Overview

I'm the Werklund Professor of Design-Based Learning and the Learning Sciences at the University of Calgary. My research focuses on students' and teachers' design and learning processes, often in the context of technology-enhanced environments. In particular, my research focuses on inquiry, design, problem solving, critical thinking, explanation, argumentation, digital inquiry environments, discussion environments, digital games, collaboration, and equity.

If you would like copies of any of my papers from the lists below, please email me at douglas.clark [at] ucalgary.ca and I'll send them right away! 

Recent Intro Video to CADRE Technology-Enhanced Assessment Site including Doug Clark.

YouTube Video


Research Areas for Working with Doug Clark

My research spans multiple areas, and I look for students who are interested in working with me in one or more of these general areas:

  1. Analyzing and designing to support how in-service and pre-teachers think about and engage in design. Our goal is to support teachers in thinking about design for more fundamental changes to the cultural configurations and opportunities of their classrooms in support of increasing equity and support for diversity within their classrooms. 

  2. Engaging students and teachers in explanation and argumentation alone or in groups online, face-to-face, or in writing to learn about scientific and socio-scientific topics. This work has focused on supporting people in critical thinking around claims and evidence.

  3. Designing simulations, games, and multimedia inquiry environments for science learning (e.g., http://www.surgeuniverse.com).
Across all of these projects I am very interested in issues of learning, design, engagement, critical thinking, problem solving, motivation, and equity. If you are interested in potentially applying to University of Calgary and working with me at University of Calgary in one of these areas or other related areas, please email me at douglas.clark (at) ucalgary.ca about your interests.

Journal Articles

  1. Clark, D. B., & Sengupta, P. (2020). Reconceptualizing Games for Integrating Computational Thinking and Science as Practice: Collaborative Agent-Based Disciplinarily-Integrated Games. Interactive Learning Environments, 28(3), 328-346. https://doi.org/10.1080/10494820.2019.1636071
  2. Pierson, A.*, Brady, C. E., & Clark, D. B. (2020). Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom. Journal of Science Education and Technology, 29(1), 101-119. https://doi.org/10.1007/s10956-019-09797-5 http://link.springer.com/article/10.1007/s10956-019-09797-5
  3. Pierson, A.* & Clark, D. B. (2019). Sedimentation of Modeling Practices: Dimensions of Co-Operative Action at a Classroom Scale. Science & Education, 28(8), 897–925. https://doi.org/10.1007/s11191-019-00050-4        https://rdcu.be/bHkeD
  4. Pierson, A.*, Clark, D. B., & Kelly, G. J. (2019). Learning Progressions and Science Practices: Tensions in Prioritizing Content, Epistemic Practices, and Social Dimensions of Learning. Science & Education, 28(8), 833-841. https://doi.org/10.1007/s11191-019-00070-0
  5. Krinks, K.*, Sengupta, P., & Clark, D. B. (2019). Benchmark lessons, modeling, and programming: Integrating games with modeling in the curriculum. International Journal of Gaming and Computer-Mediated Simulations, 11(1), 39-50. https://doi.org/10.4018/IJGCMS.2019010103
  6. Dikici, A.*, Özdemir, G., & Clark, D. B. (2018 online). The relationship between demographic variables and scientific creativity: Mediating and moderating roles of scientific process skills. Research in Science Education. https://doi.org/10.1007/s11165-018-9763-2
  7. Pierson, A.* & Clark, D. B. (2018). Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse. Science Education, 102(6), 1336-1362 https://doi.org/10.1002/sce.21476
  8. Van Eaton, G.*, Clark, D. B., & Sengupta, P. (2018). Revoicing, bridging, and stuttering across formal, physical, and virtual spaces. International Journal of Gaming and Computer-Mediated Simulations, 10(2), 21-46. https://doi.org/10.4018/IJGCMS.2018040102
  9. Clark, D. B., Tanner-Smith, E., Hostetler, A., Fradkin, A., & Polikov, V. (2018). Substantial Integration of Typical Educational Games into Extended Curricula. Journal of the Learning Sciences, 27(2), 265-318. https://doi.org/10.1080/10508406.2017.1333431
  10. Pierson, A.*, Clark, D. B., & Sherard, M.* (2017). Learning Progressions in Context: Tensions and Insights from a Semester-Long Middle School Modeling Curriculum. Science Education, 101(6), 1061–1088. https://doi.org/10.1002/sce.21314
  11. Martinez-Garza, M.*, & Clark, D. B. (2017). Investigating epistemic stances in game play with data mining. International Journal of Gaming and Computer-Mediated Simulations, 9(3), 1-40. https://doi.org/10.4018/IJGCMS.2017070101  https://www.igi-global.com/article/investigating-epistemic-stances-game-play/191243
  12. Kinnebrew, J.*, Killingsworth, S.*, Clark, D. B., Biswas, G., Sengupta, P., Minstrell, J., Martinez-Garza, M.*, & Krinks, K.*, (2017). Contextual markup and mining in digital games for science learning: Connecting player behaviors to learning goals. IEEE Transactions on Learning Technologies, 10(1), 93-103. https://doi.org/10.1109/TLT.2016.2521372
  13. Virk, S. S., Clark, D. B., & Sengupta, P. (2017). The design of disciplinarily-integrated games as multirepresentational systems. International Journal of Gaming and Computer-Mediated Simulations, 9(3), 67-95. https://doi.org/10.4018/IJGCMS.2017070103  https://www.igi-global.com/article/design-disciplinarily-integrated-games-multirepresentational/191245
  14. Clark, D. B., Virk, S. S.*, Barnes, J.*, & Adams, D. M.* (2016). Self-explanation and digital games: Adaptively increasing abstraction. Computers & Education, 103, 28-43. https://doi.org/10.1016/j.compedu.2016.09.010
  15. Clark, D. B., Tanner-Smith, E., & Killingsworth, S.* (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. https://doi.org/10.3102/0034654315582065  http://rer.sagepub.com/content/86/1/79.full.pdf+html 
  16. Clark, D. B., Virk, S. S.*, Sengupta, P., Brady, C., Martinez-Garza, M.*, Krinks, K.*, Killingsworth, S.*, Kinnebrew, J.*, Biswas, G., Barnes, J.*, Minstrell, J., Nelson, B., Slack, K.*, & D’Angelo, C. M.* (2016). SURGE’s evolution deeper into formal representations: The siren’s call of popular game-play mechanics. International Journal of Designs for Learning, 7(1), 107-146. https://doi.org/10.14434/ijdl.v7i1.19359  https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/19359
  17. Sengupta, P., & Clark, D. B. (2016). Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration. Educational Technology, 56(3), 16-22. https://arxiv.org/abs/1607.05094
  18. Basu, S.*, Biswas, G., Sengupta, P., Dickes, A.*, Kinnebrew, J.*, Clark, D. B. (2016). Identifying middle school students’ challenges in computational thinking-based science learning. Research and Practice in Technology Enhanced Learning, 11(1), 1-35. https://doi.org/10.1186/s41039-016-0036-2  http://link.springer.com/article/10.1186/s41039-016-0036-2    
  19. Sengupta, P., Krinks, K.*, & Clark, D. B. (2015). Learning to deflect: Conceptual change in physics during digital game play. Journal of the Learning Sciences, 24(4), 638-674. https://doi.org/10.1080/10508406.2015.1082912    
  20. Killingsworth, S.*, Clark, D. B., & Adams, D. M.* (2015). Self-explanation and explanatory feedback in games: individual differences, gameplay, and learning. International Journal of Education in Mathematics, Science and Technology. 3(3), 162-186.  http://ijemst.com/issues/3_3_1_Killingsworth_Clark_Adams.pdf
  21. Virk, S. S.*, Clark, D. B., & Sengupta, P. (2015). Digital Games as Multirepresentational Environments for Science Learning: Implications for Theory, Research, and Design. Educational Psychologist. 50(4), 284-312. https://doi.org/10.1080/00461520.2015.1128331
  22. Clark, D. B., & Martinez-Garza, M.* (2015). Deep Analysis of Nuances and Epistemic Frames Around Argumentation and Learning in Informal Learning Spaces. Computers in Human Behavior, 53, 617-620. https://doi.org/10.1016/j.chb.2015.03.066
  23. Clark, D. B., Sengupta, P., Brady, C., Martinez-Garza, M.*, & Killingsworth, S.* (2015). Disciplinary Integration in Digital Games for Science Learning. International STEM Education Journal, 2(2), 1-21. https://doi.org/10.1186/s40594-014-0014-4  http://www.stemeducationjournal.com/content/pdf/s40594-014-0014-4.pdf 
  24. Schleigh, S. P.*, Clark, D. B., & Menekse, M.* (2015). Constructed-response as an alternative to interviews in conceptual change studies: Students’ explanations of force. International Journal of Education in Mathematics, Science and Technology, 3(1), 14-36.
  25. http://ijemst.com/issues/3.1.2.Schleigh_Clark_Menekse.pdf
  26. Van Eaton, G.*, Clark, D. B., & Smith, B. E.* (2015). Patterns of physics reasoning in face-to-face and online forum collaboration around a digital game. International Journal of Education in Mathematics, Science and Technology, 3(1), 1-13. http://ijemst.com/issues/3.1.1.Van_Eaton_Clark_Smith.pdf
  27. Clark, D. B., Menekse, M.*, Ozdemir, G., D’Angelo, C. M.*, & Schleigh, S. P.* (2014). Exploring sources of variation in studies of knowledge structure coherence: Comparing force meanings and force meaning consistency across two Turkish cities. Science Education, 98(1), 143-181. https://doi.org/10.1002/sce.21094
  28. Adams, D. M.*, & Clark D. B. (2014). Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion. Computers and Education, 73, 149-159. https://doi.org/10.1016/j.compedu.2014.01.002    
  29. Martinez-Garza, M.*, Clark, D. B., & Nelson, B. (2013). Advances in assessment of students’ intuitive understanding of physics through gameplay data. International Journal of Gaming and Computer-Mediated Simulations, 5(4), 1-16. https://doi.org/10.4018/ijgcms.2013100101  
  30. Martinez-Garza, M.*, Clark, D. B., & Nelson, B., (2013). Digital games and the US National Research Council’s science proficiency goals. Studies in Science Education, 49(2), 170-208. https://doi.org/10.1080/03057267.2013.839372   
  31. Sengupta, P., Kinnebrew, J.*, Basu, S.*, Biswas, G., & Clark, D. B.* (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education & Information Technologies, 18(2), 351-380. https://doi.org/10.1007/s10639-012-9240-x    
  32. Clark, D. B., Touchman, S.*, Martinez-Garza, M.*, Ramirez-Marin, F.*, & Drews, C. S.* (2012). Bilingual language supports in online science inquiry environments. Computers and Education, 58(4), 1207-1224. https://doi.org/10.1016/j.compedu.2011.11.019   
  33. Clark, D. B., D’Angelo, C. M.*, & Schleigh, S. P.* (2011). Comparison of students' knowledge structure coherence and understanding of force in the Philippines, Turkey, China, Mexico, and the United States. Journal of the Learning Sciences, 20(20), 207-261. https://doi.org/10.1080/10508406.2010.508028   
  34. Clark, D. B., Nelson, B., Chang, H.*, D’Angelo, C. M.*, Slack, K.*, & Martinez-Garza, M.* (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers and Education, 57(3), 2178-2195. https://doi.org/10.1016/j.compedu.2011.05.007   
  35. Sampson, V. D.*, & Clark, D. B. (2011). A Comparison of the collaborative scientific argumentation practices of two high and two low performing groups. Research in Science Education, 41(1), 63-97. https://doi.org/10.1007/s11165-009-9146-9  
  36. Clark, D. B., D’Angelo, C. M.*, & Menekse, M.* (2009). Initial structuring of online discussions to improve learning and argumentation: Incorporating students' own explanations as seed comments versus an augmented-preset approach to seeding discussions. Journal of Science Education and Technology, 18(4), 321-333. https://doi.org/10.1007/s10956-009-9159-1   
  37. Ozdemir, G.*, & Clark, D. B. (2009). Knowledge structure coherence in Turkish students’ understanding of force. Journal of Research on Science Teaching, 46(5), 570-596. https://doi.org/10.1002/tea.20290    
  38. Sampson, V. D.*, & Clark, D. B. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448-484. https://doi.org/10.1002/sce.20306   
  39. Clark, D. B., & Sampson, V. D.* (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321. https://doi.org/10.1002/tea.20216  
  40. Sampson, V. D.*, & Clark, D. B. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447-472. https://doi.org/10.1002/sce.20276   
  41. Clark, D. B., Reynolds, S., Lemanowski, V.*, Stiles, T.*, Yasar, S.*, Proctor, S.*, Lewis, E.*, Stromfors, C.*, & Corkins, J.* (2008). University students' conceptualization and interpretation of topographic maps. International Journal of Science Education, 30(3), 377-408. https://doi.org/10.1080/09500690701191433   
  42. Clark, D., Sampson, V. D.*, Weinberger, A., & Erkens, G., (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343-374. https://doi.org/10.1007/s10648-007-9050-7   
  43. Ozdemir, G.*, & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science, and Technology Education, 3(4), 351-361. https://doi.org/10.12973/ejmste/75414  http://www.ejmste.com/v3n4/EJMSTE_v3n4_Ozdemir_Clark.pdf 
  44. Clark, D. B., & Sampson, V. D.* (2007). Personally-Seeded Discussions to Scaffold Online Argumentation. International Journal of Science Education, 29(3), 253-277. https://doi.org/10.1080/09500690600560944   
  45. Weinberger, A., Clark, D., Häkkinen, P., Tamura, Y., & Fischer, F. (2007). Argumentative knowledge construction in online learning environments in and across different cultures: A collaboration script perspective. Research in Comparative and International Education, 2(1), 68-79. https://doi.org/10.2304/rcie.2007.2.1.68    
  46. Medina-Jerez, W.*, Clark, D. B., Medina, A. & Ramirez-Marin, F.* (2007). Science for ELL: Re-thinking our approach. The Science Teacher, 74(3), 52-56. http://www.nsta.org/publications/news/story.aspx?id=53492  
  47. Sampson, V. D.* & Clark, D. (2007). Incorporating scientific argumentation into inquiry-based activities with online personally-seeded discussions. The Science Scope, 30(6), 43-47. http://www.nsta.org/publications/news/story.aspx?id=53328  
  48. Clark, D. B. (2006). Longitudinal conceptual change in students’ understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction, 24(4), 467-563. https://doi.org/10.1207/s1532690xci2404_3 
  49. Simons, K.*, & Clark, D. B. (2004). Supporting inquiry in science classrooms with the web. Computers in the Schools 3/4(21), 23-36. https://doi.org/10.1300/J025v21n03_04  
  50. Clark, D. B., & Jorde, D. (2004). Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models. Journal of Research in Science Teaching, 41(1), 1-23. https://doi.org/10.1002/tea.10097   
  51. Clark, D. B., & Fischer, F. (2003). Learning through online collaborative discourse. The International Journal of Educational Policy, Research and Practice, IV(1), 11-16.
  52. Clark, D. B., & Linn, M. C. (2003). Designing for knowledge integration: The impact of instructional time. Journal of Learning Sciences, 12(4), 451-493. https://doi.org/10.1207/S15327809JLS1204_1
  53. Clark, D. B., Weinberger, A., Jucks, I., Spitulnik, M., & Wallace, R. (2003). Designing effective science inquiry in text-based computer-supported collaborative learning environments. The International Journal of Educational Policy, Research and Practice, IV(1), 55-82.
  54. Linn, M. C., Clark, D. B., & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education, 87(4), 517-538. https://doi.org/10.1002/sce.10086
  55. Spitulnik, M., Bouillion, E., Rummel, N., Clark, D. B., Fischer, F. (2003). Collaborative online environments for lifelong learning: design issues from a situated learning perspective. The International Journal of Educational Policy, Research and Practice, IV(1), 83-116.
  56. Clark, D. B., & Slotta, J. D. (2000). Evaluating media-enhancement and source authority on the internet: The Knowledge Integration Environment. International Journal of Science Education, 22(8), 859-871. https://doi.org/10.1080/095006900412310

Chapters in Books

  1. Clark, D. B. (accepted). Forward: Why Design Thinking? In D. Scott and J. Lock (Eds.) Teacher as Designer.
  2. Clark, D. B. & Pierson, A. E. (2019). Engaging Emerging Bilingual Students in Language and Scientific Practices through Collaborative Disciplinarily-Integrated Games from a Co-Operative Action Lens. In P. Sengupta, M. Shanahan, and B. Kim (Eds.) Critical, Transdisciplinary and Embodied Approaches in STEM Education (pp. 101-117). New York: Springer. https://doi.org/10.1007/978-3-030-29489-2
  3. Martinez-Garza, M.*, & Clark, D. B. (2019). Investigating epistemic stances in game play with learning analytics. Revised and enhanced version of Investigating epistemic stances in game play with data mining selected as top paper for republication by International Journal of Gaming and Computer-Mediated Simulations. In B. Dubbels (Ed.), Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations (pp. 87-140). Hershey, PA: IGI Global.  https://doi.org/10.4018/978-1-5225-7461-3.ch004
  4. Virk, S. S.*, & Clark, D. B. (2019). Signaling in disciplinarily-integrated games: Challenges in integrating proven cognitive scaffolds within game mechanics to promote representational competence. In Contemporary Technologies in Education (pp. 67-95). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-89680-9
  5. Adams, D. M.*, Clark, D. B., & Virk, S. S.* (2018). Worked examples in physics games: Challenges in integrating proven cognitive scaffolds into game mechanics. In D. Cvetković (Ed.), Simulations and Gaming (pp. 61-73). Rijeka, Croatia: InTECH Open. https://doi.org/10.5772/intechopen.72152 http://www.intechopen.com/articles/show/title/worked-examples-in-physics-games-challenges-in-integrating-proven-cognitive-scaffolds-into-game-mech
  6. Clark, D. B., Medlock-Walton, P.*, Boquín, R.*, & Klopfer, K. (2018). Multiplayer Disciplinarily-Integrated Agent-Based Games: SURGE Gameblox. In D. Cvetković (Ed.), Simulations and Gaming (pp. 89-107). Rijeka, Croatia: InTECH Open. https://doi.org/10.5772/intechopen.73051  http://www.intechopen.com/articles/show/title/multiplayer-disciplinarily-integrated-agent-based-games-surge-gameblox
  7. Krinks, K., Johnson, H., & Clark, D. B. (2018). Digital games in the science classroom: Leveraging internal and external scaffolds during game play. In D. Cvetković (Ed.), Simulations and Gaming (pp. 41-60) Rijeka, Croatia: InTECH Open. https://doi.org/10.5772/intechopen.72071  https://www.intechopen.com/books/simulation-and-gaming/digital-games-in-the-science-classroom-leveraging-internal-and-external-scaffolds-during-game-play
  8. Martinez-Garza, M.*, & Clark, D. B. (2016). Two systems, two stances: a novel theoretical framework for model-based learning in digital games. In P. Wouters & H. van Oostendorp (Eds.), Instructional Techniques to Facilitate Learning and Motivation of Serious Games (pp. 37-58). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-39298-1_3
  9. Clark, D. B., Sengupta, P., & Virk, S. S.* (2016). Disciplinarily-integrated games: Generalizing across domains and model types. Chapter in D. Russell and J. Laffey (Eds.), Handbook of Research on Gaming Trends in P-12 Education (pp. 178-194). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-9629-7.ch009  
  10. Martinez-Garza, M.*, Clark, D. B., Killingsworth, S.*, & Adams, D. M.* (2016). Beyond fun: Pintrich, motivation to learn, and games for learning. Chapter in D. Russell & J. Laffey (Eds.), Handbook of Research on Gaming Trends in P-12 Education. (pp. 1-32). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-9629-7.ch001
  11. Van Eaton, G.*, & Clark, D. B. (2016). Designing Digital Objects to Scaffold Learning. Chapter in D. Russell & J. Laffey (Eds.), Handbook of Research on Gaming Trends in P-12 Education (pp. 237-252). Hershey, PA: IGI Global.  https://doi.org/10.4018/978-1-4666-9629-7.ch012
  12. Killingsworth, S.*, Adams, D. M.*, & Clark, D. B. (2016). Learning, cognition, and experimental control in an educational physics game. In R. Lamb & D. McMahon (Eds.), Educational and Learning Games: New Research (pp. 31-54). New York, NY: NOVA Publishing. ISBN: 978-1-63483-421-6
  13. Clark, D. B., Nelson, B., Atkinson, R., Ramirez-Marin, F.*, & Medina, W.* (2015). Integrating flexible language supports within online science learning environments. In T. Ganesh, A. Boriack, J. Stillisano, T. Davis, & H. Waxman (Eds.), Research on technology use in multicultural settings (pp. 75-105). Charlotte, NC: Information Age. ISBN: 978-1623968250
  14. Martinez-Garza, M.*, & Clark, D. B. (2015). Games for learning. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 437-440). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-6165-0_37-1
  15. Clark, D. B., & Linn, M. C. (2013). The knowledge integration perspective: connections across research and education. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (2nd Edition) (pp. 520-538). New York: Routledge. https://doi.org/10.4324/9780203154472.ch27
  16. Clark, D. B., & Sengupta, P. (2013). Argumentation and modeling: Integrating the products and practices of science to improve science education. In M. Khine & I. Saleh (Eds.), Approaches and Strategies in Next Generation Science Learning (pp. 85-105). Hershey, PA: IGI Global/Information Science References. https://doi.org/10.4018/978-1-4666-2809-0.ch005
  17. Ramirez-Marin, F.*, & Clark, D. B. (2013). Academic language in science for English learners. In M. B. Arias & C. Faltis (Eds.), Academic Language in Second Language Learning (pp. 171-200). Charlotte, NC: Information Age Publishing. ISBN: 9781623961145
  18. Martinez-Garza, M.*, & Clark, D. B. (2013). Teachers and teaching in game-based learning theory and practice. In M. Khine & I. Saleh (Eds.), Approaches and Strategies in Next Generation Science Learning (pp. 147-163). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-2809-0.ch008
  19. Chinn, C., & Clark, D. B. (2013). Learning through collaborative argumentation. In C.E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. M. O'Donnell (Eds.), International Handbook of Collaborative Learning (pp. 314-332). New York: Routledge. https://doi.org/10.4324/9780203837290.ch18
  20. Clark, D. B., & Martinez-Garza, M.* (2012). Prediction and explanation as design mechanics in conceptually-integrated digital games to help players articulate the tacit understandings they build through gameplay. In C. Steinkuhler, K. Squire, & S. Barab (Eds.), Games, Learning, and Society: Learning and Meaning in the Digital Age (pp. 279-305). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139031127.023  
  21. Clark, D. B., Martinez-Garza, M.*, Biswas, G., Luecht, R. M., & Sengupta, P. (2012). Driving assessment of students’ explanations in game dialog using computer-adaptive testing and hidden Markov Modeling. In D. Ifenthaler, D. Eseryel, & G. Xun (Eds.), Game-based Learning: Foundations, Innovations, and Perspectives (pp. 173-199). New York: Springer. https://doi.org/doi:10.1007/978-1-4614-3546-4_10
  22. Clark, D. B., Sampson, V. D.*, Chang, H.*, Zhang, H.*, Tate, E.*, & Schwendimann, B.* (2011). Research on critique and argumentation from the Technology Enhanced Learning in Science Center. In M. Khine (Ed.), Perspectives on Scientific Argumentation: Theory, Practice and Research (pp. 157-200). The Netherlands: Springer. https://doi.org/10.1007/978-94-007-2470-9_9
  23. Jeong, A., Clark, D. B., Sampson, V. D., & Menekse, M.* (2010). Sequential analysis of scientific argumentation in asynchronous online discussion environments. In S. Puntambekar, G. Erkens, & C. Hmelo-Silver (Eds.), Analyzing Interactions in CSCL (Computer-Supported Collaborative Learning Series): Methods, Approaches and Issues (pp. 207-233). The Netherlands: Springer. https://doi.org/doi:10.1007/978-1-4419-7710-6_10
  24. Clark, D. B., Sampson, V. D.*, Stegmann, K.*, Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M.*, Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 1-39). New York: IGI Global. https://doi.org/10.4018/978-1-61520-729-9.ch001
  25. Clark, D. B., Varma, K.*, McElhaney, K.*, & Chiu, J.* (2008). Design rationale within TELS projects to support knowledge integration. In D. Robinson & G. Schraw (Eds.), Recent Innovations in Educational Technology that Facilitate Student Learning (pp. 157-193). Charlotte, NC: Information Age Publishing. ISBN: 978-1593116521
  26. Tate, E.*, Clark, D. B., Gallagher, J., & McLaughlin, D.* (2008). Designing science instruction for diverse learners. In Y. Kali, M. C. Linn, & J. E. Roseman (Eds.), Designing Coherent Science Education (pp. 65-93). New York: Teachers College Press.
  27. ISBN: 978-0807749135
  28. Clark, D. B., & Chaudury, S. R. (2008). Creating coherent inquiry projects to support student cognition and collaboration in physics. In J. Luft, R. Bell, & J. Gess-Newsome (Eds.), Science as Inquiry in the Secondary Setting (pp. 65-77). Arlington, VA: National Science Teacher Association Press. https://www.nsta.org/store/product_detail.aspx?id=10.2505/PKEB216X
  29. Clark, D. B., Stegmann, K.*, Weinberger, A., Menekse, M.*, & Erkens, G. (2008). Technology-enhanced learning environments to support students’ argumentation. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from Classroom-based Research (pp. 217-243). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-6670-2_11
  30. D’Angelo, C. M.*, Touchman, S.*, & Clark, D. B. (2008). Overview of constructivism. In E. M. Anderman & L. H. Anderman (Eds.), Psychology of Classroom Learning: An Encyclopedia (Volume 1. pp. 262-267). New York: MacMillan Reference.
  31. ISBN: 978-0028661704
  32. Baker, D., Piburn, M., & Clark, D. B. (2005). TEAMS: Working together to improve teacher education. In R. Yager (Ed.), Exemplary Science: Best Practices in Professional Development (pp. 35-44). Arlington, VA: NSTA Press. ISBN: 978-1936959075
  33. Clark, D. B. (2004). Hands-on investigation in Internet environments: Teaching thermal equilibrium. In M. C. Linn, E. A. Davis., & P. Bell (Eds.), Internet Environments for Science Education (pp. 175-200). Mahwah, NJ: Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410610393
  34. Clark, D. B., & Slotta, J. D. (2004). Web-based Inquiry Science Environment (WISE). In A. Kovalchick & K. Dawson (Eds.), Education & Technology: An Encyclopedia (Vol. 2, pp. 630-638). Santa Barbara, CA: ABC-CLIO. ISBN: 978-0471194392
  35. Cuthbert, A. J., Clark, D. B., & Linn, M. C. (2002). WISE learning communities: Design considerations. In K.A. Renninger & W. Shumar (Eds.), Building Virtual Communities: Learning and Change in Cyberspace (pp. 215-246). Cambridge: Cambridge University Press. ISBN: 978-0521785587


Dissertation

  1. Clark, D. B. (2000). Scaffolding knowledge integration through curricular depth. Unpublished doctoral dissertation. University of California at Berkeley.