Search results for author:"Marcia C. Linn"
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Journal of Educational Technology & Society Vol. 20, No. 4 (2017) pp. 179–190
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...
International Journal of Artificial Intelligence in Education Vol. 27, No. 4 (2017) pp. 729–757
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...
Studies in Science Education Vol. 51, No. 1 (2015) pp. 49–85
Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic...
Review of Educational Research Vol. 81, No. 3 (September 2011) pp. 408–448
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers'...
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...