Overview

I'm the Werklund Professor of Design-Based Learning and the Learning Sciences at the University of Calgary. My research focuses on students' learning processes, generally in the context of technology-enhanced or game-based environments. In particular, my research focuses on students' conceptual change processes, argumentation, and use of representations in these environments.

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! 


Selected Recent Papers on Games and Discipinarily-Integrated Games

  1. 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  https://dougclark.info/ClarkSenguptaVirk-2016
    https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkb3VnY2xhcmtwYXBlcnN8Z3g6Njg0ODhmOTU3MjM1M2U4MQ

  2. 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

  3. 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   

  4. 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 

  5. 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 


All Journal Articles

  1. Krinks, K.*, Sengupta, P., & Clark, D. B. (accepted). Benchmark lessons, modeling, and programming: Integrating games with modeling in the curriculum. International Journal of Gaming and Computer-Mediated Simulations.

  2. Van Eaton, G.*, Clark, D. B., & Sengupta, P. (accepted). A Multispatial Analysis of Representation Creation. International Journal of Gaming and Computer-Mediated Simulations.

  3. 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

  4. Clark, D. B., Tanner-Smith, E., Hostetler, A., Fradkin, A., & Polikov, V. (2017). Substantial Integration of Typical Educational Games into Extended Curricula. Journal of the Learning Sciences, 1-54. https://doi.org/10.1080/10508406.2017.1333431  

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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   

  10. 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

  11. 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
  12. 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    

  13. 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

  14. Killingsworth, S.*, Clark, D. B., & Adams, D. (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

  15. 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

  16. 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

  17. 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 

  18. 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://www.ijemst.com/issues/3.1.2.Schleigh_Clark_Menekse.pdf

  19. 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

  20. 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   

  21. 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

  22. 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 

  23. 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   

  24. 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
  25. 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

  26. 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 
  27. 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  
  28. 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
  29. 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  

  30. 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    
  31. 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
  32. 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  
  33. 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

  34. 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 
  35. 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

  36. 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  
  37. 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 
  38. 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   
  39. 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  

  40. 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  
  41. 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
  42. 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  

  43. 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
  44. Clark, D. B., & Fischer, F. (2003). Learning through online collaborative discourse. The International Journal of Educational Policy, Research and Practice, IV(1), 11-16. 

  45. 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
  46. 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.

  47. 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
  48. 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.

  49. 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
     

All Chapters in Books

  1. Virk, S. S.*, & Clark, D. B. (in press). Signaling in disciplinarily-integrated games: Challenges in integrating proven cognitive scaffolds within game mechanics to promote representational competence. In A. G. Rud & O. Adesope (Eds.), Contemporary Technologies in Education: Maximizing Student Engagement, Motivation, and Learning. Palgrave Macmillan.

  2. 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. 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

  3. 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. 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

  4. 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. 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

  5. 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

  6. 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  

  7. 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

  8. 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

  9. 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

  10. 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 

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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 

  23. 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. ISBN: 978-0807749135

  24. 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

  25. 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

  26. 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. ISBN: 978-0028661704

  27. 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

  28. 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
  29. 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

  30. 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.