TO REQUEST A PERSONAL COPY OF A PUBLICATION, CONTACT DAVID AT DCROWELL@BERKELEY.EDU 

2016 PUBLICATIONS

Donnelly, D. F., Namdar, B., Vitale, J. M., Lai, K., & Linn, M. C. (2016). Enhancing Student Explanations of Evolution: Comparing Elaborating and Competing Theory Prompts. Journal of Research in Science Teaching, 53(9), 1341-1363. doi:10.1002/tea.21331

Gerard, L., & Linn, M. C. (2016). Using automated scores of student essays to support teacher guidance in classroom inquiry. Journal of Science Teacher Education, 27(1), 111-129. doi:10.1007/s10972-016-9455-6

Gerard, L., Matuk, C.,  & Linn, M.C. (2016). Technology as inquiry teaching partner (Special Issue Editorial). Journal of Science Teacher Education, 27(1), 1-9.

Lai, K., Cabrera, J., Vitale, J. M., Madhok, J., Tinker, R., & Linn, M. C. (2016). Measuring Graph Comprehension, Critique, and Construction in Science. Journal for Research in Science Teaching. doi:10.1007/s10956-016-9621-9

Linn, M. C., Gerard, L. F., Matuk, C. F., & McElhaney, K. W. (2016). Science Education: From Separation to Integration. Review of Research in Education, 40(1), 529-587. doi:http://journals.sagepub.com/doi/full/10.3102/0091732X16680788

Liu, O. L., Rios, J. A., Heilman, M., Gerard, L., & Linn, M. C. (2016). Validation of Automated Scoring of Science Assessments. Journal of Research in Science Teaching, 53(2), 215-233. doi:10.1002/tea.21299

Matuk, C., Cocco, F., Linn, M. C. (2016, June 20-24). A teacher-centered approach to designing a real-time display of classroom activity. In Dillenbourg, P. (discussant), M. Tissenbaum & C. Matuk & (co-organizers). Real-Time Visualization of Student Activities to Support Classroom Orchestration (Vol. 2, pp. 1120-1127). Symposium conducted at the International Conference for the Learning Sciences, Singapore [participant].

Matuk, C., Gerard, L., Lim-Breitbart, J., & Linn, M.C. (2016). Gathering requirements for teacher tools: Strategies for empowering teachers through co-design. Journal of Science Teacher Education, 27(1), 79-110.

Matuk, C., McElhaney, K. W., King Chen, J., Lim-Breitbart, J., Kirkpatrick, D., & Linn, M. C. (2016). Iteratively refining a science explanation tool through classroom implementation and stakeholder partnership. International Journal of Designs for Learning, 7(2), 93-110.

Petra, S. F., Jaidin, J. H., Perera, J. Q., & Linn, M. (2016). Supporting students to become autonomous learners: the role of web-based learning. The International Journal of Information and Learning Technology, 33(4), 263-275. doi:http://dx.doi.org/10.1108/IJILT-05-2016-0017

Ryoo, K., & Linn, M. C. (2016). Designing automated guidance for concept diagrams in inquiry instruction. Journal of Research in Science Teaching, 53(7), 1003-1035. doi:10.1002/tea.21321

Vitale, J. M., McBride, E., & Linn, M. C. (2016). Distinguishing complex ideas about climate change: knowledge integration vs. specific guidance. International Journal of Science Education, 38(9), 1548-1569. doi:10.1080/09500693.2016.1198969

2015 PUBLICATIONS

Donnelly, D. F., Vitale, J. M., & Linn, M. C. (2015). Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting. Journal of Science Education and Technology, 24(6), 861–874. doi:10.1007/s10956-015-9569-1

Gerard, L. F., Matuk, C. F., McElhaney, K. W., & Linn, M. C. (2015). Automated, Adaptive Guidance for K-12 Education. Educational Research Review, 15, 41-58. doi:http://dx.doi.org/doi:10.1016/j.edurev.2015.04.001

Gerard, L. F., Ryoo, K., McElhaney, K., Liu, L., Rafferty, A. N., & Linn, M. C. (2015). Automated Guidance for Student Inquiry. Journal of Educational Psychology, 108(1). doi:10.1037/edu0000052

Linn, M. C. (2015). Naomi Miyake: Friend, Pioneer, Community Builder. Cognitive Studies, 22(4), 529-531.

Linn, M. C., Eylon, B.-S., & Rafferty, A. N. (2015). Designing Instruction to Improve Lifelong Inquiry Learning. Eurasia Journal of Mathematics Science and Technology Education, 11(2), 217-225. doi:10.12973/eurasia.2015.1317a

Linn, M. C., Palmer, E. S., Baranger, A.M., Gerard, L. F., Stone, E. M. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347. doi: 10.1126/science.1261757

Liu, O. L., Ryoo, K., Linn, M. C., Sato, E., & Svihla, V. (2015). Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study. International Journal of Science Education, 37(7), 1044-1066. doi: 10.1080/09500693.2015.1016470

Matuk, C. F., & Linn, M. C. (2015). Examining the real and perceived impacts of a public idea repository on literacy and science inquiry. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference (Vol. 1, pp. 150-157). Gothenburg, Sweden: International Society of the Learning Sciences.

Matuk, C. Linn, M. C., Gerard, L. (2015). Supporting the WISE design process: Authoring tools that enable insights into technology-enhanced learning. In, R. Sottilare, A. Graesser, X. Hu & H. Holden (Eds.), Design Recommendations for Adaptive Intelligent Tutoring Systems: Authoring Tools (Volume 3). Orlando, FL: U.S. Army Research Laboratory.

Matuk, C. F., Linn, M. C., & Eylon, B.-S. (2015). Technology to support teachers to using evidence from student work to customize technology-enhanced inquiry units. Instructional Science, 43(2), 229-257. doi: 10.1007/s11251-014-9338-1

Ryoo, K. L., & Linn, M. C. (2015). Designing and Validating Assessments of Complex Thinking in Science. Theory into Practice, 54(3). doi: 10.1080/00405841.2015.1044374

Schwendimann, B. A., & Linn, M. C. (2015). Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education. Journal of Research in Science Teaching. doi: 10.1002/tea.21244

Svihla, V., Wester, M. J., & Linn, M. C. (2015). Distributed Revisiting: An Analytic for Retention of Coherent Science Learning. Journal of Learning Analytics, 2(2), 75-101. doi:http://dx.doi.org/10.18608/jla.2015.22.7

Visintainer, T., & Linn, M. C. (2015). Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change. Journal of Science Education and Technology, 24(2-3). doi: 10.1007/s10956-014-9538-0

Vitale, J. M., Lai, K., & Linn, M. C. (2015). Taking advantage of automated assessment of student-constructed graphs in science. Journal of Research in Science Teaching. doi: 10.1002/tea.21241

2014 PUBLICATIONS

Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students. Review of Educational Research, 20(10), 1-37. doi: 10.3102/0034654314546954

Linn, M. C., Gerard, L. F., Ryoo, K., McElhaney, K., & Rafferty, A. N. (2014). Computer-guided inquiry to Improve Science Learning. Science, 344, 155-156. doi: 10.1126/science.1245980 

Liu, L. O., Brew, C., Blackmore, J., Gerard, L. F., Madhok, J. J., & Linn, M. C. (2014). Automated Scoring of Constructed-Response Science Items:Prospects and Obstacles. Educational Measurement: Issues and Practice, 33(2), 19-28. doi:10.1111/emip.12028

Matuk, C. F., & Linn, M. C. (2014). Exploring a digital tool for exchanging ideas during science inquiry. 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. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2 (Vol. 2, pp. 895-902). Boulder, CO: International Society of the Learning Sciences.

McElhaney, K. W., Chang, H.-Y., Chiu, J. L., & Linn, M. C. (2014). Evidence for effective uses of dynamic visualisations in science curriculum materials. Studies in Science Education, 51(1), 49-85. doi: 10.1080/03057267.2014.984506

Miller, D. I., Eagly, A. H., Linn, M. C. (2014). Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations. Journal of Educational Psychology, Oct. 20, 2014. doi: http://dx.doi.org/10.1037/edu0000005

Rafferty, A. N., Gerard, L. F., McElhaney, K. W., & Linn, M. C. (2014). Promoting Student Learning through Automated Formative Guidance on Chemistry Drawings. 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. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1 (Vol. 1, pp. 385-393). Boulder, CO: International Society of the Learning Sciences.

Ryoo, K. L., & Linn, M. C. (2014). Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations. Journal of Research in Science Teaching, 51(2), 147-174. doi: 10.1002/tea.21128

Sato, E., & Linn, M. C. (2014). Designing Critique to Improve Conceptual Understanding. In J. L. Polman, E. A. Keewwyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1 (Vol. 1, pp. 385-393). Boulder, CO: International Society of the Learning Sciences.

Vitale, J. M., Lai, K., & Linn, M. C. (2014). Dynamic visualization of motion for student-generated graphs. 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. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2 (pp. 769-776). Boulder, CO: International Society of the Learning Sciences. doi: 10.1002/tea.21241

Voogt, J. M., McKenney, S. E., Kali, Y., Breleux, A., Cover, R., Slotta, J. D., . . . Matuk, C. F. (2014). Teachers as Designers. 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. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1 (Vol. 1, pp. 14-20). Boulder, CO: International Society of the Learning Sciences.

2013 PUBLICATIONS

Chang, H.-Y., & Linn, M. C. . (2013). Scaffolding learning from molecular visualizations. Journal of Research in Science Teaching, 50(7), 858-886. doi: 10.1002/tea.21089

Chiu, J. L., & Linn, M. C. (2013). Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit. Journal of Science Education and Technology. doi: 10.1007/s10956-013-9449-5

Clark, D. B., & Linn, M. C. (2013). The Knowledge Integration Perspective: Connections Across Research and Education. In S. Vosniadou (Ed.), Handbook of Research on Conceptual Change (2nd ed., pp. 520-538). New York: Routledge.

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

Gerard, L., Liu, O.L., Corliss, S., Varma, K., Spitulnik, M. & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne  (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer. pp.63-78.

Matuk, C. F., McElhaney, K. W., Miller, D. I., King Chen, J. Y., Lim-Breitbart, J. M., Terashima, H., . . . Linn, M. (2013). Reflectively prototyping a tool for exchanging ideas. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (Vol. 101-104). Madison, WI: International Society of the Learning Sciences.

Rafferty, A. N., Gerard, L. F., McElhaney, K., & Linn, M. C. (2013). Automating Guidance for Students Chemistry Drawings.  In Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education, vol. 8, E. Walker, C.-K. Looi, Eds., Memphis, TN, 13 Jul 2013 (AIED, 2013), pp. 612–619.

Zhang, Z. H., & Linn, M. C. (2013). Learning from Chemical Visualizations: Comparing generation and selection. International Journal of Science Education, 35(13), 2174-2197. doi: 10.1080/09500693.2013.792971