Curriculum for Secondary School Science},
author = {Mike Tissenbaum and Michelle Liu and James. D. Slotta},
year = {2012},
date = {2012-01-01},
journal = {Journal of Universal Computer Science},
volume = {18},
number = {3},
pages = {327--352},
abstract = {This paper introduces a series of iterative designs that investigate how the aggregation and visualization of student-contributed work can support collaborative problem solving in the domain of physics. We investigate how new technologies can enable students to contribute to a shared knowledge base, working across contexts: in class, at home, and in a specialized "smart classroom" environment. We explore how student data can be provided to the teacher before class, in support of planning the next day's lesson, and during class, to help the teacher orchestrate class activities and respond to student needs. Our work builds upon the research tradition of knowledge communities and inquiry learning to inform its design of materials and activities that support productive collaborative interactions for learners. We are also guided by the recent literature on scripting and orchestration to define curricular activities that bridge home and school environments, leveraging a digital platform that includes Web 2.0 features to guide structured collaborations. This paper reports on a design-based research program in which the development of the curriculum and technology platform is informed by successive cycles of design, enactment, analysis, and re-design. The paper will review our efforts through three successive design cycles, exploring the evolution of our own "smart classroom curriculum" for high school physics. For each iteration, we present our design goals, the resulting curriculum and technology, the student learning outcomes, and our evaluation that informs the next iteration. We end with a description of our current design, and discuss the goals and directions of our future efforts.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Linn, M. C., Gerard, L. F., Sato, M. E.
Open-Source Online Science Inquiry Materials: Building a Community Journal Article
In: Revista Contrapontos, vol. 12, pp. 7–26, 2012.
@article{linn_open-source_2012,
title = {Open-Source Online Science Inquiry Materials: Building a Community},
author = {M. C. Linn and L. F. Gerard and M. E. Sato},
year = {2012},
date = {2012-01-01},
journal = {Revista Contrapontos},
volume = {12},
pages = {7--26},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
2011
Zhang, Zhihui Helen, Linn, Marcia C.
Can generating representations enhance learning with dynamic visualizations? Journal Article
In: Journal of Research in Science Teaching, vol. 48, no. 10, pp. 1177–1198, 2011, ISSN: 00224308.
@article{zhang_can_2011-1,
title = {Can generating representations enhance learning with dynamic visualizations?},
author = {Zhihui Helen Zhang and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.20443},
doi = {10.1002/tea.20443},
issn = {00224308},
year = {2011},
date = {2011-12-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {48},
number = {10},
pages = {1177--1198},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Zhang, Zhihui Helen, Linn, Marcia C.
Can generating representations enhance learning with dynamic visualizations? Journal Article
In: Journal of Research in Science Teaching, vol. 48, no. 10, pp. 1177–1198, 2011, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: VISUAL
@article{zhang_can_2011,
title = {Can generating representations enhance learning with dynamic visualizations?},
author = {Zhihui Helen Zhang and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20443/abstract},
doi = {10.1002/tea.20443},
issn = {1098-2736},
year = {2011},
date = {2011-12-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {48},
number = {10},
pages = {1177--1198},
abstract = {This study explores the impact of asking middle school students to generate drawings of their ideas about chemical reactions on integrated understanding. Students explored atomic interactions during hydrogen combustion using a dynamic visualization. The generation group drew their ideas about how the reaction takes place at the molecular level. The interaction group conducted multiple experiments with the visualization by varying the amount of energy provided to ignite the reaction. The generation group integrated more ideas about chemical reactions and made more precise interpretations of the visualization than the interaction group. Embedded assessments show that generation motivated students to interpret the visualization carefully and led to more productive explanations about ideas represented in the dynamic visualization. In contrast, the interaction group was less successful in linking the visualization to underlying concepts and observable phenomena and wrote less detailed explanations. The study suggests that drawing is a promising way to help students interpret complex visualizations and integrate information. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1177\textendash1198, 2011},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Gerard, L. F., Varma, K., Corliss, S. B., Linn, M. C.
Professional Development for Technology-Enhanced Inquiry Science Journal Article
In: Review of Educational Research, vol. 81, no. 3, pp. 408–448, 2011, ISSN: 0034-6543, 1935-1046.
@article{gerard_professional_2011,
title = {Professional Development for Technology-Enhanced Inquiry Science},
author = {L. F. Gerard and K. Varma and S. B. Corliss and M. C. Linn},
url = {http://rer.sagepub.com/cgi/doi/10.3102/0034654311415121},
doi = {10.3102/0034654311415121},
issn = {0034-6543, 1935-1046},
year = {2011},
date = {2011-09-01},
urldate = {2017-11-19},
journal = {Review of Educational Research},
volume = {81},
number = {3},
pages = {408--448},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
McElhaney, Kevin W., Linn, Marcia C.
Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters Journal Article
In: Journal of Research in Science Teaching, vol. 48, no. 7, pp. 745–770, 2011, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: VISUAL
@article{mcelhaney_investigations_2011,
title = {Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters},
author = {Kevin W. McElhaney and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20423/abstract},
doi = {10.1002/tea.20423},
issn = {1098-2736},
year = {2011},
date = {2011-09-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {48},
number = {7},
pages = {745--770},
abstract = {This study examines how students' experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-enhanced inquiry unit on car collisions. The unit uses new technologies to log students' experimentation choices. Physics students (n = 148) in six diverse high schools studied the unit and responded to pretests, posttests, and embedded assessments. We scored students' experimentation using four methods: total number of trials, variability of variable choices, propensity to vary one variable at a time, and coherence between investigation goals and experimentation methods. Students made moderate, significant overall pretest to posttest gains on physics understanding. Coherence was a strong predictor of learning, controlling for pretest scores and the other experimentation measures. We identify three categories of experimenters (intentional, unsystematic, and exhaustive) and illustrate these categories with examples. The findings suggest that students must combine disciplinary knowledge of the investigation with intentional investigation of the inquiry questions in order to understand the nature of the variables. Mechanically executing well-established experimentation procedures (such as varying one variable at a time or comprehensively exploring the experimentation space) is less likely to lead students to valuable insights about complex tasks. Our proposed categories extend and refine previous efforts to categorize experimenters by linking scientific procedures with understanding of the science discipline. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 745\textendash770, 2011},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.
An Investigation of Explanation Multiple-Choice Items in Science Assessment Journal Article
In: Educational Assessment, vol. 16, no. 3, pp. 164–184, 2011, ISSN: 1062-7197.
Abstract | Links | BibTeX | Tags: CLEAR, VISUAL
@article{liu_investigation_2011,
title = {An Investigation of Explanation Multiple-Choice Items in Science Assessment},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://dx.doi.org/10.1080/10627197.2011.611702},
doi = {10.1080/10627197.2011.611702},
issn = {1062-7197},
year = {2011},
date = {2011-09-01},
urldate = {2017-11-18},
journal = {Educational Assessment},
volume = {16},
number = {3},
pages = {164--184},
abstract = {Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group of 794 middle school students was randomly assigned to answer either constructed-response or EMC items following regular multiple-choice items. By applying a Rasch partial-credit analysis, we found that there is a consistent alignment between the EMC and multiple-choice items. Also, the EMC items are easier than the constructed-response items but are harder than most of the multiple-choice items. We discuss the potential value of the EMC items as a learning and diagnostic tool.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Shen, Ji, Linn, Marcia C.
A Technology‐Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations Journal Article
In: International Journal of Science Education, vol. 33, no. 12, pp. 1597–1623, 2011, ISSN: 0950-0693.
Abstract | Links | BibTeX | Tags: CLEAR
@article{shen_technologyenhanced_2011-1,
title = {A Technology‐Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations},
author = {Ji Shen and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/09500693.2010.514012},
doi = {10.1080/09500693.2010.514012},
issn = {0950-0693},
year = {2011},
date = {2011-08-01},
urldate = {2017-11-19},
journal = {International Journal of Science Education},
volume = {33},
number = {12},
pages = {1597--1623},
abstract = {What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic‐level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, and observable events. We compare learning enactments in a typical school and a magnet school in the USA. We use pre‐tests, post‐tests, embedded notes, and delayed post‐tests to capture the trajectories of students’ knowledge integration. We analyze how visualizations help students grapple with abstract electrostatics concepts such as induction. We find that overall students gain more sophisticated ideas. They can interpret dynamic, interactive visualizations, and connect charge‐ and particle‐based explanations to interpret observable events. Students continue to have difficulty in applying the energy‐based explanation.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Shen, Ji, Linn, Marcia C.
A Technology‐Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations Journal Article
In: International Journal of Science Education, vol. 33, no. 12, pp. 1597–1623, 2011, ISSN: 0950-0693.
Abstract | Links | BibTeX | Tags: VISUAL
@article{shen_technologyenhanced_2011,
title = {A Technology‐Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations},
author = {Ji Shen and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/09500693.2010.514012},
doi = {10.1080/09500693.2010.514012},
issn = {0950-0693},
year = {2011},
date = {2011-08-01},
urldate = {2017-11-18},
journal = {International Journal of Science Education},
volume = {33},
number = {12},
pages = {1597--1623},
abstract = {What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic‐level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, and observable events. We compare learning enactments in a typical school and a magnet school in the USA. We use pre‐tests, post‐tests, embedded notes, and delayed post‐tests to capture the trajectories of students’ knowledge integration. We analyze how visualizations help students grapple with abstract electrostatics concepts such as induction. We find that overall students gain more sophisticated ideas. They can interpret dynamic, interactive visualizations, and connect charge‐ and particle‐based explanations to interpret observable events. Students continue to have difficulty in applying the energy‐based explanation.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C.
Off-shoring critical thinking Journal Article
In: San Francisco Chronicle, 2011.
Abstract | Links | BibTeX | Tags: VISUAL
@article{linn_off-shoring_2011,
title = {Off-shoring critical thinking},
author = {Marcia C. Linn},
url = {http://www.sfgate.com/opinion/openforum/article/Off-shoring-critical-thinking-2367290.php},
year = {2011},
date = {2011-06-01},
urldate = {2017-11-18},
journal = {San Francisco Chronicle},
abstract = {Nations seeking to compete for well-paying jobs in research, development and manufacturing are now adding proven critical thinking activities developed in America to their science courses. While American teachers are cutting back on experimentation, leaders in China, Taiwan, Korea, Norway and other countries are clamoring to use activities such as those found in the online, open source Web-based Inquiry Science Environment unit developed at UC Berkeley ( www.wise.berkeley.edu). Rather than memorizing the parts of an atom, students could learn and apply ideas about atoms while studying a unit on hydrogen fuel-cell cars. Students could use visualizations of chemical reactions to investigate the trade-offs between gasoline-powered and hydrogen-fuel-cell-powered cars and buses. [...] students prefer investigating scientific visualizations to textbooks and report that visualizations allow them to see how science works and to test their ideas.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C., Eylon, Bat-Sheva
Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration Book
1 edition, Routledge, New York, 2011, ISBN: 978-0-8058-6054-2.
Abstract | BibTeX | Tags: CLEAR
@book{linn_science_2011,
title = {Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration},
author = {Marcia C. Linn and Bat-Sheva Eylon},
isbn = {978-0-8058-6054-2},
year = {2011},
date = {2011-04-01},
publisher = {Routledge},
address = {New York},
edition = {1 edition},
abstract = {Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {book}
}
Chiu, Jennifer, Linn, M.
Knowledge Integration and Wise Engineering Journal Article
In: Journal of Pre-College Engineering Education Research (J-PEER), vol. 1, no. 1, 2011, ISSN: 2157-9288.
Links | BibTeX | Tags: CLEAR, MODELS, VISUAL
@article{chiu_knowledge_2011,
title = {Knowledge Integration and Wise Engineering},
author = {Jennifer Chiu and M. Linn},
url = {http://docs.lib.purdue.edu/jpeer/vol1/iss1/2},
doi = {10.7771/2157-9288.1026},
issn = {2157-9288},
year = {2011},
date = {2011-04-01},
journal = {Journal of Pre-College Engineering Education Research (J-PEER)},
volume = {1},
number = {1},
keywords = {CLEAR, MODELS, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Lee, Hee-Sun, Liu, Ou Lydia, Linn, Marcia C.
Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items Journal Article
In: Applied Measurement in Education, vol. 24, no. 2, pp. 115–136, 2011, ISSN: 0895-7347.
Abstract | BibTeX | Tags: MODELS
@article{lee_validating_2011-1,
title = {Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items},
author = {Hee-Sun Lee and Ou Lydia Liu and Marcia C. Linn},
issn = {0895-7347},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {Applied Measurement in Education},
volume = {24},
number = {2},
pages = {115--136},
abstract = {This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item properties such as alignment, discrimination, and target range on the knowledge integration scale using a Rasch Partial Credit Model analysis. For instructional validity, we test the sensitivity of multiple-choice and explanation items to knowledge integration instruction using a cohort comparison design. Results show that (1) one third of correct multiple-choice responses are aligned with higher levels of knowledge integration while three quarters of incorrect multiple-choice responses are aligned with lower levels of knowledge integration, (2) explanation items discriminate between high and low knowledge integration ability students much more effectively than multiple-choice items, (3) explanation items measure a wider range of knowledge integration levels than multiple-choice items, and (4) explanation items are more sensitive to knowledge integration instruction than multiple-choice items. (Contains 3 tables and 4 figures.)},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Peled, Y., Dori, Yehudit Judy, Kali, Yael
Integrating and sustaining technology in instruction: A longitudinal study of the teacher-principal perspective Book Section
In: D. Chen, G. Kurtz (Ed.): ICT, Learning and Teaching, pp. 311–331, 2011.
@incollection{peled_integrating_2011,
title = {Integrating and sustaining technology in instruction: A longitudinal study of the teacher-principal perspective},
author = {Y. Peled and Yehudit Judy Dori and Yael Kali},
editor = {D. Chen and G. Kurtz},
year = {2011},
date = {2011-01-01},
booktitle = {ICT, Learning and Teaching},
pages = {311--331},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Svihla, Vanessa, Ryoo, K., Linn, M. C., Dorsey, Chad
Connecting Energy Across the Curriculum Journal Article
In: @Concord, vol. 15, pp. 12–13, 2011.
Abstract | Links | BibTeX | Tags: CLEAR
@article{svihla_connecting_2011,
title = {Connecting Energy Across the Curriculum},
author = {Vanessa Svihla and K. Ryoo and M. C. Linn and Chad Dorsey},
url = {https://concord.org/newsletter/2011-spring/connecting-energy-across-curriculum/},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-19},
journal = {@Concord},
volume = {15},
pages = {12--13},
abstract = {The importance of energy and energy use is evident in all corners of our lives. From the food we eat to the cars we drive, energy plays a central role in our political and social lives. Similarly, energy is one of the most central ideas in science. The flow and transformation of energy ties together},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Corliss, Stephanie B., Linn, Marcia C.
Assessing learning from inquiry science instruction Book Section
In: Gregory J Schraw, Daniel H Robinson (Ed.): Assessment of higher order thinking skills, pp. 219–244, Information Age Pub., Charlotte, N.C., 2011, ISBN: 978-1-61735-506-6 978-1-61735-505-9, (OCLC: 727658516).
@incollection{schraw_assessing_2011,
title = {Assessing learning from inquiry science instruction},
author = {Stephanie B. Corliss and Marcia C. Linn},
editor = {Gregory J Schraw and Daniel H Robinson},
isbn = {978-1-61735-506-6 978-1-61735-505-9},
year = {2011},
date = {2011-01-01},
booktitle = {Assessment of higher order thinking skills},
pages = {219--244},
publisher = {Information Age Pub.},
address = {Charlotte, N.C.},
note = {OCLC: 727658516},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Linn, Marcia C., Chiu, Jennifer
Combining Learning and Assessment to Improve Science Education Journal Article
In: Research & Practice in Assessment, vol. 6, pp. 5–14, 2011, ISSN: 2161-4210.
Abstract | Links | BibTeX | Tags: VISUAL
@article{linn_combining_2011,
title = {Combining Learning and Assessment to Improve Science Education},
author = {Marcia C. Linn and Jennifer Chiu},
url = {https://eric.ed.gov/?id=EJ1062825},
issn = {2161-4210},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {Research \& Practice in Assessment},
volume = {6},
pages = {5--14},
abstract = {High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed--often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Learning tests that help students understand science and measure progress at the same time are needed. This article discusses the following topics regarding science education: (1) Learning Test Goals; (2) Teaching and Assessing Lifelong Learning; (3) Visualizations and Assessment; (4) Teaching and Assessing with Concept Maps; (5) Essay Questions, Learning, and Assessment; and (6) Improving Assessment in Lecture Classes. Valuable classroom time can be reclaimed by using online learning environments that incorporate learning tests to measure lifelong learning skills. Think about what would happen if scientists spent time memorizing new facts rather than investigating compelling problems. A focus on lifelong learning to the classroom needs to be restored to retain a competitive advantage in science.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Lee, Hee-Sun, Liu, Ou Lydia, Linn, Marcia C.
Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items Journal Article
In: Applied Measurement in Education, vol. 24, no. 2, pp. 115–136, 2011, ISSN: 0895-7347.
Abstract | BibTeX | Tags: CLEAR, VISUAL
@article{lee_validating_2011,
title = {Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items},
author = {Hee-Sun Lee and Ou Lydia Liu and Marcia C. Linn},
issn = {0895-7347},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {Applied Measurement in Education},
volume = {24},
number = {2},
pages = {115--136},
abstract = {This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item properties such as alignment, discrimination, and target range on the knowledge integration scale using a Rasch Partial Credit Model analysis. For instructional validity, we test the sensitivity of multiple-choice and explanation items to knowledge integration instruction using a cohort comparison design. Results show that (1) one third of correct multiple-choice responses are aligned with higher levels of knowledge integration while three quarters of incorrect multiple-choice responses are aligned with lower levels of knowledge integration, (2) explanation items discriminate between high and low knowledge integration ability students much more effectively than multiple-choice items, (3) explanation items measure a wider range of knowledge integration levels than multiple-choice items, and (4) explanation items are more sensitive to knowledge integration instruction than multiple-choice items. (Contains 3 tables and 4 figures.)},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Kali, Yael, Ronen-Fuhrmann, Tamar
Teaching to design educational technologies Journal Article
In: International Journal of Learning Technology, vol. 6, no. 1, pp. 4–23, 2011, ISSN: 1477-8386.
Abstract | Links | BibTeX | Tags: CLEAR, VISUAL
@article{kali_teaching_2011,
title = {Teaching to design educational technologies},
author = {Yael Kali and Tamar Ronen-Fuhrmann},
url = {https://www.inderscienceonline.com/doi/abs/10.1504/IJLT.2011.040147},
doi = {10.1504/IJLT.2011.040147},
issn = {1477-8386},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {International Journal of Learning Technology},
volume = {6},
number = {1},
pages = {4--23},
abstract = {Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules. The courses were based on a teaching model developed in a design-based research methodology with four iterations. The model integrates the openness of a studio approach, with the structure of a well-known instructional systems-design process. It also takes advantage of experts’ design knowledge embedded in a database of design principles. Qualitative data was used to evaluate the affordances and challenges of progressive versions of the teaching model. A generalised model for teaching educational technology design was derived, in which the following constructs are intertwined: astructuring the design processbbuilding on accessible repositories of expert design knowledgecenabling dialogic learning.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Sampson, Victor, Clark, Douglas B.
A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups Journal Article
In: Research in Science Education, vol. 41, no. 1, pp. 63–97, 2011, ISSN: 0157-244X, 1573-1898.
Abstract | Links | BibTeX | Tags: CLEAR, VISUAL
@article{sampson_comparison_2011,
title = {A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups},
author = {Victor Sampson and Douglas B. Clark},
url = {https://link.springer.com/article/10.1007/s11165-009-9146-9},
doi = {10.1007/s11165-009-9146-9},
issn = {0157-244X, 1573-1898},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {Research in Science Education},
volume = {41},
number = {1},
pages = {63--97},
abstract = {This qualitative study examines the interactions between individuals, ideas, and materials as two high and two low performing groups of students engaged in a process of collaborative scientific argumentation. To engage students in collaborative scientific argumentation the students were randomly assigned to small groups of three students each. Each triad was asked to critique six alternative explanations for a discrepant event and to produce a single written argument justifying the explanation they felt was most valid or acceptable. The two higher performing triads produced arguments that included a sufficient and accurate explanation that was well supported with appropriate evidence and reasoning while the two lower performing triads produced arguments that included an inaccurate explanation supported by inappropriate justification. A verbal analysis of the interactive processes that took place within these four triads identified five distinct differences in the ways these triads engaged in collaborative scientific argumentation that seemed to promote or constrain the development of high quality written arguments. These differences include (1) the number of unique ideas introduced into the conversation, (2) how individuals responded to these ideas, (3) how often individuals challenged ideas when discussing them, (4) the criteria individuals used to distinguish between ideas, and (5) how group members used the available corpus of data. The conclusions and implications of this study include recommendations for the design and revision of curriculum, the development of new instructional models and technology-enhanced learning environments, and areas for future research.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
2010
Linn, Marcia C., Slotta, James. D., Terashima, Hiroki, Stone, Elisa, Madhok, Jacquie
Designing Science Instruction using the Web-based Inquiry Science Environment (WISE) Journal Article
In: Asia-Pacific Forum on Science Learning and Teaching, vol. 11, no. 2, 2010.
@article{linn_designing_2010-2,
title = {Designing Science Instruction using the Web-based Inquiry Science Environment (WISE)},
author = {Marcia C. Linn and James. D. Slotta and Hiroki Terashima and Elisa Stone and Jacquie Madhok},
year = {2010},
date = {2010-12-01},
journal = {Asia-Pacific Forum on Science Learning and Teaching},
volume = {11},
number = {2},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Spitulnik, Michele, Linn, Marcia C.
Teacher use of evidence to customize inquiry science instruction Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 9, pp. 1037–1063, 2010, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: MODELS
@article{gerard_teacher_2010-1,
title = {Teacher use of evidence to customize inquiry science instruction},
author = {Libby F. Gerard and Michele Spitulnik and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20367/abstract},
doi = {10.1002/tea.20367},
issn = {1098-2736},
year = {2010},
date = {2010-11-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {9},
pages = {1037--1063},
abstract = {This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands-on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037\textendash1063, 2010},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C., Chang, Hsin-Yi, Chiu, Jennifer L., Zhang, Zhihui Helen, McElhaney, Kevin
Can desirable difficulties overcome deceptive clarity in scientific visualizations? Book Section
In: Aaron S. Benjamin (Ed.): Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork, pp. 235–258, Psychology Press, New York, NY, 2010, ISBN: 978-1-84872-891-2.
@incollection{benjamin_can_2010,
title = {Can desirable difficulties overcome deceptive clarity in scientific visualizations?},
author = {Marcia C. Linn and Hsin-Yi Chang and Jennifer L. Chiu and Zhihui Helen Zhang and Kevin McElhaney},
editor = {Aaron S. Benjamin},
isbn = {978-1-84872-891-2},
year = {2010},
date = {2010-11-01},
booktitle = {Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork},
pages = {235--258},
publisher = {Psychology Press},
address = {New York, NY},
edition = {1 edition},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Gerard, Libby F., Spitulnik, Michele, Linn, Marcia C.
Teacher use of evidence to customize inquiry science instruction Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 9, pp. 1037–1063, 2010, ISSN: 00224308.
@article{gerard_teacher_2010-2,
title = {Teacher use of evidence to customize inquiry science instruction},
author = {Libby F. Gerard and Michele Spitulnik and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.20367},
doi = {10.1002/tea.20367},
issn = {00224308},
year = {2010},
date = {2010-11-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {9},
pages = {1037--1063},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Spitulnik, Michele, Linn, Marcia C.
Teacher use of evidence to customize inquiry science instruction Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 9, pp. 1037–1063, 2010, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: VISUAL
@article{gerard_teacher_2010,
title = {Teacher use of evidence to customize inquiry science instruction},
author = {Libby F. Gerard and Michele Spitulnik and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20367/abstract},
doi = {10.1002/tea.20367},
issn = {1098-2736},
year = {2010},
date = {2010-11-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {9},
pages = {1037--1063},
abstract = {This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands-on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037\textendash1063, 2010},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.
An investigation of teacher impact on student inquiry science performance using a hierarchical linear model Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 7, pp. 807–819, 2010, ISSN: 00224308.
@article{liu_investigation_2010-1,
title = {An investigation of teacher impact on student inquiry science performance using a hierarchical linear model},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.20372},
doi = {10.1002/tea.20372},
issn = {00224308},
year = {2010},
date = {2010-09-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {7},
pages = {807--819},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.
An investigation of teacher impact on student inquiry science performance using a hierarchical linear model Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 7, pp. 807–819, 2010, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: VISUAL
@article{liu_investigation_2010,
title = {An investigation of teacher impact on student inquiry science performance using a hierarchical linear model},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20372/abstract},
doi = {10.1002/tea.20372},
issn = {1098-2736},
year = {2010},
date = {2010-09-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {7},
pages = {807--819},
abstract = {Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two-level hierarchical linear model, we analyze year-end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807\textendash819, 2010},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Lee, Hee-Sun, Liu, Ou Lydia
Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective Journal Article
In: Science Education, vol. 94, no. 4, pp. 665–688, 2010, ISSN: 1098-237X.
Abstract | Links | BibTeX | Tags: TELS
@article{lee_assessing_2010,
title = {Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective},
author = {Hee-Sun Lee and Ou Lydia Liu},
url = {http://onlinelibrary.wiley.com/doi/10.1002/sce.20382/abstract},
doi = {10.1002/sce.20382},
issn = {1098-237X},
year = {2010},
date = {2010-07-01},
urldate = {2017-11-20},
journal = {Science Education},
volume = {94},
number = {4},
pages = {665--688},
abstract = {We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items addressing energy source, transformation, and conservation from published standardized tests and administered them to a status quo sample of 2688 middle school students taught by 29 teachers in 12 schools across 5 states. Results based on a Rasch partial credit model analysis indicate that conservation items are associated with the highest knowledge integration levels, followed by transformation and source items. Comparisons across three middle school grades and across physical, life, and earth science contexts reveal that the mean knowledge integration level of eighth-grade students is significantly higher than that of sixth- or seventh-grade students, and that the mean knowledge integration level of students who took a physical science course is significantly higher than that of students who took a life or earth science course. We discuss implications for research on learning progressions. © 2009 Wiley Periodicals, Inc. Sci Ed94:665\textendash688, 2010},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Kali, Yael, Linn, Marcia C.
Curriculum Design as Subject Matter: Science Book Section
In: Penelope Peterson, Rob Tierney, Eva Baker, Barry McGaw (Ed.): International Encyclopedia of Education, Third Edition, pp. 468–474, Elsevier Science, Amsterdam, 2010, ISBN: 978-0-08-044893-0.
@incollection{peterson_curriculum_2010,
title = {Curriculum Design as Subject Matter: Science},
author = {Yael Kali and Marcia C. Linn},
editor = {Penelope Peterson and Rob Tierney and Eva Baker and Barry McGaw},
isbn = {978-0-08-044893-0},
year = {2010},
date = {2010-06-01},
booktitle = {International Encyclopedia of Education, Third Edition},
pages = {468--474},
publisher = {Elsevier Science},
address = {Amsterdam},
edition = {3 edition},
keywords = {CLEAR, TELS},
pubstate = {published},
tppubtype = {incollection}
}
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.
Multifaceted Assessment of Inquiry-Based Science Learning Journal Article
In: Educational Assessment, vol. 15, no. 2, pp. 69–86, 2010, ISSN: 1062-7197.
Abstract | Links | BibTeX | Tags: CLEAR, MODELS
@article{liu_multifaceted_2010-2,
title = {Multifaceted Assessment of Inquiry-Based Science Learning},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://dx.doi.org/10.1080/10627197.2010.491067},
doi = {10.1080/10627197.2010.491067},
issn = {1062-7197},
year = {2010},
date = {2010-05-01},
urldate = {2017-11-18},
journal = {Educational Assessment},
volume = {15},
number = {2},
pages = {69--86},
abstract = {To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both proximal items that are related to the units and distal items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance.},
keywords = {CLEAR, MODELS},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.
Multifaceted Assessment of Inquiry-Based Science Learning Journal Article
In: Educational Assessment, vol. 15, no. 2, pp. 69–86, 2010, ISSN: 1062-7197.
Abstract | Links | BibTeX | Tags: TELS
@article{liu_multifaceted_2010-1,
title = {Multifaceted Assessment of Inquiry-Based Science Learning},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://dx.doi.org/10.1080/10627197.2010.491067},
doi = {10.1080/10627197.2010.491067},
issn = {1062-7197},
year = {2010},
date = {2010-05-01},
urldate = {2017-11-20},
journal = {Educational Assessment},
volume = {15},
number = {2},
pages = {69--86},
abstract = {To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both proximal items that are related to the units and distal items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Shen, Ji, Gerard, Libby, Bowyer, Jane
Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality Journal Article
In: Journal of Science Teacher Education, vol. 21, no. 3, pp. 283–307, 2010, ISSN: 1046-560X, 1573-1847.
Abstract | Links | BibTeX | Tags: CLEAR, MODELS, TELS
@article{shen_getting_2010,
title = {Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality},
author = {Ji Shen and Libby Gerard and Jane Bowyer},
url = {https://link.springer.com/article/10.1007/s10972-009-9180-5},
doi = {10.1007/s10972-009-9180-5},
issn = {1046-560X, 1573-1847},
year = {2010},
date = {2010-04-01},
urldate = {2017-11-18},
journal = {Journal of Science Teacher Education},
volume = {21},
number = {3},
pages = {283--307},
abstract = {In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession, providing professional development for new teachers, and using students’ data to evaluate and improve instruction. Differences between the two leadership groups emerged in terms of the grain size and practicality of their concerns. Our findings indicate that the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple constituent groups including school principals, federal and state policy makers, and science education researchers.},
keywords = {CLEAR, MODELS, TELS},
pubstate = {published},
tppubtype = {article}
}
Ermeling, Bradley A.
Tracing the effects of teacher inquiry on classroom practice Journal Article
In: Teaching and Teacher Education, vol. 26, no. 3, pp. 377–388, 2010, ISSN: 0742-051X.
Abstract | Links | BibTeX | Tags: VISUAL
@article{ermeling_tracing_2010,
title = {Tracing the effects of teacher inquiry on classroom practice},
author = {Bradley A. Ermeling},
url = {http://www.sciencedirect.com/science/article/pii/S0742051X09000559},
doi = {10.1016/j.tate.2009.02.019},
issn = {0742-051X},
year = {2010},
date = {2010-04-01},
urldate = {2017-11-18},
journal = {Teaching and Teacher Education},
volume = {26},
number = {3},
pages = {377--388},
abstract = {Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice through two cycles of instructional planning, classroom implementation, and reflective analysis. Detectable changes in practice were observed, including a substantial improvement for two of the four teachers in fidelity of implementation of an instructional innovation. Results support claim that meaningful instructional changes are more likely when teachers work in job-alike teams, are led by trained leaders, use inquiry-focused protocols, and have stable settings in which to engage in the continuous improvement of instruction.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia
Designing Standards for Lifelong Science Learning Journal Article
In: Journal of Engineering Education, vol. 99, 2010.
Abstract | Links | BibTeX | Tags: CLEAR, MODELS, VISUAL
@article{linn_designing_2010,
title = {Designing Standards for Lifelong Science Learning},
author = {Marcia Linn},
doi = {10.1002/j.2168-9830.2010.tb01047.x},
year = {2010},
date = {2010-04-01},
journal = {Journal of Engineering Education},
volume = {99},
abstract = {Science technology, engineering, and mathematics (STEM) standards should enable students to become lifelong learners who can make sense of new STEM-related dilemmas as they arise. We need citizens who can manage an unexpected health problem, make informed decisions about new energy sources, and interpret persuasive messages about topics such as online privacy, antidepressants, cloning, nanoscience, and earthquake safety. This might entail learning a new discipline, searching the Internet, interviewing experts, or distinguishing among conflicting sets of results. To develop STEM standards that promote lifelong science learning, partnerships between natural science and engineering offer great promise. The upcoming International Conference in the Learning Sciences (ICLS) convened by the International Society for the Learning Sciences (ISLS) can help build a community of researchers to tackle these problems. The only area where we have been able to control this proliferation is in the weight ofthe textbooks. Those concerned with stress injuries to children have succeeded in curtailing the weight of textbooks\textemdashfor the moment. For example, in California, the following maximum weight standards are in effect for each student textbook in elementary and secondary school: • Grades K-4: Three Pounds • Grades 5-8: Four Pounds • Grades 9\textemdash12: Five Pounds Of course, as states replace textbooks wath electronic materials even these minor constraints vvdU disappear. Publishers are already putting textbooks on electronic page turning devices\textemdashneglecting all the potential of more powerflil computers. Distressingly, efforts to pack tbe curriculum with more topics just deter students from participating in STEM courses and careers. Tbe stuffed curriculum offers students no chance to develop integrated, usenil understanding that they can build throughout their lives. To become lifelong learners, students need to use the science they learn to grapple with problems that they care about\textemdash starting with their first science class.},
keywords = {CLEAR, MODELS, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C.
Designing Standards for Lifelong Science Learning Journal Article
In: Journal of Engineering Education, vol. 99, no. 2, pp. 103–105, 2010, ISSN: 2168-9830.
@article{linn_designing_2010-1,
title = {Designing Standards for Lifelong Science Learning},
author = {Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2010.tb01047.x/abstract},
doi = {10.1002/j.2168-9830.2010.tb01047.x},
issn = {2168-9830},
year = {2010},
date = {2010-04-01},
urldate = {2017-11-20},
journal = {Journal of Engineering Education},
volume = {99},
number = {2},
pages = {103--105},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Shen, Ji
Nurturing Students’ Critical Knowledge Using Technology-enhanced Scaffolding Strategies in Science Education Journal Article
In: Journal of Science Education and Technology, vol. 19, no. 1, pp. 1–12, 2010, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: TELS
@article{shen_nurturing_2010,
title = {Nurturing Students’ Critical Knowledge Using Technology-enhanced Scaffolding Strategies in Science Education},
author = {Ji Shen},
url = {https://link.springer.com/article/10.1007/s10956-009-9183-1},
doi = {10.1007/s10956-009-9183-1},
issn = {1059-0145, 1573-1839},
year = {2010},
date = {2010-02-01},
urldate = {2017-11-20},
journal = {Journal of Science Education and Technology},
volume = {19},
number = {1},
pages = {1--12},
abstract = {Critique is central to the development of scientific knowledge. From a cognitive perspective, critique can be used to enhance understanding. From a social perspective, critique serves to maintain the standards of a professional field. In science education, it is of tremendous value to diagnose and nurture students’ critical knowledge. How students develop and apply criteria for critique, however, remains unclear. What factors influence students’ performance of critique, and how can educators incorporate technology-enhanced scaffolding strategies to help diagnose and nurture students’ critical knowledge? In this paper, I define critical knowledge as the criteria people use to evaluate other knowledge, the ability to use these criteria across contexts, and the reflective understanding of such processes. Building on existing literature, I develop a conceptual framework that describes the components and processes involved in a critique activity. Using this framework, I discuss the application of technology-enhanced scaffolding strategies to facilitate critique activities in science classrooms.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Peters, Vanessa L., Slotta, James. D.
Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era Book Section
In: Michael Jacobson, Peter Reimann (Ed.): Designs for Learning Environments of the Future, pp. 205–232, Springer-Verlag, New York, 2010.
Links | BibTeX | Tags: CLEAR, TELS
@incollection{peters_scaffolding_2010,
title = {Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era},
author = {Vanessa L. Peters and James. D. Slotta},
editor = {Michael Jacobson and Peter Reimann},
url = {//www.springer.com/us/book/9780387882789},
year = {2010},
date = {2010-01-01},
urldate = {2017-11-19},
booktitle = {Designs for Learning Environments of the Future},
pages = {205--232},
publisher = {Springer-Verlag},
address = {New York},
keywords = {CLEAR, TELS},
pubstate = {published},
tppubtype = {incollection}
}
Lee, Hee-Sun, Linn, Marcia C., Varma, Keisha, Liu, Ou Lydia
How do technology-enhanced inquiry science units impact classroom learning? Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 1, pp. 71–90, 2010, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: MODELS
@article{lee_how_2010-2,
title = {How do technology-enhanced inquiry science units impact classroom learning?},
author = {Hee-Sun Lee and Marcia C. Linn and Keisha Varma and Ou Lydia Liu},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20304/abstract},
doi = {10.1002/tea.20304},
issn = {1098-2736},
year = {2010},
date = {2010-01-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {1},
pages = {71--90},
abstract = {We investigated how student understanding of complex science topics was impacted when 27 teachers switched from typical to inquiry instruction in a delayed cohort comparison design study. For the same set of science topics, the teachers used typical methods of instruction in the first year and online, visualization rich inquiry units in the second year. Both cohorts of students were tested on knowledge integration at the end of both school years. We obtained students' knowledge integration estimates by applying an Item Response Theory analysis based on a Rasch Partial Credit Model. We used a mixed effects analysis of variance to investigate effects related to inquiry instruction, teaching context, and science course. We found significant main effects of inquiry instruction and teaching context as well as significant interaction effects between inquiry instruction and science course and between inquiry instruction and teaching context on student knowledge integration. We triangulate these findings with teacher surveys, interview transcripts and project records to explore potential factors associated with successful implementation of inquiry instruction. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 71\textendash90, 2010},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Else-Quest, Nicole M., Hyde, Janet Shibley, Linn, Marcia C.
Cross-national patterns of gender differences in mathematics: a meta-analysis Journal Article
In: Psychological Bulletin, vol. 136, no. 1, pp. 103–127, 2010, ISSN: 1939-1455.
Abstract | Links | BibTeX | Tags: CLEAR, MODELS
@article{else-quest_cross-national_2010-1,
title = {Cross-national patterns of gender differences in mathematics: a meta-analysis},
author = {Nicole M. Else-Quest and Janet Shibley Hyde and Marcia C. Linn},
doi = {10.1037/a0018053},
issn = {1939-1455},
year = {2010},
date = {2010-01-01},
journal = {Psychological Bulletin},
volume = {136},
number = {1},
pages = {103--127},
abstract = {A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14-16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities hypothesis, all of the mean effect sizes in mathematics achievement were very small (d textless 0.15); however, national effect sizes showed considerable variability (ds = -0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive math attitudes and affect (ds = 0.10 to 0.33); national effect sizes ranged from d = -0.61 to 0.89. In contrast to those of previous tests of the gender stratification hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women's share of research jobs, and women's parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls' and women's agency cross-nationally.},
keywords = {CLEAR, MODELS},
pubstate = {published},
tppubtype = {article}
}
Chang, Hsin-Yi, Quintana, Chris, Krajcik, Joseph S.
The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter Journal Article
In: Science Education, vol. 94, no. 1, pp. 73–94, 2010, ISSN: 1098-237X.
Abstract | Links | BibTeX | Tags: CLEAR
@article{chang_impact_2010,
title = {The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter},
author = {Hsin-Yi Chang and Chris Quintana and Joseph S. Krajcik},
url = {http://onlinelibrary.wiley.com/doi/10.1002/sce.20352/abstract},
doi = {10.1002/sce.20352},
issn = {1098-237X},
year = {2010},
date = {2010-01-01},
urldate = {2017-11-19},
journal = {Science Education},
volume = {94},
number = {1},
pages = {73--94},
abstract = {In this study, we investigated whether the understanding of the particulate nature of matter by students was improved by allowing them to design and evaluate molecular animations of chemical phenomena. We developed Chemation, a learner-centered animation tool, to allow seventh-grade students to construct flipbook-like simple animations to show molecular models and dynamic processes. Eight classes comprising 271 students were randomly assigned to three treatments in which students used Chemation to (1) design, interpret, and evaluate animations, (2) only design and interpret animations, or (3) only view and interpret teacher-made animations. We employed 2-factor analysis of covariance and calculated effect sizes to examine the impact of the three treatments on student posttest performances and on student-generated animations and interpretations during class. We used the pretest data as a covariate to reduce a potential bias related to students' prior knowledge on their learning outcomes. The results indicate that designing animations coupled with peer evaluation is effective at improving student learning with instructional animation. On the other hand, the efficacy of allowing students to only design animations without peer evaluation is questionable compared with allowing students to view animations. © 2009 Wiley Periodicals, Inc. Sci Ed94:73\textendash94, 2010},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Slotta, J. D.
Evolving the classrooms of the future: The interplay of pedagogy, technology and community Book Section
In: Kati Mäkitalo-Siegl, Jan Zottman, Frederic Kaplan, Frank Fischer (Ed.): Classroom of the future: orchestrating collaborative spaces, no. v. 3, pp. 215–242, Sense, Rotterdam ; Boston, 2010, ISBN: 978-94-6091-103-3 978-94-6091-102-6, (OCLC: ocn526097822).
@incollection{makitalo-siegl_evolving_2010,
title = {Evolving the classrooms of the future: The interplay of pedagogy, technology and community},
author = {J. D. Slotta},
editor = {Kati M\"{a}kitalo-Siegl and Jan Zottman and Frederic Kaplan and Frank Fischer},
isbn = {978-94-6091-103-3 978-94-6091-102-6},
year = {2010},
date = {2010-01-01},
booktitle = {Classroom of the future: orchestrating collaborative spaces},
number = {v. 3},
pages = {215--242},
publisher = {Sense},
address = {Rotterdam ; Boston},
series = {Technology enhanced learning},
note = {OCLC: ocn526097822},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Lee, Hee-Sun, Linn, Marcia C., Varma, Keisha, Liu, Ou Lydia
How do technology-enhanced inquiry science units impact classroom learning? Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 1, pp. 71–90, 2010, ISSN: 00224308, 10982736.
@article{lee_how_2010-3,
title = {How do technology-enhanced inquiry science units impact classroom learning?},
author = {Hee-Sun Lee and Marcia C. Linn and Keisha Varma and Ou Lydia Liu},
url = {http://doi.wiley.com/10.1002/tea.20304},
doi = {10.1002/tea.20304},
issn = {00224308, 10982736},
year = {2010},
date = {2010-01-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {1},
pages = {71--90},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas, Sampson, Victor, Stegmann, Karsten, Marttunen, Miika, Kollar, Ingo, Janssen, Jeroen, Weinberger, Armin, Menekse, Muhsin, Erkens, Gijsbert, Laurinen, Leena
Online Learning Environments, Scientific Argumentation, and 21st Century Skills. Book Section
In: Bernhard Ertl (Ed.): E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments, pp. 1–40, IGI Global, Hershey, PA, 2010, ISBN: 978-1-61520-729-9.
Abstract | Links | BibTeX | Tags: CLEAR
@incollection{ertl_online_2010,
title = {Online Learning Environments, Scientific Argumentation, and 21st Century Skills.},
author = {Douglas Clark and Victor Sampson and Karsten Stegmann and Miika Marttunen and Ingo Kollar and Jeroen Janssen and Armin Weinberger and Muhsin Menekse and Gijsbert Erkens and Leena Laurinen},
editor = {Bernhard Ertl},
url = {https://www.igi-global.com/book/collaborative-knowledge-construction/37264},
isbn = {978-1-61520-729-9},
year = {2010},
date = {2010-01-01},
urldate = {2017-11-19},
booktitle = {E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments},
pages = {1--40},
publisher = {IGI Global},
address = {Hershey, PA},
abstract = {E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments: 9781615207299: Media \& Communications Books},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.
Multifaceted Assessment of Inquiry-Based Science Learning Journal Article
In: Educational Assessment, vol. 15, no. 2, pp. 69–86, 2010, ISSN: 1062-7197.
Abstract | BibTeX | Tags: VISUAL
@article{liu_multifaceted_2010,
title = {Multifaceted Assessment of Inquiry-Based Science Learning},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
issn = {1062-7197},
year = {2010},
date = {2010-01-01},
urldate = {2017-11-18},
journal = {Educational Assessment},
volume = {15},
number = {2},
pages = {69--86},
abstract = {To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both "proximal" items that are related to the units and "distal" items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance. (Contains 4 tables and 3 figures.)},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Lee, Hee Sun, Linn, Marcia C., Varma, Keisha, Liu, Ou Lydia
How do technology-enhanced inquiry science units impact classroom learning? Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 1, pp. 71–90, 2010, ISSN: 0022-4308.
@article{lee_how_2010,
title = {How do technology-enhanced inquiry science units impact classroom learning?},
author = {Hee Sun Lee and Marcia C. Linn and Keisha Varma and Ou Lydia Liu},
url = {https://experts.umn.edu/en/publications/how-do-technology-enhanced-inquiry-science-units-impact-classroom},
doi = {10.1002/tea.20304},
issn = {0022-4308},
year = {2010},
date = {2010-01-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {1},
pages = {71--90},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Else-Quest, Nicole M., Hyde, Janet Shibley, Linn, Marcia C.
Cross-national patterns of gender differences in mathematics: a meta-analysis Journal Article
In: Psychological Bulletin, vol. 136, no. 1, pp. 103–127, 2010, ISSN: 1939-1455.
Abstract | Links | BibTeX | Tags: VISUAL
@article{else-quest_cross-national_2010,
title = {Cross-national patterns of gender differences in mathematics: a meta-analysis},
author = {Nicole M. Else-Quest and Janet Shibley Hyde and Marcia C. Linn},
doi = {10.1037/a0018053},
issn = {1939-1455},
year = {2010},
date = {2010-01-01},
journal = {Psychological Bulletin},
volume = {136},
number = {1},
pages = {103--127},
abstract = {A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in opportunity structures for girls and women. We meta-analyzed 2 major international data sets, the 2003 Trends in International Mathematics and Science Study and the Programme for International Student Assessment, representing 493,495 students 14-16 years of age, to estimate the magnitude of gender differences in mathematics achievement, attitudes, and affect across 69 nations throughout the world. Consistent with the gender similarities hypothesis, all of the mean effect sizes in mathematics achievement were very small (d textless 0.15); however, national effect sizes showed considerable variability (ds = -0.42 to 0.40). Despite gender similarities in achievement, boys reported more positive math attitudes and affect (ds = 0.10 to 0.33); national effect sizes ranged from d = -0.61 to 0.89. In contrast to those of previous tests of the gender stratification hypothesis, our results point to specific domains of gender equity responsible for gender gaps in math. Gender equity in school enrollment, women's share of research jobs, and women's parliamentary representation were the most powerful predictors of cross-national variability in gender gaps in math. Results are situated within the context of existing research demonstrating apparently paradoxical effects of societal gender equity and highlight the significance of increasing girls' and women's agency cross-nationally.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Bowyer, J. B., Linn, M. C.
A principal community: Building school leadership for technology-enhanced science curriculum reform Journal Article
In: Journal of School Leadership, vol. 20, pp. 145–183, 2010.
@article{gerard_principal_2010,
title = {A principal community: Building school leadership for technology-enhanced science curriculum reform},
author = {Libby F. Gerard and J. B. Bowyer and M. C. Linn},
year = {2010},
date = {2010-01-01},
journal = {Journal of School Leadership},
volume = {20},
pages = {145--183},
keywords = {MODELS, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Bowyer, J. B., Linn, M. C.
How Does a Community of Principals Develop Leadership for Technology-Enhanced Science? Journal Article
In: Journal of School Leadership, vol. 20, pp. 145–183, 2010.
@article{gerard_how_2010,
title = {How Does a Community of Principals Develop Leadership for Technology-Enhanced Science?},
author = {Libby F. Gerard and J. B. Bowyer and M. C. Linn},
year = {2010},
date = {2010-01-01},
journal = {Journal of School Leadership},
volume = {20},
pages = {145--183},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Lindberg, S. M., Hyde, Janet Shibley, Peterson, J. L., Linn, M. C.
New trends in gender and mathematics performance: A meta-analysis Journal Article
In: Psychological Bulletin, vol. 136, no. 6, pp. 1123–1135, 2010.
Abstract | BibTeX | Tags: CLEAR, VISUAL
@article{lindberg_new_2010,
title = {New trends in gender and mathematics performance: A meta-analysis},
author = {S. M. Lindberg and Janet Shibley Hyde and J. L. Peterson and M. C. Linn},
year = {2010},
date = {2010-01-01},
journal = {Psychological Bulletin},
volume = {136},
number = {6},
pages = {1123--1135},
abstract = {In this article, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Liu, O. L., Lee, Hee-Sun, Linn, M. C.
Evaluating inquiry-based science units using a Hierarchical Linear Model Journal Article
In: Educational Assessment, vol. 15, pp. 69–86, 2010.
@article{liu_evaluating_2010,
title = {Evaluating inquiry-based science units using a Hierarchical Linear Model},
author = {O. L. Liu and Hee-Sun Lee and M. C. Linn},
year = {2010},
date = {2010-01-01},
journal = {Educational Assessment},
volume = {15},
pages = {69--86},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Lee, Hee-Sun, Linn, Marcia C., Varma, Keisha, Liu, Ou Lydia
How do technology-enhanced inquiry science units impact classroom learning? Journal Article
In: Journal of Research in Science Teaching, vol. 47, no. 1, pp. 71–90, 2010, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: TELS
@article{lee_how_2010-1,
title = {How do technology-enhanced inquiry science units impact classroom learning?},
author = {Hee-Sun Lee and Marcia C. Linn and Keisha Varma and Ou Lydia Liu},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20304/abstract},
doi = {10.1002/tea.20304},
issn = {1098-2736},
year = {2010},
date = {2010-01-01},
urldate = {2017-11-20},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {1},
pages = {71--90},
abstract = {We investigated how student understanding of complex science topics was impacted when 27 teachers switched from typical to inquiry instruction in a delayed cohort comparison design study. For the same set of science topics, the teachers used typical methods of instruction in the first year and online, visualization rich inquiry units in the second year. Both cohorts of students were tested on knowledge integration at the end of both school years. We obtained students' knowledge integration estimates by applying an Item Response Theory analysis based on a Rasch Partial Credit Model. We used a mixed effects analysis of variance to investigate effects related to inquiry instruction, teaching context, and science course. We found significant main effects of inquiry instruction and teaching context as well as significant interaction effects between inquiry instruction and science course and between inquiry instruction and teaching context on student knowledge integration. We triangulate these findings with teacher surveys, interview transcripts and project records to explore potential factors associated with successful implementation of inquiry instruction. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 71\textendash90, 2010},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
2009
Lee, Hee-Sun, Liu, Ou Lydia
Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective Journal Article
In: Science Education, vol. 94, no. 4, pp. 665–688, 2009, ISSN: 00368326, 1098237X.
@article{lee_assessing_2009,
title = {Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective},
author = {Hee-Sun Lee and Ou Lydia Liu},
url = {http://doi.wiley.com/10.1002/sce.20382},
doi = {10.1002/sce.20382},
issn = {00368326, 1098237X},
year = {2009},
date = {2009-11-01},
urldate = {2017-11-19},
journal = {Science Education},
volume = {94},
number = {4},
pages = {665--688},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Sisk-Hilton, Stephanie
Teaching and Learning in Public: Professional Development Through Shared Inquiry Book
Teachers College Press, New York ; London, 2009, ISBN: 978-0-8077-5010-0.
Abstract | BibTeX | Tags: CLEAR, TELS
@book{sisk-hilton_teaching_2009,
title = {Teaching and Learning in Public: Professional Development Through Shared Inquiry},
author = {Stephanie Sisk-Hilton},
isbn = {978-0-8077-5010-0},
year = {2009},
date = {2009-09-01},
publisher = {Teachers College Press},
address = {New York ; London},
abstract = {This is the inspiring story of a group of teachers who used new technologies to document, analyze, and share an inquiry learning process together. This exciting new professional development model brings together the strengths and benefits of several existing approaches: participant-directed inquiry, school/university partnerships, and the shared pedagogical improvement model of lesson study. Based on the work of public school science teachers over the course of 3 years, it was developed to assist teachers in the daunting task of learning in public. How can an inquiry into teaching practice help teachers to support inquiry learning with their students? This book is an essential read for professional developers, teacher leaders, and school administrators.},
keywords = {CLEAR, TELS},
pubstate = {published},
tppubtype = {book}
}
Newcombe, Nora S., Ambady, Nalini, Eccles, Jacquelynne, Gomez, Louis, Klahr, David, Linn, Marcia, Miller, Kevin, Mix, Kelly
Psychology's role in mathematics and science education Journal Article
In: The American Psychologist, vol. 64, no. 6, pp. 538–550, 2009, ISSN: 1935-990X.
Abstract | Links | BibTeX | Tags: CLEAR, MODELS
@article{newcombe_psychologys_2009-2,
title = {Psychology's role in mathematics and science education},
author = {Nora S. Newcombe and Nalini Ambady and Jacquelynne Eccles and Louis Gomez and David Klahr and Marcia Linn and Kevin Miller and Kelly Mix},
doi = {10.1037/a0014813},
issn = {1935-990X},
year = {2009},
date = {2009-09-01},
journal = {The American Psychologist},
volume = {64},
number = {6},
pages = {538--550},
abstract = {Improving mathematics and science education in the United States has been a matter of national concern for over half a century. Psychology has a vital role to play in this enterprise. In this article, the authors review the kinds of contributions that psychology can make in four areas: (a) early understanding of mathematics, (b) understanding of science, (c) social and motivational aspects of involvement in mathematics and science, and (d) assessment of learning in mathematics and science. They also examine challenges to psychology's playing a central and constructive role and make recommendations for overcoming those challenges.},
keywords = {CLEAR, MODELS},
pubstate = {published},
tppubtype = {article}
}
Newcombe, Nora S., Ambady, Nalini, Eccles, Jacquelynne, Gomez, Louis, Klahr, David, Linn, Marcia, Miller, Kevin, Mix, Kelly
Psychology's role in mathematics and science education Journal Article
In: The American Psychologist, vol. 64, no. 6, pp. 538–550, 2009, ISSN: 1935-990X.
Abstract | Links | BibTeX | Tags: VISUAL
@article{newcombe_psychologys_2009,
title = {Psychology's role in mathematics and science education},
author = {Nora S. Newcombe and Nalini Ambady and Jacquelynne Eccles and Louis Gomez and David Klahr and Marcia Linn and Kevin Miller and Kelly Mix},
doi = {10.1037/a0014813},
issn = {1935-990X},
year = {2009},
date = {2009-09-01},
journal = {The American Psychologist},
volume = {64},
number = {6},
pages = {538--550},
abstract = {Improving mathematics and science education in the United States has been a matter of national concern for over half a century. Psychology has a vital role to play in this enterprise. In this article, the authors review the kinds of contributions that psychology can make in four areas: (a) early understanding of mathematics, (b) understanding of science, (c) social and motivational aspects of involvement in mathematics and science, and (d) assessment of learning in mathematics and science. They also examine challenges to psychology's playing a central and constructive role and make recommendations for overcoming those challenges.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Newcombe, Nora S., Ambady, Nalini, Eccles, Jacquelynne, Gomez, Louis, Klahr, David, Linn, Marcia, Miller, Kevin, Mix, Kelly
Psychology's role in mathematics and science education Journal Article
In: The American Psychologist, vol. 64, no. 6, pp. 538–550, 2009, ISSN: 1935-990X.
Abstract | Links | BibTeX | Tags: TELS
@article{newcombe_psychologys_2009-1,
title = {Psychology's role in mathematics and science education},
author = {Nora S. Newcombe and Nalini Ambady and Jacquelynne Eccles and Louis Gomez and David Klahr and Marcia Linn and Kevin Miller and Kelly Mix},
doi = {10.1037/a0014813},
issn = {1935-990X},
year = {2009},
date = {2009-09-01},
journal = {The American Psychologist},
volume = {64},
number = {6},
pages = {538--550},
abstract = {Improving mathematics and science education in the United States has been a matter of national concern for over half a century. Psychology has a vital role to play in this enterprise. In this article, the authors review the kinds of contributions that psychology can make in four areas: (a) early understanding of mathematics, (b) understanding of science, (c) social and motivational aspects of involvement in mathematics and science, and (d) assessment of learning in mathematics and science. They also examine challenges to psychology's playing a central and constructive role and make recommendations for overcoming those challenges.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Kali, Yael, Levin-Peled, Rachel, Dori, Yehudit Judy
The role of design-principles in designing courses that promote collaborative learning in higher-education Journal Article
In: Computers in Human Behavior, vol. 25, no. 5, pp. 1067–1078, 2009, ISSN: 0747-5632.
Abstract | Links | BibTeX | Tags: TELS
@article{kali_role_2009,
title = {The role of design-principles in designing courses that promote collaborative learning in higher-education},
author = {Yael Kali and Rachel Levin-Peled and Yehudit Judy Dori},
url = {http://www.sciencedirect.com/science/article/pii/S0747563209000107},
doi = {10.1016/j.chb.2009.01.006},
issn = {0747-5632},
year = {2009},
date = {2009-09-01},
urldate = {2017-11-20},
journal = {Computers in Human Behavior},
volume = {25},
number = {5},
pages = {1067--1078},
series = {Including the Special Issue: Design Patterns for Augmenting E-Learning Experiences},
abstract = {Design-patterns and design-principles represent two approaches, which elicit design knowledge from successful learning environments and formulate it as design guidelines. The two approaches are fairly similar in their strategies, but differ in their research origins. This study stems from the design-principles approach, and explores how learning is affected by curriculum-materials designed according to two main design-principles: (a) engage learners in peer instruction, and (b) reuse student artifacts as resource for further learning. These principles were employed in three higher-education courses and examined with 385 students. Data analysis was conducted in two trajectories: In the “bird’s eye view” trajectory we used a “feature” unit of analysis to illustrate how learning was supported by features designed according to the two design-principles in each of the courses. In the “design-based research” trajectory we focused on one feature, a web-based Jigsaw activity, in a philosophy of education course, and demonstrated how it was refined via three design iterations. Students were required to specialize in one of three philosophical perspectives, share knowledge with peers who specialized in other perspectives, and reuse the shared knowledge in new contexts. Outcomes indicated that the design in the first iteration did not sufficiently support student ability to apply the shared knowledge. Two additional design-principles were employed in the next iterations: (c) provide knowledge representation and organization tools, and (d) employ multiple social-activity structures. The importance of combining several design-principles for designing curricular materials is discussed in terms of Alexander’s design-pattern language and his notion of referencing between design-patterns.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas B., D’Angelo, Cynthia M., Menekse, Muhsin
In: Journal of Science Education and Technology, vol. 18, no. 4, pp. 321–333, 2009, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: CLEAR
@article{clark_initial_2009,
title = {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},
author = {Douglas B. Clark and Cynthia M. D’Angelo and Muhsin Menekse},
url = {https://link.springer.com/article/10.1007/s10956-009-9159-1},
doi = {10.1007/s10956-009-9159-1},
issn = {1059-0145, 1573-1839},
year = {2009},
date = {2009-08-01},
urldate = {2017-11-19},
journal = {Journal of Science Education and Technology},
volume = {18},
number = {4},
pages = {321--333},
abstract = {Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a “conflict schema.” Prior studies suggest that a specific conflict schema script known as personally-seeded discussion is more productive for students than a standard discussion format in terms of the structural quality of the resulting argumentation and participation within the discussions. The purpose of the current study involves comparing the personally-seeded script with a variant augmented-preset script to determine the relative contributions of components of the scripts in terms of (1) increasing personal engagement of the students versus optimizing of the starting seed-comments and (2) grouping students using the conflict schema approach versus random assignment of students to groups. The results suggest that engaging students in the exploration of a diverse set of preset discussion seed-comments coupled with a conflict schema approach leads to the highest gains in learning.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Sampson, Victor, Clark, Douglas
The impact of collaboration on the outcomes of scientific argumentation Journal Article
In: Science Education, vol. 93, no. 3, pp. 448–484, 2009, ISSN: 1098-237X.
Abstract | Links | BibTeX | Tags: CLEAR, TELS
@article{sampson_impact_2009,
title = {The impact of collaboration on the outcomes of scientific argumentation},
author = {Victor Sampson and Douglas Clark},
url = {http://onlinelibrary.wiley.com/doi/10.1002/sce.20306/abstract},
doi = {10.1002/sce.20306},
issn = {1098-237X},
year = {2009},
date = {2009-05-01},
urldate = {2017-11-19},
journal = {Science Education},
volume = {93},
number = {3},
pages = {448--484},
abstract = {This study examines three questions about the impact of collaboration during scientific argumentation. First, do groups craft better arguments than individuals? Second, to what degree do individuals adopt and internalize the arguments crafted by their group? Third, do individuals who work in groups learn more from their experiences than individuals who work on their own? To examine these questions, 168 high school chemistry students were randomly assigned, using a matched pair design to collaborative or individual argumentation conditions. Students in both treatment conditions first completed a task that required them to produce an argument articulating and justifying an explanation for a discrepant event. The students then completed mastery and transfer problems on their own. The results of this study indicate that (a) groups of students did not produce better arguments than students who worked alone, (b) a substantial proportion of the students adopted at least some elements of their group's argument, and (c) students from the collaborative condition demonstrated superior performance on the mastery and transfer problems. These observations indicate that collaboration was beneficial for individual learning but not for initial performance on the task. The study concludes with a discussion of these observations and recommendations for future research. © 2008 Wiley Periodicals, Inc. Sci Ed93: 448\textendash484, 2009},
keywords = {CLEAR, TELS},
pubstate = {published},
tppubtype = {article}
}
Ozdemir, Gokhan, Clark, Douglas
Knowledge structure coherence in Turkish students' understanding of force Journal Article
In: Journal of Research in Science Teaching, vol. 46, no. 5, pp. 570–596, 2009, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: CLEAR
@article{ozdemir_knowledge_2009,
title = {Knowledge structure coherence in Turkish students' understanding of force},
author = {Gokhan Ozdemir and Douglas Clark},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20290/abstract},
doi = {10.1002/tea.20290},
issn = {1098-2736},
year = {2009},
date = {2009-05-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {46},
number = {5},
pages = {570--596},
abstract = {This study investigates Turkish students' knowledge structure coherence in physics. In particular, this study investigates the conflicting findings reported in Ioannides and Vosniadou's [Ioannides and Vosniadou [2002] Cognitive Science Quarterly, 2, 5\textendash61] and diSessa, Gillespie, and Esterly's [diSessa et al. [2004] Cognitive Science, 28, 843\textendash900] studies about students' understandings of force. Ioannides and Vosniadou's study of four different age levels of students in Greece demonstrated broad consistency in students' understandings of force. diSessa and colleagues' quasi-replication in the United States demonstrated conflicting results supporting a more fragmented elemental perspective on students' knowledge structure coherence. The current study investigates these conflicting findings by studying students in a third country using the analytic methods from both studies to clarify the debate over knowledge structure coherence. The levels of consistency demonstrated by students in the current study are somewhat higher than the levels reported by diSessa, Gillespie, and Esterly according to both coding schemes, but are closer overall to the levels reported by diSessa, Gillespie, and Esterly than to the levels reported by Ioannides and Vosniadou. In addition, closer inspection of students' explanations suggests that students' explanations may code as consistent according to the coding schemes for a particular force meaning category but not actually represent a coherent understanding of that force meaning. These results therefore more closely support fragmented elemental perspectives on knowledge structure coherence. The results, however, demonstrate important systematicities in students' thinking and support the possibility that differences between the student populations in the countries of the original studies contributed to the differences in findings of the original studies. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 570\textendash596, 2009},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Slotta, James D., Linn, Marcia C.
WISE Science: Web-Based Inquiry in the Classroom Book
Teachers College Press, New York, 2009, ISBN: 978-0-8077-4949-4.
Abstract | BibTeX | Tags: CLEAR, TELS
@book{slotta_wise_2009-1,
title = {WISE Science: Web-Based Inquiry in the Classroom},
author = {James D. Slotta and Marcia C. Linn},
isbn = {978-0-8077-4949-4},
year = {2009},
date = {2009-04-01},
publisher = {Teachers College Press},
address = {New York},
abstract = {This book shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a new technology-enhanced learning environment known as WISE: The Web-based Inquiry Science Environment. WISE offers a collection of free, customizable curriculum projects on topics central to the science standards as well as guidance for teachers on how these Internet-based projects can be used to improve learning and instruction in their science classrooms (grades 6-12). Hundreds of teachers and over 100,000 students have learned from WISE projects taught in English, Norwegian, Dutch, German, Hebrew, Chinese, and Korean. Highlights of WISE include:* A wealth of findings about the WISE curriculum and assessments from 10 years of research funded by the U.S. National Science Foundation.* A collection of classroom-tested, inquiry-based curriculum projects that are available to every classroom via the Internet, free of charge.* An accumulation of successful practices, patterns, and principles to guide classroom teachers and curriculum designers.* Effective models of professional development and school partnerships that support teachers in integrating inquiry-based methods in their own curriculum.* Key strategies and recommendations for policymakers.},
keywords = {CLEAR, TELS},
pubstate = {published},
tppubtype = {book}
}
Slotta, J. D., Aleahmad, Turadg
WISE technology lessons: Moving from a local proprietary system to a global open source framework Journal Article
In: Research and Practice in Technology Enhanced Learning, vol. 4, no. 2, pp. 169–189, 2009.
BibTeX | Tags: CLEAR, TELS, VISUAL
@article{slotta_wise_2009,
title = {WISE technology lessons: Moving from a local proprietary system to a global open source framework},
author = {J. D. Slotta and Turadg Aleahmad},
year = {2009},
date = {2009-01-01},
journal = {Research and Practice in Technology Enhanced Learning},
volume = {4},
number = {2},
pages = {169--189},
keywords = {CLEAR, TELS, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Shamir-Inbal, Tamar, Kali, Yael
Teachers as Designers of Online Activities Journal Article
In: Design Principles and Practices: An International Journal—Annual Review, vol. 3, no. 1, pp. 89–102, 2009, ISSN: 1833-1874, 2473-5736.
@article{shamir-inbal_teachers_2009,
title = {Teachers as Designers of Online Activities},
author = {Tamar Shamir-Inbal and Yael Kali},
url = {https://cgscholar.com/bookstore/works/teachers-as-designers-of-online-activities},
doi = {10.18848/1833-1874/CGP/v03i01/37596},
issn = {1833-1874, 2473-5736},
year = {2009},
date = {2009-01-01},
urldate = {2017-11-20},
journal = {Design Principles and Practices: An International Journal\textemdashAnnual Review},
volume = {3},
number = {1},
pages = {89--102},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Cox, C. D., Hoadley, Christopher
What is design knowledge and how do we teach it? Book Section
In: Chris DiGiano, Shelley Goldman, Michael Chorost (Ed.): Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools, pp. 19–35, Taylor & Francis, New York, 2009.
@incollection{cox_what_2009,
title = {What is design knowledge and how do we teach it?},
author = {C. D. Cox and Christopher Hoadley},
editor = {Chris DiGiano and Shelley Goldman and Michael Chorost},
year = {2009},
date = {2009-01-01},
booktitle = {Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools},
pages = {19--35},
publisher = {Taylor \& Francis},
address = {New York},
edition = {1st},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Kali, Yael, Levin-Peled, Rachel, Hans, Meytal, Ronen-Fuhrmann, Tamar
The Design Principles Database Journal Article
In: Design Principles and Practices: An International Journal—Annual Review, vol. 3, no. 1, pp. 55–66, 2009, ISSN: 1833-1874, 2473-5736.
@article{kali_design_2009,
title = {The Design Principles Database},
author = {Yael Kali and Rachel Levin-Peled and Meytal Hans and Tamar Ronen-Fuhrmann},
url = {https://cgscholar.com/bookstore/works/the-design-principles-database},
doi = {10.18848/1833-1874/CGP/v03i01/37587},
issn = {1833-1874, 2473-5736},
year = {2009},
date = {2009-01-01},
urldate = {2017-11-20},
journal = {Design Principles and Practices: An International Journal\textemdashAnnual Review},
volume = {3},
number = {1},
pages = {55--66},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
2008
Kali, Yael, Linn, Marcia C.
Designing Effective Visualizations for Elementary School Science Journal Article
In: The Elementary School Journal, vol. 109, no. 2, pp. 181–198, 2008, ISSN: 0013-5984.
Abstract | Links | BibTeX | Tags: MODELS
@article{kali_designing_2008-3,
title = {Designing Effective Visualizations for Elementary School Science},
author = {Yael Kali and Marcia C. Linn},
url = {http://www.journals.uchicago.edu/doi/abs/10.1086/590525},
doi = {10.1086/590525},
issn = {0013-5984},
year = {2008},
date = {2008-11-01},
urldate = {2017-11-18},
journal = {The Elementary School Journal},
volume = {109},
number = {2},
pages = {181--198},
abstract = {Research has shown that technology-enhanced visualizations can improve inquiry learning in science when they are designed to support knowledge integration. Visualizations play an especially important role in supporting science learning at elementary and middle school levels because they can make unseen and complex processes visible. We identify 4 principles that can help designers and teachers incorporate visualizations into curriculum materials. These principles call for (a) reducing visual complexity to help learners recognize salient information, (b) scaffolding the process of generating explanations, (c) supporting student-initiated modeling of complex science, and (d) using multiple linked representations. We describe the principles, discuss patterns combining the principles, and give examples from several science disciplines.},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Kali, Yael, Linn, Marcia C.
Designing Effective Visualizations for Elementary School Science Journal Article
In: The Elementary School Journal, vol. 109, no. 2, pp. 181–198, 2008, ISSN: 0013-5984.
Abstract | Links | BibTeX | Tags: CLEAR, VISUAL
@article{kali_designing_2008,
title = {Designing Effective Visualizations for Elementary School Science},
author = {Yael Kali and Marcia C. Linn},
url = {http://www.journals.uchicago.edu/doi/abs/10.1086/590525},
doi = {10.1086/590525},
issn = {0013-5984},
year = {2008},
date = {2008-11-01},
urldate = {2017-11-18},
journal = {The Elementary School Journal},
volume = {109},
number = {2},
pages = {181--198},
abstract = {Research has shown that technology-enhanced visualizations can improve inquiry learning in science when they are designed to support knowledge integration. Visualizations play an especially important role in supporting science learning at elementary and middle school levels because they can make unseen and complex processes visible. We identify 4 principles that can help designers and teachers incorporate visualizations into curriculum materials. These principles call for (a) reducing visual complexity to help learners recognize salient information, (b) scaffolding the process of generating explanations, (c) supporting student-initiated modeling of complex science, and (d) using multiple linked representations. We describe the principles, discuss patterns combining the principles, and give examples from several science disciplines.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Kali, Yael, Linn, Marcia C.
Designing Effective Visualizations for Elementary School Science Journal Article
In: The Elementary School Journal, vol. 109, no. 2, pp. 181–198, 2008, ISSN: 0013-5984.
Abstract | Links | BibTeX | Tags: TELS
@article{kali_designing_2008-1,
title = {Designing Effective Visualizations for Elementary School Science},
author = {Yael Kali and Marcia C. Linn},
url = {http://www.journals.uchicago.edu/doi/10.1086/590525},
doi = {10.1086/590525},
issn = {0013-5984},
year = {2008},
date = {2008-11-01},
urldate = {2017-11-20},
journal = {The Elementary School Journal},
volume = {109},
number = {2},
pages = {181--198},
abstract = {Research has shown that technology-enhanced visualizations can improve inquiry learning in science when they are designed to support knowledge integration. Visualizations play an especially important role in supporting science learning at elementary and middle school levels because they can make unseen and complex processes visible. We identify 4 principles that can help designers and teachers incorporate visualizations into curriculum materials. These principles call for (a) reducing visual complexity to help learners recognize salient information, (b) scaffolding the process of generating explanations, (c) supporting student-initiated modeling of complex science, and (d) using multiple linked representations. We describe the principles, discuss patterns combining the principles, and give examples from several science disciplines.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Higgins, Tara E., Spitulnik, Michele W.
Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review Journal Article
In: Journal of Science Education and Technology, vol. 17, no. 5, pp. 511–521, 2008, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: MODELS
@article{higgins_supporting_2008,
title = {Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review},
author = {Tara E. Higgins and Michele W. Spitulnik},
url = {https://link.springer.com/article/10.1007/s10956-008-9118-2},
doi = {10.1007/s10956-008-9118-2},
issn = {1059-0145, 1573-1839},
year = {2008},
date = {2008-10-01},
urldate = {2017-11-18},
journal = {Journal of Science Education and Technology},
volume = {17},
number = {5},
pages = {511--521},
abstract = {Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Kali, Yael
Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy Book
Teachers College Press, New York, 2008, ISBN: 978-0-8077-4913-5.
Abstract | BibTeX | Tags: CLEAR, TELS
@book{kali_designing_2008-2,
title = {Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy},
author = {Yael Kali},
editor = {Marcia C. Linn and Jo Ellen Roseman},
isbn = {978-0-8077-4913-5},
year = {2008},
date = {2008-09-01},
publisher = {Teachers College Press},
address = {New York},
abstract = {Too often in today's science classes, students learn isolated facts but are unprepared to apply scientific thinking outside of checking off answers on standardized tests. Designing Coherent Science Education demonstrates how effective instruction, supported by research-based curriculum materials and technologies, prepares learners to use scientific principles to make sense of the world around them. Arising from the National Science Foundation-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project, this volume brings together experts in curriculum development, technology-assisted learning, diversity, teacher education, and assessment to consider strategies that will help students achieve a more integrated understanding of science.},
keywords = {CLEAR, TELS},
pubstate = {published},
tppubtype = {book}
}
Varma, Keisha, Husic, Freda, Linn, Marcia C.
Targeted Support for Using Technology-Enhanced Science Inquiry Modules Journal Article
In: Journal of Science Education and Technology, vol. 17, no. 4, pp. 341–356, 2008, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: MODELS
@article{varma_targeted_2008,
title = {Targeted Support for Using Technology-Enhanced Science Inquiry Modules},
author = {Keisha Varma and Freda Husic and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10956-008-9104-8},
doi = {10.1007/s10956-008-9104-8},
issn = {1059-0145, 1573-1839},
year = {2008},
date = {2008-08-01},
urldate = {2017-11-18},
journal = {Journal of Science Education and Technology},
volume = {17},
number = {4},
pages = {341--356},
abstract = {Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers to successfully implement the modules in their classrooms. The interview data clarify teachers’ perspectives on how using technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body of literature that identifies and addresses barriers to integrating technology into K-12 classrooms.},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Varma, Keisha, Husic, Freda, Linn, Marcia C.
Targeted Support for Using Technology-Enhanced Science Inquiry Modules Journal Article
In: Journal of Science Education and Technology, vol. 17, no. 4, pp. 341–356, 2008, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: CLEAR
@article{varma_targeted_2008-1,
title = {Targeted Support for Using Technology-Enhanced Science Inquiry Modules},
author = {Keisha Varma and Freda Husic and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10956-008-9104-8},
doi = {10.1007/s10956-008-9104-8},
issn = {1059-0145, 1573-1839},
year = {2008},
date = {2008-08-01},
urldate = {2017-11-19},
journal = {Journal of Science Education and Technology},
volume = {17},
number = {4},
pages = {341--356},
abstract = {Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers to successfully implement the modules in their classrooms. The interview data clarify teachers’ perspectives on how using technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body of literature that identifies and addresses barriers to integrating technology into K-12 classrooms.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Hyde, Janet S., Lindberg, Sara M., Linn, Marcia C., Ellis, Amy B., Williams, Caroline C.
Gender Similarities Characterize Math Performance Journal Article
In: Science, vol. 321, no. 5888, pp. 494–495, 2008, ISSN: 0036-8075, 1095-9203.
Abstract | Links | BibTeX | Tags: CLEAR
@article{hyde_gender_2008,
title = {Gender Similarities Characterize Math Performance},
author = {Janet S. Hyde and Sara M. Lindberg and Marcia C. Linn and Amy B. Ellis and Caroline C. Williams},
url = {http://science.sciencemag.org/content/321/5888/494},
doi = {10.1126/science.1160364},
issn = {0036-8075, 1095-9203},
year = {2008},
date = {2008-07-01},
urldate = {2017-11-19},
journal = {Science},
volume = {321},
number = {5888},
pages = {494--495},
abstract = {Standardized tests in the U.S. indicate that girls now score just as well as boys in math.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C.
Teaching for Conceptual Cange: Distinguish or Extinguish Ideas Book Section
In: Stella Vosniadou (Ed.): International Handbook of Research on Conceptual Change, pp. 694–722, Routledge, New York, 2008, ISBN: 978-0-8058-6044-3.
@incollection{vosniadou_teaching_2008,
title = {Teaching for Conceptual Cange: Distinguish or Extinguish Ideas},
author = {Marcia C. Linn},
editor = {Stella Vosniadou},
isbn = {978-0-8058-6044-3},
year = {2008},
date = {2008-06-01},
booktitle = {International Handbook of Research on Conceptual Change},
pages = {694--722},
publisher = {Routledge},
address = {New York},
edition = {1st edition},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Sampson, Victor, Clark, Douglas B.
Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions Journal Article
In: Science Education, vol. 92, no. 3, pp. 447–472, 2008, ISSN: 1098-237X.
Abstract | Links | BibTeX | Tags: TELS
@article{sampson_assessment_2008,
title = {Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions},
author = {Victor Sampson and Douglas B. Clark},
url = {http://onlinelibrary.wiley.com/doi/10.1002/sce.20276/abstract},
doi = {10.1002/sce.20276},
issn = {1098-237X},
year = {2008},
date = {2008-05-01},
urldate = {2017-11-19},
journal = {Science Education},
volume = {92},
number = {3},
pages = {447--472},
abstract = {Theoretical and empirical research on argument and argumentation in science education has intensified over the last two decades. The term “argument” in this review refers to the artifacts that a student or a group of students create when asked to articulate and justify claims or explanations whereas the term “argumentation” refers to the process of constructing these artifacts. The intent of this review is to provide an overview of several analytic frameworks that science educators use to assess and characterize the nature of or quality of scientific arguments in terms of three focal issues: structure, justification, and content. To highlight the foci, affordances, and constraints of these different analytic methods, the review of each framework includes an analysis of a sample argument. The review concludes with a synthesis of the three focal issues and outlines several recommendations for future work. Ultimately, this examination and synthesis of these frameworks in terms of how each conceptualizes argument structure, justification, and content is intended to provide a theoretical foundation for future research on argument in science education. © 2008 Wiley Periodicals, Inc. Sci Ed92:447\textendash472, 2008},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Lee, Hee-Sun, Hofstetter, Carolyn, Linn, Marcia C.
Assessing Knowledge Integration in Science: Construct, Measures, and Evidence Journal Article
In: Educational Assessment, vol. 13, no. 1, pp. 33–55, 2008, ISSN: 1062-7197.
Abstract | Links | BibTeX | Tags: MODELS, TELS
@article{liu_assessing_2008,
title = {Assessing Knowledge Integration in Science: Construct, Measures, and Evidence},
author = {Ou Lydia Liu and Hee-Sun Lee and Carolyn Hofstetter and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/10627190801968224},
doi = {10.1080/10627190801968224},
issn = {1062-7197},
year = {2008},
date = {2008-04-01},
urldate = {2017-11-18},
journal = {Educational Assessment},
volume = {13},
number = {1},
pages = {33--55},
abstract = {In response to the demand for sound science assessments, this article presents the development of a latent construct called knowledge integration as an effective measure of science inquiry. Knowledge integration assessments ask students to link, distinguish, evaluate, and organize their ideas about complex scientific topics. The article focuses on assessment topics commonly taught in 6th- through 12th-grade classes. Items from both published standardized tests and previous knowledge integration research were examined in 6 subject-area tests. Results from Rasch partial credit analyses revealed that the tests exhibited satisfactory psychometric properties with respect to internal consistency, item fit, weighted likelihood estimates, discrimination, and differential item functioning. Compared with items coded using dichotomous scoring rubrics, those coded with the knowledge integration rubrics yielded significantly higher discrimination indexes. The knowledge integration assessment tasks, analyzed using knowledge integration scoring rubrics, demonstrate strong promise as effective measures of complex science reasoning in varied science domains.},
keywords = {MODELS, TELS},
pubstate = {published},
tppubtype = {article}
}
Liu, Ou Lydia, Lee, Hee-Sun, Hofstetter, Carolyn, Linn, Marcia C.
Assessing Knowledge Integration in Science: Construct, Measures, and Evidence Journal Article
In: Educational Assessment, vol. 13, no. 1, pp. 33–55, 2008, ISSN: 1062-7197.
Abstract | Links | BibTeX | Tags: CLEAR
@article{liu_assessing_2008-1,
title = {Assessing Knowledge Integration in Science: Construct, Measures, and Evidence},
author = {Ou Lydia Liu and Hee-Sun Lee and Carolyn Hofstetter and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/10627190801968224},
doi = {10.1080/10627190801968224},
issn = {1062-7197},
year = {2008},
date = {2008-04-01},
urldate = {2017-11-19},
journal = {Educational Assessment},
volume = {13},
number = {1},
pages = {33--55},
abstract = {In response to the demand for sound science assessments, this article presents the development of a latent construct called knowledge integration as an effective measure of science inquiry. Knowledge integration assessments ask students to link, distinguish, evaluate, and organize their ideas about complex scientific topics. The article focuses on assessment topics commonly taught in 6th- through 12th-grade classes. Items from both published standardized tests and previous knowledge integration research were examined in 6 subject-area tests. Results from Rasch partial credit analyses revealed that the tests exhibited satisfactory psychometric properties with respect to internal consistency, item fit, weighted likelihood estimates, discrimination, and differential item functioning. Compared with items coded using dichotomous scoring rubrics, those coded with the knowledge integration rubrics yielded significantly higher discrimination indexes. The knowledge integration assessment tasks, analyzed using knowledge integration scoring rubrics, demonstrate strong promise as effective measures of complex science reasoning in varied science domains.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Williams, Michelle, Linn, Marcia C., Hollowell, Gail P.
Making Mitosis Visible Journal Article
In: Science Scope, vol. 31, no. 7, pp. 42–49, 2008, ISSN: 0887-2376.
Abstract | BibTeX | Tags: CLEAR, MODELS, TELS
@article{williams_making_2008,
title = {Making Mitosis Visible},
author = {Michelle Williams and Marcia C. Linn and Gail P. Hollowell},
issn = {0887-2376},
year = {2008},
date = {2008-03-01},
urldate = {2017-11-18},
journal = {Science Scope},
volume = {31},
number = {7},
pages = {42--49},
abstract = {The Technology-Enhanced Learning in Science (TELS) center, a National Science Foundation-funded Center for Learning and Teaching, offers research-tested science modules for students in grades 6-12 (Linn et al. 2006). These free, online modules engage students in scientific inquiry through collaborative activities that include online investigations, interactive visualizations, and electronic discussions that allow teachers to access detailed accounts of student learning (Williams and Lynn 2003). This paper reports on how the Mitosis and Cell process module worked in a seventh-grade classroom in an urban school. (Contains 6 figures and 2 online resources.)},
keywords = {CLEAR, MODELS, TELS},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas B., Sampson, Victor
Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality Journal Article
In: Journal of Research in Science Teaching, vol. 45, no. 3, pp. 293–321, 2008, ISSN: 1098-2736.
Abstract | Links | BibTeX | Tags: TELS
@article{clark_assessing_2008,
title = {Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality},
author = {Douglas B. Clark and Victor Sampson},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20216/abstract},
doi = {10.1002/tea.20216},
issn = {1098-2736},
year = {2008},
date = {2008-03-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {45},
number = {3},
pages = {293--321},
abstract = {The national science standards, along with prominent researchers, call for increased focus on scientific argumentation in the classroom. Over the past decade, researchers have developed sophisticated online science learning environments to support these opportunities for scientific argumentation. Assessing the quality of dialogic argumentation, however, has proven challenging. Existing analytic frameworks assess dialogic argumentation in terms of the nature of students' discourse, formal argumentation structure, interactions, and epistemic forms of reasoning. Few frameworks, however, connect these assessments to conceptual quality. We present an analytic framework for assessing argumentation in online science learning environments that relates levels of opposition with discourse moves, use of grounds, and conceptual quality. We then apply the proposed framework to students' dialogic argumentation within a representative online science learning environment to investigate the framework's potential affordances as well as to assess issues of reliability and appropriateness. The results suggest that the framework offers significant affordances and that it also offers high interrater reliability for trained coders. The applicability of the framework for offline contexts and future extensions of the framework are discussed in light of these results. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 293\textendash321, 2008},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Bowyer, Jane B., Linn, Marcia C.
Principal Leadership for Technology-enhanced Learning in Science Journal Article
In: Journal of Science Education and Technology, vol. 17, no. 1, pp. 1–18, 2008, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: MODELS
@article{gerard_principal_2008-1,
title = {Principal Leadership for Technology-enhanced Learning in Science},
author = {Libby F. Gerard and Jane B. Bowyer and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10956-007-9070-6},
doi = {10.1007/s10956-007-9070-6},
issn = {1059-0145, 1573-1839},
year = {2008},
date = {2008-02-01},
urldate = {2017-11-18},
journal = {Journal of Science Education and Technology},
volume = {17},
number = {1},
pages = {1--18},
abstract = {Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities in technology and science reform.},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Bowyer, Jane B., Linn, Marcia C.
Principal Leadership for Technology-enhanced Learning in Science Journal Article
In: Journal of Science Education and Technology, vol. 17, no. 1, pp. 1–18, 2008, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: CLEAR
@article{gerard_principal_2008-2,
title = {Principal Leadership for Technology-enhanced Learning in Science},
author = {Libby F. Gerard and Jane B. Bowyer and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10956-007-9070-6},
doi = {10.1007/s10956-007-9070-6},
issn = {1059-0145, 1573-1839},
year = {2008},
date = {2008-02-01},
urldate = {2017-11-19},
journal = {Journal of Science Education and Technology},
volume = {17},
number = {1},
pages = {1--18},
abstract = {Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities in technology and science reform.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
Gerard, Libby F., Bowyer, Jane B., Linn, Marcia C.
Principal Leadership for Technology-enhanced Learning in Science Journal Article
In: Journal of Science Education and Technology, vol. 17, no. 1, pp. 1–18, 2008, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: TELS
@article{gerard_principal_2008,
title = {Principal Leadership for Technology-enhanced Learning in Science},
author = {Libby F. Gerard and Jane B. Bowyer and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10956-007-9070-6},
doi = {10.1007/s10956-007-9070-6},
issn = {1059-0145, 1573-1839},
year = {2008},
date = {2008-02-01},
urldate = {2017-11-19},
journal = {Journal of Science Education and Technology},
volume = {17},
number = {1},
pages = {1--18},
abstract = {Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities in technology and science reform.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
DeBoer, George E., Lee, Hee-Sun, Husic, Freda
Assessing Integrated Understanding of Science Book Section
In: Yael Kali, Marcia C. Linn, Jo Ellen Roseman (Ed.): Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy, pp. 153–182, Teachers College Press, New York, 2008.
@incollection{deboer_assessing_2008,
title = {Assessing Integrated Understanding of Science},
author = {George E. DeBoer and Hee-Sun Lee and Freda Husic},
editor = {Yael Kali and Marcia C. Linn and Jo Ellen Roseman},
year = {2008},
date = {2008-01-01},
booktitle = {Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy},
pages = {153--182},
publisher = {Teachers College Press},
address = {New York},
keywords = {CLEAR, TELS},
pubstate = {published},
tppubtype = {incollection}
}
Kali, Yael, Roseman, Jo Ellen, Linn, M. C.
Preface Book Section
In: Yael Kali, Marcia C. Linn, Jo Ellen Roseman (Ed.): Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy, pp. xi–xxi, Teachers College Press, New York, 2008.
@incollection{kali_preface_2008,
title = {Preface},
author = {Yael Kali and Jo Ellen Roseman and M. C. Linn},
editor = {Yael Kali and Marcia C. Linn and Jo Ellen Roseman},
year = {2008},
date = {2008-01-01},
booktitle = {Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy},
pages = {xi--xxi},
publisher = {Teachers College Press},
address = {New York},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Roseman, Jo Ellen, Linn, M. C., Koppal, M.
Characterizing Curriculum Coherence Book Section
In: Yael Kali, Marcia C. Linn, Jo Ellen Roseman (Ed.): Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy, pp. 13–38, Teachers College Press, New York, 2008.
@incollection{roseman_characterizing_2008,
title = {Characterizing Curriculum Coherence},
author = {Jo Ellen Roseman and M. C. Linn and M. Koppal},
editor = {Yael Kali and Marcia C. Linn and Jo Ellen Roseman},
year = {2008},
date = {2008-01-01},
booktitle = {Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy},
pages = {13--38},
publisher = {Teachers College Press},
address = {New York},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Linn, M. C., Kali, Yael, Davis, E. A., Horwitz, P.
Policies to Promote Coherence Book Section
In: Yael Kali, Marcia C. Linn, Jo Ellen Roseman (Ed.): Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy, pp. 201–210, Teachers College Press, New York, 2008.
@incollection{linn_policies_2008,
title = {Policies to Promote Coherence},
author = {M. C. Linn and Yael Kali and E. A. Davis and P. Horwitz},
editor = {Yael Kali and Marcia C. Linn and Jo Ellen Roseman},
year = {2008},
date = {2008-01-01},
booktitle = {Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy},
pages = {201--210},
publisher = {Teachers College Press},
address = {New York},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Ronen-Fuhrmann, Tamar, Kali, Yael, Hoadley, Christopher
Helping Education Students Understand Learning through Designing Journal Article
In: Educational Technology, vol. 48, no. 2, pp. 26–33, 2008, ISSN: 0013-1962.
Abstract | BibTeX | Tags: TELS
@article{ronen-fuhrmann_helping_2008,
title = {Helping Education Students Understand Learning through Designing},
author = {Tamar Ronen-Fuhrmann and Yael Kali and Christopher Hoadley},
issn = {0013-1962},
year = {2008},
date = {2008-01-01},
urldate = {2017-11-19},
journal = {Educational Technology},
volume = {48},
number = {2},
pages = {26--33},
abstract = {This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: \"{A}nalyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in which students design their own technologies using an instructional model that was developed in this study; and "theory," in which literature is reviewed. Outcomes illustrate tensions between students' professed beliefs about learning and their actual design practices in four dimensions that characterize the technologies they designed: "Learner activity," "Collaboration," \"{A}utonomy," and "Content accessibility." Via peer-negotiating of these tensions in each of the course themes, students have developed their skills to design educational technologies and increased the coherence of their epistemological understanding of how people learn. (Contains 3 figures and 1 table.)},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Cox, C. D., Harrison, C., Hoadley, Christopher
Applying the “Studio Model” to Learning Technology Design Book Section
In: Chris DiGiano, Shelley Goldman, Michael Chorost (Ed.): Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools, pp. 145–164, Taylor & Francis, New York, 2008, ISBN: 978-0-8058-6471-7.
@incollection{cox_applying_2008,
title = {Applying the “Studio Model” to Learning Technology Design},
author = {C. D. Cox and C. Harrison and Christopher Hoadley},
editor = {Chris DiGiano and Shelley Goldman and Michael Chorost},
isbn = {978-0-8058-6471-7},
year = {2008},
date = {2008-01-01},
booktitle = {Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools},
pages = {145--164},
publisher = {Taylor \& Francis},
address = {New York},
edition = {1st},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
2007
Özdemir, Gökhan, Clark, Douglas B.
An Overview of Conceptual Change Theories Journal Article
In: Eurasia Journal of Mathematics, Science and Technology Education, vol. 3, no. 4, pp. 351–361, 2007, ISSN: 1305-8215, 1305-8223.
Abstract | Links | BibTeX | Tags: MODELS
@article{ozdemir_overview_2007,
title = {An Overview of Conceptual Change Theories},
author = {G\"{o}khan \"{O}zdemir and Douglas B. Clark},
url = {http://www.ejmste.com/An-Overview-of-Conceptual-Change-nTheories,75414,0,2.html},
doi = {10.12973/ejmste/75414},
issn = {1305-8215, 1305-8223},
year = {2007},
date = {2007-12-01},
urldate = {2017-11-19},
journal = {Eurasia Journal of Mathematics, Science and Technology Education},
volume = {3},
number = {4},
pages = {351--361},
abstract = {Conceptual change researchers have made significant progress on two prominent but competing theoretical perspectives regarding knowledge structure coherence. These perspectives can be broadly characterized as (1) knowledge-as-theory perspectives and (2) knowledge-as-elements perspectives. These...},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Kali, Yael, Linn, Marcia C.
Technology-enhanced support strategies for inquiry learning Book Section
In: J. Michael Spector, M. David Merrill, Jeroen van Merrienboer, Marcy P. Driscoll (Ed.): Handbook of Research on Educational Communications and Technology: Third Edition, pp. 145–162, Routledge, New York, 2007, ISBN: 978-0-415-96338-1.
@incollection{spector_technology-enhanced_2007,
title = {Technology-enhanced support strategies for inquiry learning},
author = {Yael Kali and Marcia C. Linn},
editor = {J. Michael Spector and M. David Merrill and Jeroen van Merrienboer and Marcy P. Driscoll},
isbn = {978-0-415-96338-1},
year = {2007},
date = {2007-12-01},
booktitle = {Handbook of Research on Educational Communications and Technology: Third Edition},
pages = {145--162},
publisher = {Routledge},
address = {New York},
edition = {3 edition},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
Linn, M. C., Kessel, Cathy
Differences or Similarities in Mathematics? Finding an Integrating Focus Journal Article
In: Psychology of Women Quarterly, vol. 31, no. 3, pp. 323–324, 2007, ISSN: 1471-6402.
@article{linn_differences_2007,
title = {Differences or Similarities in Mathematics? Finding an Integrating Focus},
author = {M. C. Linn and Cathy Kessel},
url = {http://onlinelibrary.wiley.com/doi/10.1111/j.1471-6402.2007.00375_2.x/abstract},
doi = {10.1111/j.1471-6402.2007.00375_2.x},
issn = {1471-6402},
year = {2007},
date = {2007-09-01},
urldate = {2017-11-19},
journal = {Psychology of Women Quarterly},
volume = {31},
number = {3},
pages = {323--324},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas B., Sampson, Victor, Weinberger, Armin, Erkens, Gijsbert
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments Journal Article
In: Educational Psychology Review, vol. 19, no. 3, pp. 343–374, 2007, ISSN: 1040-726X, 1573-336X.
Abstract | Links | BibTeX | Tags: TELS
@article{clark_analytic_2007,
title = {Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments},
author = {Douglas B. Clark and Victor Sampson and Armin Weinberger and Gijsbert Erkens},
url = {https://link.springer.com/article/10.1007/s10648-007-9050-7},
doi = {10.1007/s10648-007-9050-7},
issn = {1040-726X, 1573-336X},
year = {2007},
date = {2007-09-01},
urldate = {2017-11-19},
journal = {Educational Psychology Review},
volume = {19},
number = {3},
pages = {343--374},
abstract = {Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns. Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C.
Why aren't more women in science? Journal Article
In: Science, vol. 317, no. 5835, pp. 199–200, 2007, ISSN: 0036-8075, (WOS:000247968600023).
@article{linn_why_2007,
title = {Why aren't more women in science?},
author = {Marcia C. Linn},
doi = {10.1126/science.1141569},
issn = {0036-8075},
year = {2007},
date = {2007-07-01},
journal = {Science},
volume = {317},
number = {5835},
pages = {199--200},
note = {WOS:000247968600023},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Weinberger, A., Clark, D. B., HÄkkinen, P., Tamura, Y., Fischer, F.
Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective Journal Article
In: Research in Comparative and International Education, vol. 2, no. 1, pp. 68–79, 2007, ISSN: 1745-4999.
Abstract | Links | BibTeX | Tags: TELS
@article{weinberger_argumentative_2007,
title = {Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective},
author = {A. Weinberger and D. B. Clark and P. H\"{A}kkinen and Y. Tamura and F. Fischer},
url = {https://doi.org/10.2304/rcie.2007.2.1.68},
doi = {10.2304/rcie.2007.2.1.68},
issn = {1745-4999},
year = {2007},
date = {2007-03-01},
urldate = {2017-11-19},
journal = {Research in Comparative and International Education},
volume = {2},
number = {1},
pages = {68--79},
abstract = {In recent years, information and communication technology has established new opportunities to participate in online learning environments around the globe. These opportunities include the dissemination of specific online learning environments as well as opportunities for learners to connect to online learning environments in distant locations. These dissemination and distance learning scenarios create potential challenges, however, in terms of the cultural differences in the internal scripts that learners of different cultures bring to these environments. This article considers these issues and challenges specifically for online environments focusing on argumentative knowledge construction. It discusses the importance of cross-cultural research in this area and proposes that a collaboration script perspective may prove extremely valuable for this research.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas B., Sampson, Victor D.
Personally‐Seeded Discussions to Scaffold Online Argumentation Journal Article
In: International Journal of Science Education, vol. 29, no. 3, pp. 253–277, 2007, ISSN: 0950-0693.
Abstract | Links | BibTeX | Tags: TELS
@article{clark_personallyseeded_2007,
title = {Personally‐Seeded Discussions to Scaffold Online Argumentation},
author = {Douglas B. Clark and Victor D. Sampson},
url = {http://dx.doi.org/10.1080/09500690600560944},
doi = {10.1080/09500690600560944},
issn = {0950-0693},
year = {2007},
date = {2007-02-01},
urldate = {2017-11-19},
journal = {International Journal of Science Education},
volume = {29},
number = {3},
pages = {253--277},
abstract = {Research shows that scientific knowledge develops through a process of decision‐making as well as discovery, and that argumentation is a genre of discourse crucial to the practice of science. Students should therefore be supported in understanding the scientific practices of dialectical and rhetorical argumentation as part of learning about scientific inquiry. This study focuses on supporting scientific argumentation in the classroom through a customized online discourse system. “Personally‐seeded discussions” support learning and collaboration through an activity structure that elicits, shares, and contrasts students’ own ideas to engage them in the discourse of science argumentation and inquiry. Students use an online interface to build principles to describe data they have collected. These principles become the seed comments for the online discussions. The software sorts students into discussion groups with students who have built different principles so that each discussion group can consider and critique multiple perspectives. This study explores the efficacy of this personally‐seeded approach based on a coding scheme developed by Erduran, Osborne, and Simon that analyzes argument structure from a Toulmin perspective. As part of this exploration, the study outlines a method for parsing personally‐seeded discussions into oppositional episodes for analysis, and discusses future directions for supporting argumentation in asynchronous online discussions.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Sampson, Victor, Clark, Douglas
Incorporating Scientific Argumentation into Inquiry-Based Activities with Online Personally Seeded Discussions Journal Article
In: Science Scope, vol. 30, no. 6, pp. 43–47, 2007, ISSN: 0887-2376.
Abstract | BibTeX | Tags: TELS
@article{sampson_incorporating_2007,
title = {Incorporating Scientific Argumentation into Inquiry-Based Activities with Online Personally Seeded Discussions},
author = {Victor Sampson and Douglas Clark},
issn = {0887-2376},
year = {2007},
date = {2007-02-01},
urldate = {2017-11-19},
journal = {Science Scope},
volume = {30},
number = {6},
pages = {43--47},
abstract = {An explicit goal of the current reform movement in science education is to promote scientific literacy in the United States. One way to encourage scientific literacy is to help students develop a better understanding of science subject matter, that is, the declarative knowledge specifically associated with the physical, life, and earth sciences. However, in addition to helping students develop this type of knowledge, science education programs designed to promote true scientific literacy need to also help learners understand how this knowledge is generated, justified, and evaluated by scientists and how to use such knowledge to engage in inquiry in a way that reflects the practices of the scientific community. In this literature, inquiry is described as a knowledge-building process in which explanations are developed to make sense of data and then presented to a community of peers so they can be critiqued, debated, and revised. Thus, the ability to engage in argumentation in order to construct, justify, and evaluate scientific explanations is seen by many as an important component of scientific literacy. In order to foster productive argumentation in science classrooms, the authors have developed the personally seeded discussion (PSD). This article talks about PSD and its benefits. The PSD is an online asynchronous discussion forum that automatically sorts participants into small groups based on the nature of students' ideas. This tool is currently embedded into an online science project called "Thermodynamics: Probing Your Surroundings." (Contains 3 figures.)},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Tinker, Robert
The science of atoms and molecules Journal Article
In: @Concord, vol. 11, no. 1, pp. 10, 2007.
@article{tinker_science_2007,
title = {The science of atoms and molecules},
author = {Robert Tinker},
year = {2007},
date = {2007-01-01},
journal = {@Concord},
volume = {11},
number = {1},
pages = {10},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Tinker, Robert
Potholes in the road to proving technology Journal Article
In: @Concord, vol. 11, no. 1, pp. 2, 2007.
@article{tinker_potholes_2007,
title = {Potholes in the road to proving technology},
author = {Robert Tinker},
year = {2007},
date = {2007-01-01},
journal = {@Concord},
volume = {11},
number = {1},
pages = {2},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Medina-Jerez, William, Clark, Douglas B., Medina, A., Ramirez-Marin, Frank
Science for ELL: Re-thinking our approach Journal Article
In: The Science Teacher, vol. 74, no. 3, pp. 52–56, 2007.
@article{medina-jerez_science_2007,
title = {Science for ELL: Re-thinking our approach},
author = {William Medina-Jerez and Douglas B. Clark and A. Medina and Frank Ramirez-Marin},
year = {2007},
date = {2007-01-01},
journal = {The Science Teacher},
volume = {74},
number = {3},
pages = {52--56},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Horwitz, P.
Computers and Clean Slates: Creating Interactive Learning Experiences Journal Article
In: @Concord, vol. 11, no. 1, 2007.
@article{horwitz_computers_2007,
title = {Computers and Clean Slates: Creating Interactive Learning Experiences},
author = {P. Horwitz},
year = {2007},
date = {2007-01-01},
journal = {@Concord},
volume = {11},
number = {1},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Tinker, Robert
How do students learn from models? Case studies in guided inquiry Journal Article
In: @Concord, vol. 11, no. 1, pp. 14, 2007.
@article{tinker_how_2007,
title = {How do students learn from models? Case studies in guided inquiry},
author = {Robert Tinker},
year = {2007},
date = {2007-01-01},
journal = {@Concord},
volume = {11},
number = {1},
pages = {14},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Zucker, A., Galvis, A. H., Tinker, Robert
Probeware and the XO Journal Article
In: @Concord, vol. 11, no. 1, pp. 4, 2007.
@article{zucker_probeware_2007,
title = {Probeware and the XO},
author = {A. Zucker and A. H. Galvis and Robert Tinker},
year = {2007},
date = {2007-01-01},
journal = {@Concord},
volume = {11},
number = {1},
pages = {4},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Xie, Qian, Tinker, Robert
Roving around molecules Journal Article
In: @Concord, vol. 11, no. 1, pp. 8, 2007.
@article{xie_roving_2007,
title = {Roving around molecules},
author = {Qian Xie and Robert Tinker},
year = {2007},
date = {2007-01-01},
journal = {@Concord},
volume = {11},
number = {1},
pages = {8},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
2006
Hyde, Janet Shibley, Linn, Marcia C.
Gender Similarities in Mathematics and Science Journal Article
In: Science, vol. 314, no. 5799, pp. 599–600, 2006, ISSN: 0036-8075, 1095-9203.
Abstract | Links | BibTeX | Tags: TELS
@article{hyde_gender_2006,
title = {Gender Similarities in Mathematics and Science},
author = {Janet Shibley Hyde and Marcia C. Linn},
url = {http://science.sciencemag.org/content/314/5799/599},
doi = {10.1126/science.1132154},
issn = {0036-8075, 1095-9203},
year = {2006},
date = {2006-10-01},
urldate = {2017-11-19},
journal = {Science},
volume = {314},
number = {5799},
pages = {599--600},
abstract = {Boys and girls have similar psychological traits and cognitive abilities; thus, a focus on factors other than gender is needed to help girls persist in mathematical and scientific career tracks.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas B.
Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring Journal Article
In: Cognition and Instruction, vol. 24, no. 4, pp. 467–563, 2006, ISSN: 0737-0008.
Abstract | Links | BibTeX | Tags: TELS
@article{clark_longitudinal_2006,
title = {Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring},
author = {Douglas B. Clark},
url = {http://dx.doi.org/10.1207/s1532690xci2404_3},
doi = {10.1207/s1532690xci2404_3},
issn = {0737-0008},
year = {2006},
date = {2006-08-01},
urldate = {2017-11-19},
journal = {Cognition and Instruction},
volume = {24},
number = {4},
pages = {467--563},
abstract = {This research analyzes students' conceptual change across a semester in an 8th-grade thermodynamics curriculum. Fifty students were interviewed 5 times during their 8th-grade semester and then again preceding their 10th- and 12th-grade years to follow their subsequent progress. The interview questions probed students' understanding of thermodynamics in everyday situations. The analysis of the transcripts first focuses on the full cohort. The analysis then focuses on 2 fairly successful and 2 less successful students in greater detail. Direct quotations provide the primary warrants in the analysis of the 4 case-study students, but the analysis also incorporates 2 new analytical\textendashrepresentational forms to map students' conceptual change trajectories. Ultimately, the results clarify the conceptual change processes through which students' understandings of thermal equilibrium evolve from disjointed sets of context-dependent ideas toward, if not achieving, integrated cohesive perspectives.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C., Lee, Hee-Sun, Tinker, Robert, Husic, Freda, Chiu, Jennifer L.
Teaching and Assessing Knowledge Integration in Science Journal Article
In: Science, vol. 313, no. 5790, pp. 1049–1050, 2006, ISSN: 0036-8075, 1095-9203.
Abstract | Links | BibTeX | Tags: MODELS, TELS
@article{linn_teaching_2006,
title = {Teaching and Assessing Knowledge Integration in Science},
author = {Marcia C. Linn and Hee-Sun Lee and Robert Tinker and Freda Husic and Jennifer L. Chiu},
url = {http://science.sciencemag.org/content/313/5790/1049},
doi = {10.1126/science.1131408},
issn = {0036-8075, 1095-9203},
year = {2006},
date = {2006-08-01},
urldate = {2017-11-18},
journal = {Science},
volume = {313},
number = {5790},
pages = {1049--1050},
abstract = {Interactive visualizations combined with online inquiry and embedded assessments can deepen student understanding of complex ideas in science.},
keywords = {MODELS, TELS},
pubstate = {published},
tppubtype = {article}
}
Kali, Yael
Collaborative knowledge building using the Design Principles Database Journal Article
In: International Journal of Computer-Supported Collaborative Learning, vol. 1, no. 2, pp. 187–201, 2006, ISSN: 1556-1607, 1556-1615.
Abstract | Links | BibTeX | Tags: TELS
@article{kali_collaborative_2006,
title = {Collaborative knowledge building using the Design Principles Database},
author = {Yael Kali},
url = {https://link.springer.com/article/10.1007/s11412-006-8993-x},
doi = {10.1007/s11412-006-8993-x},
issn = {1556-1607, 1556-1615},
year = {2006},
date = {2006-06-01},
urldate = {2017-11-19},
journal = {International Journal of Computer-Supported Collaborative Learning},
volume = {1},
number = {2},
pages = {187--201},
abstract = {In this study we describe a mechanism for supporting a community of learning scientists who are exploring educational technologies by helping them to share and collaboratively build design knowledge. The Design Principles Database (DPD) is intended to be built and used by this community to provide an infrastructure for participants to publish, connect, discuss and review design ideas, and to use these ideas to create new designs. The potential of the DPD to serve as a collaborative knowledge-building endeavor is illustrated by analysis of a CSCL study focused on peer-evaluation. The analysis demonstrates how the DPD was used by the researchers of the peer-evaluation study in three phases. In the first phase, design principles were articulated based on a literature review and contributed to the DPD. In the second phase, a peer-evaluation activity was designed based on these principles, and was enacted and revised in a three-iteration study. In the third phase, lessons learned through these iterations were fed back to the DPD. The analysis indicates that such processes can contribute to collaborative development of design knowledge in a community of the learning sciences. Readers of ijCSCL are invited to take part in this endeavor and share their design knowledge with the community.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, M. C., Eylon, Bat-Sheva
Science Education: Integrating Views of Learning and Instruction Book Section
In: Patricia A. Alexander, PHILIP H. WINNE (Ed.): Handbook of Educational Psychology, pp. 511–544, Routledge, Mahwah, N.J, 2006, ISBN: 978-0-8058-5971-3.
@incollection{alexander_science_2006-1,
title = {Science Education: Integrating Views of Learning and Instruction},
author = {M. C. Linn and Bat-Sheva Eylon},
editor = {Patricia A. Alexander and PHILIP H. WINNE},
isbn = {978-0-8058-5971-3},
year = {2006},
date = {2006-05-01},
booktitle = {Handbook of Educational Psychology},
pages = {511--544},
publisher = {Routledge},
address = {Mahwah, N.J},
edition = {2 edition},
keywords = {MODELS},
pubstate = {published},
tppubtype = {incollection}
}
Alexander, Patricia A., Winne, Philip H., Linn, Marcia C., Eylon, Bat-Sheva (Ed.)
Science Education: Integrating Views of Learning and Instruction Book Section
In: Patricia A. Alexander, Philip H. Winne, Marcia C. Linn, Bat-Sheva Eylon (Ed.): Handbook of Educational Psychology, pp. 511–544, Routledge, Mahwah, N.J, 2006, ISBN: 978-0-8058-5971-3.
@incollection{alexander_science_2006,
title = {Science Education: Integrating Views of Learning and Instruction},
editor = {Patricia A. Alexander and Philip H. Winne and Marcia C. Linn and Bat-Sheva Eylon},
isbn = {978-0-8058-5971-3},
year = {2006},
date = {2006-05-01},
booktitle = {Handbook of Educational Psychology},
pages = {511--544},
publisher = {Routledge},
address = {Mahwah, N.J},
edition = {2 edition},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Linn, M. C.
The Knowledge Integration Perspective on Learning and Instruction Book Section
In: R. Keith Sawyer (Ed.): The Cambridge Handbook of the Learning Sciences, pp. 243–264, Cambridge University Press, Cambridge ; New York, 2006, ISBN: 978-0-521-60777-3.
@incollection{sawyer_knowledge_2006,
title = {The Knowledge Integration Perspective on Learning and Instruction},
author = {M. C. Linn},
editor = {R. Keith Sawyer},
isbn = {978-0-521-60777-3},
year = {2006},
date = {2006-04-01},
booktitle = {The Cambridge Handbook of the Learning Sciences},
pages = {243--264},
publisher = {Cambridge University Press},
address = {Cambridge ; New York},
edition = {1 edition},
keywords = {MODELS},
pubstate = {published},
tppubtype = {incollection}
}
Bjork, MARCIA C. LINN, A., ROBERT
The Science of Learning and the Learning of Science Journal Article
In: APS Observer, vol. 19, no. 3, 2006.
Abstract | Links | BibTeX | Tags: TELS
@article{bjork_science_2006,
title = {The Science of Learning and the Learning of Science},
author = {MARCIA C. LINN Bjork and ROBERT A.},
url = {https://www.psychologicalscience.org/observer/the-science-of-learning-and-the-learning-of-science},
year = {2006},
date = {2006-03-01},
urldate = {2017-11-19},
journal = {APS Observer},
volume = {19},
number = {3},
abstract = {Students' performance during instruction is commonly viewed as a measure of learning and a basis for evaluating and selecting instructional practices. Laboratory findings question that view: Conditions of practice that appear optimal …},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Casperson, Janet M., Linn, Marcia C.
Using visualizations to teach electrostatics Journal Article
In: American Journal of Physics, vol. 74, no. 4, pp. 316–323, 2006, ISSN: 0002-9505.
@article{casperson_using_2006,
title = {Using visualizations to teach electrostatics},
author = {Janet M. Casperson and Marcia C. Linn},
url = {http://aapt.scitation.org/doi/abs/10.1119/1.2186335},
doi = {10.1119/1.2186335},
issn = {0002-9505},
year = {2006},
date = {2006-03-01},
urldate = {2017-11-19},
journal = {American Journal of Physics},
volume = {74},
number = {4},
pages = {316--323},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C.
WISE teachers: Using technology and inquiry for science instruction Book Section
In: Elizabeth Alexander Ashburn, Robert E. Floden (Ed.): Meaningful Learning Using Technology: What Educators Need to Know And Do, pp. 46–69, Teachers College Pr, New York, 2006, ISBN: 978-0-8077-4684-4.
@incollection{ashburn_wise_2006,
title = {WISE teachers: Using technology and inquiry for science instruction},
author = {Marcia C. Linn},
editor = {Elizabeth Alexander Ashburn and Robert E. Floden},
isbn = {978-0-8077-4684-4},
year = {2006},
date = {2006-03-01},
booktitle = {Meaningful Learning Using Technology: What Educators Need to Know And Do},
pages = {46--69},
publisher = {Teachers College Pr},
address = {New York},
keywords = {MODELS},
pubstate = {published},
tppubtype = {incollection}
}
Horwitz, P., Gobert, J., Buckley, B.
Helping Students Learn and Helping Teachers Understand Student Learning Journal Article
In: @Concord, vol. 10, no. 2, 2006.
@article{horwitz_helping_2006,
title = {Helping Students Learn and Helping Teachers Understand Student Learning},
author = {P. Horwitz and J. Gobert and B. Buckley},
year = {2006},
date = {2006-01-01},
journal = {@Concord},
volume = {10},
number = {2},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Horwitz, P.
How Can Assessment be Improved? Journal Article
In: @Concord, vol. 10, no. 2, 2006.
@article{horwitz_how_2006,
title = {How Can Assessment be Improved?},
author = {P. Horwitz},
year = {2006},
date = {2006-01-01},
journal = {@Concord},
volume = {10},
number = {2},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C.
Virtual Communities: When Do They Succeed? Journal Article
In: The American Journal of Psychology, vol. 119, no. 4, pp. 679–685, 2006, ISSN: 0002-9556.
@article{linn_virtual_2006,
title = {Virtual Communities: When Do They Succeed?},
author = {Marcia C. Linn},
editor = {Sasha A. Barab and Rob Kling and James H. Gray},
url = {http://www.jstor.org/stable/20445373},
doi = {10.2307/20445373},
issn = {0002-9556},
year = {2006},
date = {2006-01-01},
urldate = {2017-11-19},
journal = {The American Journal of Psychology},
volume = {119},
number = {4},
pages = {679--685},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Xie, Qian, Tinker, Robert
Molecular Dynamics Simulations of Chemical Reactions for Use in Education Journal Article
In: Journal of Chemical Education, vol. 83, no. 1, pp. 77, 2006, ISSN: 0021-9584.
Abstract | Links | BibTeX | Tags: TELS
@article{xie_molecular_2006,
title = {Molecular Dynamics Simulations of Chemical Reactions for Use in Education},
author = {Qian Xie and Robert Tinker},
url = {http://dx.doi.org/10.1021/ed083p77},
doi = {10.1021/ed083p77},
issn = {0021-9584},
year = {2006},
date = {2006-01-01},
urldate = {2017-11-19},
journal = {Journal of Chemical Education},
volume = {83},
number = {1},
pages = {77},
abstract = {This paper reports a method of simulating chemical reaction kinetics by adding rule-based elementary reactions to a classical molecular dynamics simulation. The method can reproduce many important thermodynamic properties of chemical reactions, and can be used to build interactive software that runs on typical personal computers. Its capacity has many potential applications for learning the core ideas of chemistry.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Bjork, Robert, Linn, Marcia
The Science of Learning and the Learning of Science Introducing Desirable Difficulties Journal Article
In: The APS Observer, vol. 19, 2006.
@article{bjork_science_2006-1,
title = {The Science of Learning and the Learning of Science Introducing Desirable Difficulties},
author = {Robert Bjork and Marcia Linn},
year = {2006},
date = {2006-01-01},
journal = {The APS Observer},
volume = {19},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Worell, Judith, Goodheart, Carol D., Linn, Marcia C., Kessel, Cathy (Ed.)
Gender and assessment Book Section
In: Judith Worell, Carol D. Goodheart, Marcia C. Linn, Cathy Kessel (Ed.): Handbook of Girls' and Women's Psychological Health, pp. 40–50, Oxford University Press, USA, 2006, ISBN: 978-0-19-516203-5, (Google-Books-ID: YBdnDAAAQBAJ).
@incollection{worell_gender_2006,
title = {Gender and assessment},
editor = {Judith Worell and Carol D. Goodheart and Marcia C. Linn and Cathy Kessel},
isbn = {978-0-19-516203-5},
year = {2006},
date = {2006-01-01},
booktitle = {Handbook of Girls' and Women's Psychological Health},
pages = {40--50},
publisher = {Oxford University Press, USA},
note = {Google-Books-ID: YBdnDAAAQBAJ},
keywords = {MODELS},
pubstate = {published},
tppubtype = {incollection}
}
Linn, Marcia C., Husic, Freda, Slotta, Jim, Tinker, Robert
Technology Enhanced Learning in Science (TELS): Research Programs Journal Article
In: Educational Technology, vol. 46, no. 3, pp. 54–68, 2006.
@article{linn_technology_2006,
title = {Technology Enhanced Learning in Science (TELS): Research Programs},
author = {Marcia C. Linn and Freda Husic and Jim Slotta and Robert Tinker},
year = {2006},
date = {2006-01-01},
journal = {Educational Technology},
volume = {46},
number = {3},
pages = {54--68},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C, Kessel, Cathy
Gender Differences in Cognition and Educational Performance Book Section
In: Encyclopedia of Cognitive Science, John Wiley & Sons, Ltd, 2006, ISBN: 978-0-470-01886-6.
Abstract | Links | BibTeX | Tags: TELS
@incollection{linn_gender_2006,
title = {Gender Differences in Cognition and Educational Performance},
author = {Marcia C Linn and Cathy Kessel},
url = {http://onlinelibrary.wiley.com/doi/10.1002/0470018860.s00538/abstract},
doi = {10.1002/0470018860.s00538},
isbn = {978-0-470-01886-6},
year = {2006},
date = {2006-01-01},
urldate = {2017-11-20},
booktitle = {Encyclopedia of Cognitive Science},
publisher = {John Wiley \& Sons, Ltd},
abstract = {Gender differences in cognitive and educational performance refer to the apparent differences in the cognitive abilities of men and women, especially with respect to spatial and verbal tasks. They have been ascribed to both cultural and biological influences.},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Linn, Marcia C.
The knowledge integration perspective on learning and instruction Book Section
In: R. Keith Sawyer (Ed.): The Cambridge Handbook of the Learning Sciences, pp. 29–46, Cambridge University Press, Cambridge, MA, 2006.
@incollection{linn_knowledge_2006,
title = {The knowledge integration perspective on learning and instruction},
author = {Marcia C. Linn},
editor = {R. Keith Sawyer},
year = {2006},
date = {2006-01-01},
booktitle = {The Cambridge Handbook of the Learning Sciences},
pages = {29--46},
publisher = {Cambridge University Press},
address = {Cambridge, MA},
edition = {2nd Edition},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Linn, Marcia C, Kessel, Cathy
Assessment and Gender Book Section
In: Judith Worell, Carol D. Goodheart (Ed.): Handbook of Girls' and Women's Psychological Health: Gender and Well-Being Across the Lifespan, pp. 40–50, Oxford University Press, USA, New York, 2006.
@incollection{linn_assessment_2006,
title = {Assessment and Gender},
author = {Marcia C Linn and Cathy Kessel},
editor = {Judith Worell and Carol D. Goodheart},
year = {2006},
date = {2006-01-01},
booktitle = {Handbook of Girls' and Women's Psychological Health: Gender and Well-Being Across the Lifespan},
pages = {40--50},
publisher = {Oxford University Press, USA},
address = {New York},
edition = {1 edition},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Tinker, Robert
STEM education needs a major overhaul Journal Article
In: @Concord, vol. 10, no. 2, pp. 2, 2006.
@article{tinker_stem_2006,
title = {STEM education needs a major overhaul},
author = {Robert Tinker},
year = {2006},
date = {2006-01-01},
journal = {@Concord},
volume = {10},
number = {2},
pages = {2},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Tinker, Robert, Tierney, Rob
What is 21st century mathematics? Concepts not computation Journal Article
In: @Concord, vol. 10, no. 2, pp. 10, 2006.
@article{tinker_what_2006,
title = {What is 21st century mathematics? Concepts not computation},
author = {Robert Tinker and Rob Tierney},
year = {2006},
date = {2006-01-01},
journal = {@Concord},
volume = {10},
number = {2},
pages = {10},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Tinker, Robert
What flows when heat flows? Journal Article
In: @Concord, vol. 10, no. 2, pp. 8, 2006.
@article{tinker_what_2006-1,
title = {What flows when heat flows?},
author = {Robert Tinker},
year = {2006},
date = {2006-01-01},
journal = {@Concord},
volume = {10},
number = {2},
pages = {8},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Berenfeld, B., Tinker, Robert
Why are progressions important? Journal Article
In: @Concord, vol. 10, no. 2, pp. 4, 2006.
@article{berenfeld_why_2006,
title = {Why are progressions important?},
author = {B. Berenfeld and Robert Tinker},
year = {2006},
date = {2006-01-01},
journal = {@Concord},
volume = {10},
number = {2},
pages = {4},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
2005
Tate, Erika D., Linn, Marcia C.
How Does Identity Shape the Experiences of Women of Color Engineering Students? Journal Article
In: Journal of Science Education and Technology, vol. 14, no. 5-6, pp. 483–493, 2005, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: TELS
@article{tate_how_2005,
title = {How Does Identity Shape the Experiences of Women of Color Engineering Students?},
author = {Erika D. Tate and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10956-005-0223-1},
doi = {10.1007/s10956-005-0223-1},
issn = {1059-0145, 1573-1839},
year = {2005},
date = {2005-12-01},
urldate = {2017-11-19},
journal = {Journal of Science Education and Technology},
volume = {14},
number = {5-6},
pages = {483--493},
abstract = {This study seeks to understand the experiences of women of color engineering students who persist and identify some of the dilemmas they face. Evidence emerged that students formulate multiple identities to help them persist in their engineering programs. We assess the role that identity plays in the experiences of STEM (science, technology, engineering, and mathematics) women of color. This paper applies a multiple identities framework and presents students' experiences through the lenses of three emergent identities: academic, social, and intellectual. We discuss possible implications of the findings for academic and social support programs in higher education. We also identify some implications for precollege instruction.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Ravitz, Jason, Hoadley, Christopher
Supporting change and scholarship through review of online resources in professional development settings Journal Article
In: British Journal of Educational Technology, vol. 36, no. 6, pp. 957–974, 2005, ISSN: 1467-8535.
Abstract | Links | BibTeX | Tags: TELS
@article{ravitz_supporting_2005,
title = {Supporting change and scholarship through review of online resources in professional development settings},
author = {Jason Ravitz and Christopher Hoadley},
url = {http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2005.00567.x/abstract},
doi = {10.1111/j.1467-8535.2005.00567.x},
issn = {1467-8535},
year = {2005},
date = {2005-11-01},
urldate = {2017-11-19},
journal = {British Journal of Educational Technology},
volume = {36},
number = {6},
pages = {957--974},
abstract = {How can we accelerate innovation and ensure effective dissemination of knowledge about online learning resources? This paper advocates strategies that systematically link online professional development with the research, development and diffusion cycle. The systemic approach we describe can accelerate knowledge advancement and help manage change by improving communication among teachers, trainers, developers and researchers. The examples that are provided are set within two funded projects in the United States that led to the development of two distinct but related strategies\textemdashthe Online Site Evaluation Form for educators (a web-based review form used in workshops) and a six-week online course on technology-supported assessments. Both strategies make it easier to give feedback to developers and offer incentives to do so in ways that help teachers to learn about online resources individually and with colleagues. The examples are discussed with analysis of their strengths and weaknesses in supporting different modes of interaction. We highlight implications for instructional development, professional development, research and knowledge management in online communities.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Orion, Nir, Kali, Yael
The Effect of an Earth-Science Learning Program on Students' Scientific Thinking Skills Journal Article
In: Journal of Geoscience Education, vol. 53, no. 4, pp. 387–393, 2005, ISSN: 1089-9995.
Abstract | Links | BibTeX | Tags: TELS
@article{orion_effect_2005,
title = {The Effect of an Earth-Science Learning Program on Students' Scientific Thinking Skills},
author = {Nir Orion and Yael Kali},
url = {http://nagt-jge.org/doi/10.5408/1089-9995-53.4.387},
doi = {10.5408/1089-9995-53.4.387},
issn = {1089-9995},
year = {2005},
date = {2005-09-01},
urldate = {2017-11-19},
journal = {Journal of Geoscience Education},
volume = {53},
number = {4},
pages = {387--393},
abstract = {This study explored junior high school students' understanding of essential concepts of scientific thinking “observation”, “hypothesis” and “conclusion” and the effect of the learning of the program “The Rock Cycle” on the development of such understanding. The study sample consisted of 582 students of the 7th and 8th grade, who learned in 21 classes, with 14 teachers from 8 schools in Israel. The data collection was based on a quantitative research tool that was specifically developed for this study and qualitative tools such as observations and interviews. The findings indicated that the students have considerable difficulties in understanding the basic concepts underlying the scientific inquiry, and that the “The Rock Cycle” has a potential to develop such understanding. An unexpected gender difference was found. Girls outperformed boys in scientific thinking, both in the pre and the post tests. The unique character of geoscience methodology, together with structured-inquiry and metacognitive activities, served as an appropriate framework for students to develop basic scientific thinking. The co-interpretation of quantitative and qualitative analysis indicated that the type of teacher (openness to innovative methods, enthusiasm and scientific background) was a crucial factor in students' ability to exploit the potential of “The Rock Cycle”.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Underwood, Jody S., Hoadley, Christopher, Lee, Hollylynne Stohl, Hollebrands, Karen, DiGiano, Chris, Renninger, K. Ann
IDEA: Identifying design principles in educational applets Journal Article
In: Educational Technology Research and Development, vol. 53, no. 2, pp. 99–112, 2005, ISSN: 1042-1629, 1556-6501.
Abstract | Links | BibTeX | Tags: TELS
@article{underwood_idea:_2005,
title = {IDEA: Identifying design principles in educational applets},
author = {Jody S. Underwood and Christopher Hoadley and Hollylynne Stohl Lee and Karen Hollebrands and Chris DiGiano and K. Ann Renninger},
url = {https://link.springer.com/article/10.1007/BF02504868},
doi = {10.1007/BF02504868},
issn = {1042-1629, 1556-6501},
year = {2005},
date = {2005-06-01},
urldate = {2017-11-19},
journal = {Educational Technology Research and Development},
volume = {53},
number = {2},
pages = {99--112},
abstract = {The Internet is increasingly being used as a medium for educational software in the form of miniature applications (e.g., applets) to explore concepts in a domain. One such effort in mathematics education, the Educational Software Components of Tomorrow (ESCOT) project, created 42 miniature applications each consisting of a context, a set of questions, and one or more interactive applets to help students explore a mathematical concept. They were designed by experts in interface design, educational technology, and classroom teaching. However, some applications were more successful for fostering student problem-solving than others. This article describes the method used to mine a subset (25) of these applets for design principles that describe successful learner-centered design by drawing on such data as videos of students using the software and summaries of written student work. Twenty-one design principles were identified, falling into the categories of motivation, presentation, and support for problem solving. The main purpose of this article is to operationalize a method for post hoc extraction of design principles from an existing library of educational software, although readers may also find the design principles themselves to be useful.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C.
WISE Design for Lifelong Learning - Pivotal Cases Book Section
In: PETER GARDENFORS, Petter Johansson (Ed.): Cognition, Education, and Communication Technology, pp. 223–256, Routledge, Mahwah, N.J, 2005, ISBN: 978-0-8058-4280-7.
@incollection{gardenfors_wise_2005,
title = {WISE Design for Lifelong Learning - Pivotal Cases},
author = {Marcia C. Linn},
editor = {PETER GARDENFORS and Petter Johansson},
isbn = {978-0-8058-4280-7},
year = {2005},
date = {2005-04-01},
booktitle = {Cognition, Education, and Communication Technology},
pages = {223--256},
publisher = {Routledge},
address = {Mahwah, N.J},
edition = {1 edition},
keywords = {MODELS},
pubstate = {published},
tppubtype = {incollection}
}
Kirby, Joshuo A., Hoadley, Christopher M., Carr-Chellman, Alison A.
Instructional systems design and the learning sciences: A citation analysis Journal Article
In: Educational Technology Research and Development, vol. 53, no. 1, pp. 37–47, 2005, ISSN: 1042-1629, 1556-6501.
Abstract | Links | BibTeX | Tags: TELS
@article{kirby_instructional_2005,
title = {Instructional systems design and the learning sciences: A citation analysis},
author = {Joshuo A. Kirby and Christopher M. Hoadley and Alison A. Carr-Chellman},
url = {https://link.springer.com/article/10.1007/BF02504856},
doi = {10.1007/BF02504856},
issn = {1042-1629, 1556-6501},
year = {2005},
date = {2005-03-01},
urldate = {2017-11-19},
journal = {Educational Technology Research and Development},
volume = {53},
number = {1},
pages = {37--47},
abstract = {Learning sciences (LS) and instructional systems design (ISD) are two related fields that have shared intersts in the application of technology for advancing human learning. While the two fields may have different values, boundaries, and in some cases methods, they also share significant overlap of content and purpose. We examine the relationship between the two fields through a citation analysis of three journals in each of the respective fields. The findings of the study indicate that the amount of cross-field publication is low, but there exists a trend for increased cross-field citation. As cross-field publication increases, we suggest that the existence of invisible colleges that link the fields will become more salient.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Halm, M., Farooq, U., Hoadley, Christopher
Collaboration in learning design using peer-to-peer technologies Book Section
In: Rob Koper, Colin Tattersall (Ed.): Learning Design: A Handbook on Modelling and Delivering Networked Education and Training, pp. 203–214, Springer Science & Business Media, New York, 2005, ISBN: 978-3-540-22814-1, (Google-Books-ID: MNQxDKbTpisC).
@incollection{koper_collaboration_2005,
title = {Collaboration in learning design using peer-to-peer technologies},
author = {M. Halm and U. Farooq and Christopher Hoadley},
editor = {Rob Koper and Colin Tattersall},
isbn = {978-3-540-22814-1},
year = {2005},
date = {2005-02-01},
booktitle = {Learning Design: A Handbook on Modelling and Delivering Networked Education and Training},
pages = {203--214},
publisher = {Springer Science \& Business Media},
address = {New York},
note = {Google-Books-ID: MNQxDKbTpisC},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Tinker, Robert
Freeing Educational Applications Journal Article
In: @Concord, vol. 9, no. 1, pp. 10, 2005.
@article{tinker_freeing_2005,
title = {Freeing Educational Applications},
author = {Robert Tinker},
year = {2005},
date = {2005-01-01},
journal = {@Concord},
volume = {9},
number = {1},
pages = {10},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Hoadley, Christopher M., Kilner, Peter G.
Using Technology to Transform Communities of Practice into Knowledge-building Communities Journal Article
In: SIGGROUP Bull., vol. 25, no. 1, pp. 31–40, 2005, ISSN: 2372-7403.
Abstract | Links | BibTeX | Tags: TELS
@article{hoadley_using_2005,
title = {Using Technology to Transform Communities of Practice into Knowledge-building Communities},
author = {Christopher M. Hoadley and Peter G. Kilner},
url = {http://doi.acm.org/10.1145/1067699.1067705},
doi = {10.1145/1067699.1067705},
issn = {2372-7403},
year = {2005},
date = {2005-01-01},
urldate = {2017-11-19},
journal = {SIGGROUP Bull.},
volume = {25},
number = {1},
pages = {31--40},
abstract = {Knowledge and learning exist as byproducts of social processes such as those that take place in communities of practice. We describe two frameworks for understanding and building online knowledge-building communities, or online communities of practice that enhance collective knowledge. First, the C4P framework is described as a way of understanding how knowledge is created and disseminated by participants in a community of practice. Second, we discuss ways in which technology provides added value for learning in these environments using the DDC (Design for Distributed Cognition) framework, and link this to the particular goals of a knowledge-building community. Examples from two large online communities are discussed.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, M. C.
Technology and Gender Equity: What Works? Book Section
In: N. F. Russo, C. Chan, M. B. Kenkel, C. B. Travis, M. Vasquez (Ed.): Women in Science and Technology, American Psychological Association, New York, 2005.
@incollection{linn_technology_2005,
title = {Technology and Gender Equity: What Works?},
author = {M. C. Linn},
editor = {N. F. Russo and C. Chan and M. B. Kenkel and C. B. Travis and M. Vasquez},
year = {2005},
date = {2005-01-01},
booktitle = {Women in Science and Technology},
publisher = {American Psychological Association},
address = {New York},
keywords = {MODELS, TELS},
pubstate = {published},
tppubtype = {incollection}
}
2004
Hoadley, Christopher M.
Methodological Alignment in Design-Based Research Journal Article
In: Educational Psychologist, vol. 39, no. 4, pp. 203–212, 2004, ISSN: 0046-1520.
Abstract | Links | BibTeX | Tags: TELS
@article{hoadley_methodological_2004,
title = {Methodological Alignment in Design-Based Research},
author = {Christopher M. Hoadley},
url = {http://dx.doi.org/10.1207/s15326985ep3904_2},
doi = {10.1207/s15326985ep3904_2},
issn = {0046-1520},
year = {2004},
date = {2004-12-01},
urldate = {2017-11-19},
journal = {Educational Psychologist},
volume = {39},
number = {4},
pages = {203--212},
abstract = {Empirical research is all about trying to model and predict the world. In this article, I discuss how design-based research methods can help do this effectively. In particular, design-based research methods can help with the problem of methodological alignment: ensuring that the research methods we use actually test what we think they are testing. I argue that our current notions of rigor overemphasize certain types of rigor at the expense of others and that design-based research provides an opportunity to select different inferential trade-offs. I describe how 1 design-based research trajectory evolved over time in a way that helped ensure that the learning theories being studied were well represented by the planned interventions and that the interpretation of outcomes was grounded in an understanding of not only the research design, but how the research played out in practice when enacted in real classrooms.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Seethaler, Sherry, Linn, Marcia
Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs Journal Article
In: International Journal of Science Education, vol. 26, no. 14, pp. 1765–1785, 2004, ISSN: 0950-0693.
Abstract | Links | BibTeX | Tags: TELS
@article{seethaler_genetically_2004,
title = {Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs},
author = {Sherry Seethaler and Marcia Linn},
url = {http://dx.doi.org/10.1080/09500690410001673784},
doi = {10.1080/09500690410001673784},
issn = {0950-0693},
year = {2004},
date = {2004-11-01},
urldate = {2017-11-19},
journal = {International Journal of Science Education},
volume = {26},
number = {14},
pages = {1765--1785},
abstract = {To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology‐enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial ideas and those presented in the curriculum. Pre‐test and post‐test scores from 190 students show that students made significant (p textless 0.0001) gains in their understanding of the genetically modified food controversy. Analyses of students' final papers, in which they took and defended a position on what type of agricultural practice should be used in their geographical region, showed that students were able to provide evidence both for and against their positions, but were less explicit about how they weighed these tradeoffs. These results provide important insights into students' thinking and have implications for curricular design.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Cuthbert, Alex J., Slotta, James D.
Designing a web‐based design curriculum for middle school science: the WISE ‘Houses In The Desert’ project Journal Article
In: International Journal of Science Education, vol. 26, no. 7, pp. 821–844, 2004, ISSN: 0950-0693.
Abstract | Links | BibTeX | Tags: TELS
@article{cuthbert_designing_2004,
title = {Designing a web‐based design curriculum for middle school science: the WISE ‘Houses In The Desert’ project},
author = {Alex J. Cuthbert and James D. Slotta},
url = {http://dx.doi.org/10.1080/0950069032000119429},
doi = {10.1080/0950069032000119429},
issn = {0950-0693},
year = {2004},
date = {2004-06-01},
urldate = {2017-11-19},
journal = {International Journal of Science Education},
volume = {26},
number = {7},
pages = {821--844},
abstract = {Design activities allow students to create their own solutions, drawing upon a personal understanding of science principles and examples. We created the ‘Houses in the Desert’ project to engage middle school students in designing a passive solar house that will keep its owners comfortable in the desert climate. Students used their knowledge of thermodynamics to evaluate evidence and select between design alternatives. Classroom trials of the initial version (n = 139) of the project revealed four areas where it could be improved: (a) students ignored some relevant science content, (b) there was a lack of diversity in students' designs coupled with a tendency to fixate on initial design ideas, (c) opportunities for students to collaborate and share ideas were rare, and (d) there was limited opportunity for revisiting and revising ideas. We describe the revisions designed to address these challenges, as well as a new set of classroom trials (n = 140). A combination of comparative evaluations and observations of student work are used to evaluate the effectiveness of an instructional framework (Linn and Hsi 2000) for informing revisions to both the curriculum and the technology.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Williams, Michelle, Linn, Marcia C., Ammon, Paul, Gearhart, Maryl
Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study Journal Article
In: Journal of Science Education and Technology, vol. 13, no. 2, pp. 189–206, 2004, ISSN: 1059-0145, 1573-1839.
Abstract | Links | BibTeX | Tags: TELS
@article{williams_learning_2004,
title = {Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study},
author = {Michelle Williams and Marcia C. Linn and Paul Ammon and Maryl Gearhart},
url = {https://link.springer.com/article/10.1023/B:JOST.0000031258.17257.48},
doi = {10.1023/B:JOST.0000031258.17257.48},
issn = {1059-0145, 1573-1839},
year = {2004},
date = {2004-06-01},
urldate = {2017-11-19},
journal = {Journal of Science Education and Technology},
volume = {13},
number = {2},
pages = {189--206},
abstract = {This paper reports on a 2-year study designed to investigate the trajectory of change in an urban 5th grade teacher as she introduces science inquiry using the Web-Based Inquiry Science Environment (WISE). Data for this study included videotapes and transcripts of classroom instruction, and audiotapes and transcripts of interviews conducted with the teacher as she was implementing the curriculum. We also conducted retrospective interviews that enabled us to validate our account of the observational-based changes in the teacher's practices. The results suggest that the teacher's classroom practices shifted over time, from a greater focus on logistics to more of an inquiry orientation. The results further suggest that this shift can be attributed to repeated opportunities to teach a WISE curricular unit. They also show that support from the curriculum and other professionals, allowed the teacher to reflect on how her practices support students' learning.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C., Davis, Elizabeth A., Bell, Philip (Ed.)
Internet Environments for Science Education Book
Routledge, Mahwah, N.J, 2004, ISBN: 978-0-8058-4303-3.
Abstract | BibTeX | Tags: TELS
@book{linn_internet_2004,
title = {Internet Environments for Science Education},
editor = {Marcia C. Linn and Elizabeth A. Davis and Philip Bell},
isbn = {978-0-8058-4303-3},
year = {2004},
date = {2004-03-01},
publisher = {Routledge},
address = {Mahwah, N.J},
abstract = {Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning. The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation. The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments. Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers: *the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner; *the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction; *a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments; *curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science; *a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher; *projects about contemporary controversy enabling students to explore the nature of science; *a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org},
keywords = {TELS},
pubstate = {published},
tppubtype = {book}
}
Linn, Marcia C, Davis, Elizabeth A., Bell, Philip
Inquiry and Technology Book Section
In: Marcia C. Linn, Elizabeth A. Davis, Philip Bell (Ed.): Internet Environments for Science Education, pp. 3–28, Routledge, Mahwah, N.J, 2004, ISBN: 978-0-8058-4303-3.
@incollection{linn_inquiry_2004,
title = {Inquiry and Technology},
author = {Marcia C Linn and Elizabeth A. Davis and Philip Bell},
editor = {Marcia C. Linn and Elizabeth A. Davis and Philip Bell},
isbn = {978-0-8058-4303-3},
year = {2004},
date = {2004-03-01},
booktitle = {Internet Environments for Science Education},
pages = {3--28},
publisher = {Routledge},
address = {Mahwah, N.J},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Shear, L., Bell, Philip, Linn, Marcia C
Partnership Models: The Case of the Deformed Frogs Book Section
In: Marcia C. Linn, Elizabeth A. Davis, Philip Bell (Ed.): Internet Environments for Science Education, pp. 289–314, Routledge, Mahwah, N.J, 2004, ISBN: 978-0-8058-4303-3.
@incollection{linn_partnership_2004,
title = {Partnership Models: The Case of the Deformed Frogs},
author = {L. Shear and Philip Bell and Marcia C Linn},
editor = {Marcia C. Linn and Elizabeth A. Davis and Philip Bell},
isbn = {978-0-8058-4303-3},
year = {2004},
date = {2004-03-01},
booktitle = {Internet Environments for Science Education},
pages = {289--314},
publisher = {Routledge},
address = {Mahwah, N.J},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Linn, Marcia C, Davis, Elizabeth A., Eylon, Bat-Sheva
The Scaffolded Knowledge Integration Framework for Instruction Book Section
In: Marcia C. Linn, Elizabeth A. Davis, Philip Bell (Ed.): Internet Environments for Science Education, pp. 47–72, Routledge, Mahwah, N.J, 2004, ISBN: 978-0-8058-4303-3.
@incollection{linn_scaffolded_2004,
title = {The Scaffolded Knowledge Integration Framework for Instruction},
author = {Marcia C Linn and Elizabeth A. Davis and Bat-Sheva Eylon},
editor = {Marcia C. Linn and Elizabeth A. Davis and Philip Bell},
isbn = {978-0-8058-4303-3},
year = {2004},
date = {2004-03-01},
booktitle = {Internet Environments for Science Education},
pages = {47--72},
publisher = {Routledge},
address = {Mahwah, N.J},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Linn, Marcia C, Bell, Philip, Davis, Elizabeth A.
Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework Book Section
In: Marcia C. Linn, Elizabeth A. Davis, Philip Bell (Ed.): Internet Environments for Science Education, pp. 315–340, Routledge, Mahwah, N.J, 2004, ISBN: 978-0-8058-4303-3.
@incollection{linn_specific_2004,
title = {Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework},
author = {Marcia C Linn and Philip Bell and Elizabeth A. Davis},
editor = {Marcia C. Linn and Elizabeth A. Davis and Philip Bell},
isbn = {978-0-8058-4303-3},
year = {2004},
date = {2004-03-01},
booktitle = {Internet Environments for Science Education},
pages = {315--340},
publisher = {Routledge},
address = {Mahwah, N.J},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Hoadley, Christopher M.
Fostering collaboration offline and online: Learning from each other Book Section
In: Marcia C. Linn, Elizabeth A. Davis, Philip Bell (Ed.): Internet Environments for Science Education, pp. 145–174, Routledge, Mahwah, N.J, 2004, ISBN: 978-0-8058-4303-3.
@incollection{linn_fostering_2004,
title = {Fostering collaboration offline and online: Learning from each other},
author = {Christopher M. Hoadley},
editor = {Marcia C. Linn and Elizabeth A. Davis and Philip Bell},
isbn = {978-0-8058-4303-3},
year = {2004},
date = {2004-03-01},
booktitle = {Internet Environments for Science Education},
pages = {145--174},
publisher = {Routledge},
address = {Mahwah, N.J},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Bell, Philip, Hoadley, Christopher M., Linn, Marcia C.
Design-based research in education Book Section
In: Marcia C. Linn, Elizabeth A. Davis, Philip Bell (Ed.): Internet Environments for Science Education, pp. 73–88, Routledge, Mahwah, N.J, 2004, ISBN: 978-0-8058-4303-3.
@incollection{linn_design-based_2004,
title = {Design-based research in education},
author = {Philip Bell and Christopher M. Hoadley and Marcia C. Linn},
editor = {Marcia C. Linn and Elizabeth A. Davis and Philip Bell},
isbn = {978-0-8058-4303-3},
year = {2004},
date = {2004-03-01},
booktitle = {Internet Environments for Science Education},
pages = {73--88},
publisher = {Routledge},
address = {Mahwah, N.J},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
&rft au=Fischer Slotta, James D.
Biologieunterricht - Tipps aus dem Internet. Missbildung bei Fröschen: Parasiten oder chemische Substanzen? Online-Kontroversen in WISE. Journal Article
In: Praxis der Naturwissenschaften - Biologie in der Schule, vol. 53, no. 3, pp. 38–39, 2004, ISSN: 1617-5697.
Abstract | BibTeX | Tags: TELS
@article{slotta_biologieunterricht_2004,
title = {Biologieunterricht - Tipps aus dem Internet. Missbildung bei Fr\"{o}schen: Parasiten oder chemische Substanzen? Online-Kontroversen in WISE.},
author = {James D. \&rft au=Fischer Slotta},
issn = {1617-5697},
year = {2004},
date = {2004-01-01},
journal = {Praxis der Naturwissenschaften - Biologie in der Schule},
volume = {53},
number = {3},
pages = {38--39},
abstract = {An der Berkeley-Universit\"{a}t wurde in den letzten Jahren eine Internetplattform entwickelt, die zahlreiche Unterrichtsprojekte aus der Biologie und anderen Naturwissenschaften enth\"{a}lt. Hier werden im Unterricht einsetzbare Projekte zur Veranschaulichung naturwissenschaftlicher Ph\"{a}nomene vorgestellt. (Orig.).},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Carr-Chellman, Alison, Hoadley, Christopher
Introduction to special issue: Learning sciences and instructional systems: Beginning the dialogue Journal Article
In: Educational Technology, vol. 44, pp. 5–6, 2004.
@article{carr-chellman_introduction_2004,
title = {Introduction to special issue: Learning sciences and instructional systems: Beginning the dialogue},
author = {Alison Carr-Chellman and Christopher Hoadley},
year = {2004},
date = {2004-01-01},
journal = {Educational Technology},
volume = {44},
pages = {5--6},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Carr-Chellman, Alison, Hoadley, Christopher
Conclusion: Looking back and looking forward Journal Article
In: Educational Technology, vol. 44, pp. 57–59, 2004.
@article{carr-chellman_conclusion:_2004,
title = {Conclusion: Looking back and looking forward},
author = {Alison Carr-Chellman and Christopher Hoadley},
year = {2004},
date = {2004-01-01},
journal = {Educational Technology},
volume = {44},
pages = {57--59},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Meister, D. M., Fischer, Frank, Kollar, Ingo, Slotta, James D.
Lehrer-Communities - Erfahrungen aus der web-basierten WISE-Lernumgebung Journal Article
In: Computer und Unterricht, vol. 54, pp. 50, 2004.
@article{meister_lehrer-communities_2004,
title = {Lehrer-Communities - Erfahrungen aus der web-basierten WISE-Lernumgebung},
author = {D. M. Meister and Frank Fischer and Ingo Kollar and James D. Slotta},
year = {2004},
date = {2004-01-01},
journal = {Computer und Unterricht},
volume = {54},
pages = {50},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, M. C., Eylon, B-S., Davis, E. A.
The Knowledge Integration Perspective on Learning Book Section
In: M. C. Linn, E. A. Davis, P. Bell (Ed.): Internet environments for science education, pp. 29–46, Lawrence Erlbaum Associates, Mahwah, NJ, 2004.
@incollection{linn_knowledge_2004,
title = {The Knowledge Integration Perspective on Learning},
author = {M. C. Linn and B-S. Eylon and E. A. Davis},
editor = {M. C. Linn and E. A. Davis and P. Bell},
year = {2004},
date = {2004-01-01},
booktitle = {Internet environments for science education},
pages = {29--46},
publisher = {Lawrence Erlbaum Associates},
address = {Mahwah, NJ},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
2003
Linn, Marcia C.
Using ICT to teach and learn science Book Section
In: Richard Holliman, Eileen Scanlon (Ed.): Mediating Science Learning through Information and Communications Technology, pp. 9–26, Routledge, London ; New York, 2003, ISBN: 978-0-415-32833-3.
@incollection{holliman_using_2003,
title = {Using ICT to teach and learn science},
author = {Marcia C. Linn},
editor = {Richard Holliman and Eileen Scanlon},
isbn = {978-0-415-32833-3},
year = {2003},
date = {2003-12-01},
booktitle = {Mediating Science Learning through Information and Communications Technology},
pages = {9--26},
publisher = {Routledge},
address = {London ; New York},
edition = {1 edition},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
Williams, Michelle, Linn, Marcia C.
Collaborating with WISE Scientists Journal Article
In: Science and Children, vol. 41, no. 1, pp. 31–35, 2003, ISSN: 0036-8148.
Abstract | BibTeX | Tags: TELS
@article{williams_collaborating_2003,
title = {Collaborating with WISE Scientists},
author = {Michelle Williams and Marcia C. Linn},
issn = {0036-8148},
year = {2003},
date = {2003-09-01},
urldate = {2017-11-19},
journal = {Science and Children},
volume = {41},
number = {1},
pages = {31--35},
abstract = {Through an interactive partnership, fifth-grade students collected data on plants and joined an active scientific community of working scientists. This Web-based Integrated Science Environment (WISE) project involved asking questions about plants, growing plants in the classroom, and discussing their data with scientists online. (Contains 5 figures, 3 resources and 2 online resources.)},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C., Clark, Douglas, Slotta, James D.
WISE design for knowledge integration Journal Article
In: Science Education, vol. 87, no. 4, pp. 517–538, 2003, ISSN: 1098-237X.
Abstract | Links | BibTeX | Tags: TELS
@article{linn_wise_2003-1,
title = {WISE design for knowledge integration},
author = {Marcia C. Linn and Douglas Clark and James D. Slotta},
url = {http://onlinelibrary.wiley.com/doi/10.1002/sce.10086/abstract},
doi = {10.1002/sce.10086},
issn = {1098-237X},
year = {2003},
date = {2003-07-01},
urldate = {2017-11-19},
journal = {Science Education},
volume = {87},
number = {4},
pages = {517--538},
abstract = {Scaling research-based curriculum to the multitude of science teaching standards and contexts has proven difficult in the past. To respond to the challenge, the Web-based Inquiry Science Environment (WISE) offers designers a technology-enhanced, research-based, flexibly adaptive learning environment. The learning environment can incorporate new features such as modeling tools or hand-held devices. Using WISE, design teams can create projects that bend but do not break when customized to support new school contexts and state standards. WISE curriculum projects are created by diverse design teams that include classroom teachers, technologists, discipline experts, pedagogy researchers, and curriculum designers. WISE inquiry projects incorporate Internet materials and build on the commitments and talents of teachers as well as the constraints and opportunities of their classroom contexts rather than imposing new practices without concern for past successes. These design teams create projects that incorporate diverse features of the WISE learning environment to form specific patterns that are then combined into whole projects. We refer to the whole projects as implementing curriculum design patterns for student activities. The projects are tested to determine how the curriculum design patterns promote knowledge integration, then reviewed by WISE researchers and revised accordingly (see M. C. Linn, P. Bell, \& E. A. Davis, in press, Internet Environments for Science Education). Hillsdale, NJ: Erlbaum.). The most successful projects become part of the WISE library. This paper describes WISE design team practices, features of the WISE learning environment, and patterns of feature use in current library projects. The success of WISE in classrooms illustrates how flexibly adaptive projects can meet the needs of diverse teachers. Variation amongst library projects shows that designers can support inquiry with a wide variety of activities. Taken together, the library of projects and the success of students learning from them suggest that sustainable curricular innovations require extensive opportunities for customization and flexibly adaptive designs. © 2003 Wiley Periodicals, Inc. Sci Ed87:517\textendash538, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10086},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia
Technology and science education: Starting points, research programs, and trends Journal Article
In: International Journal of Science Education, vol. 25, no. 6, pp. 727–758, 2003, ISSN: 0950-0693.
Abstract | Links | BibTeX | Tags: TELS
@article{linn_technology_2003,
title = {Technology and science education: Starting points, research programs, and trends},
author = {Marcia Linn},
url = {http://dx.doi.org/10.1080/09500690305017},
doi = {10.1080/09500690305017},
issn = {0950-0693},
year = {2003},
date = {2003-06-01},
urldate = {2017-11-19},
journal = {International Journal of Science Education},
volume = {25},
number = {6},
pages = {727--758},
abstract = {Over the past 25 years, information and communication technologies have had a convoluted but ultimately advantageous impact on science teaching and learning. To highlight the past, present, and future of technology in science education, this paper explores the trajectories in five areas: science texts and lectures; science discussions and collaboration; data collection and representation; science visualization; and science simulation and modeling. These trajectories reflect two overall trends in technological advance. First, designers have tailored general tools to specific disciplines, offering users features specific to the topic or task. For example, developers target visualization tools to molecules, crystals, earth structures, or chemical reactions. Second, new technologies generally support user customization, enabling individuals to personalize their modeling tool, Internet portal, or discussion board. In science education, designers have tailored instructional resources based on advances in understanding of the learner. More recently, designers have created ways for teachers and students to customize learning tools to specific courses, geological formations, interests, or learning preferences.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas, Linn, Marcia C.
Designing for Knowledge Integration: The Impact of Instructional Time Journal Article
In: The Journal of the Learning Sciences, vol. 12, no. 4, pp. 451–493, 2003, ISSN: 1050-8406.
Abstract | Links | BibTeX | Tags: MODELS
@article{clark_designing_2003-1,
title = {Designing for Knowledge Integration: The Impact of Instructional Time},
author = {Douglas Clark and Marcia C. Linn},
url = {http://www.jstor.org/stable/1466913},
issn = {1050-8406},
year = {2003},
date = {2003-01-01},
urldate = {2017-11-18},
journal = {The Journal of the Learning Sciences},
volume = {12},
number = {4},
pages = {451--493},
abstract = {Science educators face constant tradeoffs between allocating time to important topics and including more topics in the curriculum. We study 3,000 students experiencing 4 increasingly streamlined versions of a computer-enhanced middle school thermodynamics curriculum to investigate the impact of instructional time on knowledge integration. Knowledge integration refers to the process of adding new ideas and sorting through connections to develop a cohesive account of scientific phenomena. Our analyses contrast performance on inquiry assessments that require knowledge integration with performance on multiple-choice items. The results show that decreasing instructional time is strongly and significantly related to diminishing student knowledge integration around complex concepts. Whereas the inquiry assessments capture the impact of decreasing instructional time on knowledge integration, the multiple-choice assessments are relatively insensitive to these decreases. To explore further the process of knowledge integration, we follow 50 students through the full curriculum. We then analyze the performance of 1 representative student from middle school through high school. These case studies show why packing the curriculum with many science topics results in superficial understanding for many students. We show why deep understanding of science requires sustained study of carefully designed materials.},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
Clark, Douglas, Linn, Marcia C.
Designing for Knowledge Integration: The Impact of Instructional Time Journal Article
In: The Journal of the Learning Sciences, vol. 12, no. 4, pp. 451–493, 2003, ISSN: 1050-8406.
Abstract | Links | BibTeX | Tags: CLEAR, TELS, VISUAL
@article{clark_designing_2003,
title = {Designing for Knowledge Integration: The Impact of Instructional Time},
author = {Douglas Clark and Marcia C. Linn},
url = {http://www.jstor.org/stable/1466913},
issn = {1050-8406},
year = {2003},
date = {2003-01-01},
urldate = {2017-11-18},
journal = {The Journal of the Learning Sciences},
volume = {12},
number = {4},
pages = {451--493},
abstract = {Science educators face constant tradeoffs between allocating time to important topics and including more topics in the curriculum. We study 3,000 students experiencing 4 increasingly streamlined versions of a computer-enhanced middle school thermodynamics curriculum to investigate the impact of instructional time on knowledge integration. Knowledge integration refers to the process of adding new ideas and sorting through connections to develop a cohesive account of scientific phenomena. Our analyses contrast performance on inquiry assessments that require knowledge integration with performance on multiple-choice items. The results show that decreasing instructional time is strongly and significantly related to diminishing student knowledge integration around complex concepts. Whereas the inquiry assessments capture the impact of decreasing instructional time on knowledge integration, the multiple-choice assessments are relatively insensitive to these decreases. To explore further the process of knowledge integration, we follow 50 students through the full curriculum. We then analyze the performance of 1 representative student from middle school through high school. These case studies show why packing the curriculum with many science topics results in superficial understanding for many students. We show why deep understanding of science requires sustained study of carefully designed materials.},
keywords = {CLEAR, TELS, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Linn, Marcia C.
WISE Research — Promoting International Collaboration Book Section
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, 2003, ISBN: 978-90-481-6337-3 978-94-017-0165-5.
Abstract | Links | BibTeX | Tags: TELS
@incollection{linn_wise_2003,
title = {WISE Research \textemdash Promoting International Collaboration},
author = {Marcia C. Linn},
editor = {D Psillos and P. Kariotoglou and V. Tselfes and E. Hatzikraniotis and G. Fassoulopoulos and M. Kallery},
url = {https://link.springer.com/chapter/10.1007/978-94-017-0165-5_32},
doi = {10.1007/978-94-017-0165-5_32},
isbn = {978-90-481-6337-3 978-94-017-0165-5},
year = {2003},
date = {2003-01-01},
urldate = {2017-11-20},
booktitle = {Science Education Research in the Knowledge-Based Society},
pages = {297--307},
publisher = {Springer, Dordrecht},
abstract = {International collaboration in the design of science instruction enables us to study the impact of technology and inquiry under systematically varied conditions. Projects in the Web-based Inquiry Science Environment (WISE) engage students and their teachers in complex science investigations. By studying WISE in Europe and the United States, we have the chance to exploit naturally occurring differences in professional development and educational philosophy and gain insight into what works. This paper describes the WISE knowledge integration framework and discusses how teachers and students gain understanding of inquiry and technology as they use multiple WISE projects. It concludes with 5 research questions fruitful for international collaboration.},
keywords = {TELS},
pubstate = {published},
tppubtype = {incollection}
}
2001
Hayes, Michael T., Deyhle, Donna
Constructing difference: A comparative study of elementary science curriculum differentiation Journal Article
In: Science Education, vol. 85, no. 3, pp. 239–262, 2001, ISSN: 0036-8326, 1098-237X.
@article{hayes_constructing_2001,
title = {Constructing difference: A comparative study of elementary science curriculum differentiation},
author = {Michael T. Hayes and Donna Deyhle},
url = {http://doi.wiley.com/10.1002/sce.1008},
doi = {10.1002/sce.1008},
issn = {0036-8326, 1098-237X},
year = {2001},
date = {2001-05-01},
urldate = {2017-11-19},
journal = {Science Education},
volume = {85},
number = {3},
pages = {239--262},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}