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!
Trailer exploring role of design in education including Doug Clark
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.
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. InternationalJournal of Education in Mathematics, Science and Technology, 3(1), 14-36.
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 Educational Technology that Facilitate Student Learning (pp. 157-193). Charlotte, NC: Information Age Publishing. ISBN: 978-1593116521
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.
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
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
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.
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
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
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
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
Clark, D. B. (2000). Scaffolding knowledge integration through curricular depth. Unpublished doctoral dissertation. University of California at Berkeley.