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!
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: - 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.
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. - 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 - 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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.
- http://ijemst.com/issues/3.1.2.Schleigh_Clark_Menekse.pdf
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- Clark, D. B., & Fischer, F. (2003). Learning through online
collaborative discourse. The International
Journal of Educational Policy, Research and Practice, IV(1), 11-16.
- 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
- 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.
- 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
- 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.
- 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
- Clark,
D. B. (accepted). Forward: Why Design Thinking? In D. Scott and J. Lock (Eds.) Teacher
as Designer.
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
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Charlotte, NC: Information Age Publishing. ISBN: 978-1593116521
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E.*, Clark, D. B., Gallagher, J., & McLaughlin, D.* (2008). Designing
science instruction for diverse learners. In Y. Kali, M. C. Linn, & J. E.
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(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
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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
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& Clark, D. B. (2008). Overview of constructivism. In E. M. Anderman &
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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
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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
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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
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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
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Clark, D. B. (2000). Scaffolding knowledge integration through curricular depth. Unpublished doctoral dissertation. University of California at Berkeley.
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