Search results for author:"Marcia C. Linn"
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Theory Into Practice Vol. 54, No. 3 (2015) pp. 238–254
Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet...
Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis?
Journal of Research in Science Teaching Vol. 49, No. 2 (February 2012) pp. 218–243
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...
Journal of Research in Science Teaching Vol. 51, No. 2 (February 2014) pp. 147–174
We compared designs of guidance to support students while interacting with dynamic visualizations of complex scientific phenomena in inquiry instruction. Three hundred thirty-two 7th-grade students were randomly assigned to either a reading or a...
Journal of Educational Psychology Vol. 108, No. 1 (2016) pp. 60–81
In 4 classroom experiments we investigated uses for technologies that automatically score student generated essays, concept diagrams, and drawings in inquiry curricula. We used the automatic scores to assign typical and research-based guidance and...