Marcia C Linn
Datos Biográficos
| ID | 1660308 |
|---|---|
| NOMBRE | Marcia C Linn |
| NOMBRES | Marcia C |
| APELLIDO | Linn |
| FIRMA | LINN M C |
| AFILIACIONES | University of California, Berkeley |
| ORCID | 0000-0003-2257-9474 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 45 |
| TOTAL DE CITAS | 588 |
| TOTAL COMO AUTOR | 45 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1978 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Creating and testing adaptive guidance for thermodynamics classroom instruction
Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration
A Comparison of Responsive and General Guidance to Promote Learning in an Online Science Dialog
Students benefit from dialogs about their explanations of complex scientific phenomena, and middle school science teachers cannot realistically provide all the guidance they need. We study ways to extend generative teacher–student dialogs to more students by using AI tools. We compare Responsive web-based dialogs to General web-based dialogs by evaluating the ideas students add and the quality of their revised explanations. We designed the Genera…
Using Artificial Intelligence to Support Peer-to-Peer Discussions in Science Classrooms
In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) to identify student ideas in science explanations. The identified ideas, along with Knowledge Integration (KI) pedagogy, informed the design of a question bank to sup…
Designing for learning across disciplines
A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards
This paper describes a Human‐Centred Learning Analytics (HCLA) design approach for developing learning analytics (LA) dashboards for K‐12 classrooms that maintain both contextual relevance and scalability—two goals that are often in competition. Using mixed methods, we collected observational and interview data from teacher partners and assessment data from their students' engagement with the lesson materials. This DBR‐based, human‐centred design…
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
Incorporating investigations of environmental racism into middle school science
To promote a justice‐oriented approach to science education, we formed a research‐practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co‐design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social justice into their standards‐aligned science …
Students’ perceptions of the impacts of peer ideas in inquiry learning
Computer-based guidance to support students’ revision of their science explanations
As they encounter new ideas, students need to make integrated revisions to their science explanations, a key aspect of science learning. This involves filling gaps, resolving inconsistencies with evidence, and strengthening connections among ideas. Rather than making integrated revisions, even after automated, adaptive guidance, students typically add disconnected ideas or fix mechanical errors. The knowledge integration framework, supported by n…
Designing a remote professional development course to support teacher customization in science
This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students' prior…
Longitudinal impact of interactive science activities
Integrating sophisticated graphical analysis skills as they learn science is essential for K‐12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three‐year period, while also supporting students to develop their capabilities to use graphs to learn science content in complex ways through interactive curriculum materials implemented on a novel technology enhanced curr…
Designing personalised instruction
Advances in technology have increased the opportunities for designers to personalise instruction based on student actions. We conducted semi‐structured interviews with an international sample of educational professionals including researchers, teachers and designers, and reviewed interdisciplinary literature on personalisation to propose a framework for personalisation research and design. Thematic analysis of the interviews revealed that profess…
Personal Perspectives on the Emergence of the Learning Sciences
We describe the emergence of the interdisciplinary learning sciences field and its consequential transformations, drawing on experiences that brought us together. Starting with our undergraduate years, the account culminates with the formation of the International Society of the Learning Sciences. We weave our experiences around six themes that shaped the emergence of the learning sciences and our own trajectories: (a) Broadening the community an…
Impact of graph technologies in K-12 science and mathematics education
Undergraduate research experiences
Assessing the value of undergraduate research Undergraduate research experiences often engender enthusiasm in the students involved, but how useful are they in terms of enhancing student learning? Linn et al. review studies that focus on the effectiveness of undergraduate research programs. Undergraduate research experiences in a class were distinguished from those involving individualized participation in a research program. Mentoring emerges as…
Women’s representation in science predicts national gender-science stereotypes
In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women’s science participation related to gender-science stereotypes that associate science with men more than women. Data from ∼350,000 participants in 66 nations indicated that higher female enrollment in tertiary science education (community college or ab…
Designing and Validating Assessments of Complex Thinking in Science
Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students’ conceptual understandi…
Physical and Virtual Laboratories in Science and Engineering Education
The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions …
Supplemental Material for New Trends in Gender and Mathematics Performance
Cross-national patterns of gender differences in mathematics
A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in …
New trends in gender and mathematics performance
In this paper, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = .05, indicating no gender difference, and VR = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents …
Gender Similarities Characterize Math Performance
Gender differences in mathematics performance and ability remain a concern as scientists seek to address the underrepresentation of women at the highest levels of mathematics, the physical sciences, and engineering. Stereotypes that girls and women lack mathematical ability persist and are widely held by parents and teachers. Meta-analytic findings from 1990 (6) indicated that gender differences in mathematics performance in the general populatio…
Differences or Similarities in Mathematics? Finding an Integrating Focus
Scientific arguments as learning artifacts
We designed Knowledge Integration Environment (KIE) debate projects to take advantage of internet resources and promote student understanding of science. Design decisions were guided by the Scaffolded Knowledge Integration instructional framework. We report on design studies that test and elaborate on our instructional framework. Our learning studies assess the arguments students construct using the Knowledge Integration Environment debate projec…
Emergence and Characterization of Sex Differences in Spatial Ability
Sex differences in spatial ability are widely acknowledged, yet considerable dispute surrounds the magnitude, nature, and age of first occurrence of these differences. This article focuses on 3 questions about sex differences in spatial ability: What is the magnitude of sex differences in spatial ability? On which aspects of spatial ability are sex differences found? and When, in the life span, are sex differences in spatial ability first detecte…
Gender differences in verbal ability
New trends in gender and mathematics performance
In this paper, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = .05, indicating no gender difference, and VR = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents …
Cross-national patterns of gender differences in mathematics
A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in …
Gender, Mathematics, and Science
Males have greater access to science and technical fields and greater earning power than females. Many argue that cognitive and psychosocial gender differences explain these career differences. In contrast, evidence from meta-analysis and process analysis indicate that (a) gender differences on cognitive and psychosocial tasks are small and declining, (b) gender differences are not general but specific to cultural and situational contexts, (c) ge…
Beyond Fourth-Grade Science
Between 4th and 8th grade, American students fall behind on international norms, whereas Japanese students continue to perform well. This paper brings diverse perspectives to bear on japanese late-elementary science education, in order to elucidate its instructional features and the broader educational system features that enable deep, coherent instruction
Cognitive and Conceptual Change in Adolescence
Conceptual changes occur during adolescence, both because students assimilate knowledge about previously unstudied phenomena and because ideas are replaced by more predictive, abstract, or robust notions. We look at cognitive change by focusing broadly on conceptual change, examining increases in understanding as well as the process of abandoning one view for another. We examine the powerful influence of the social context in which learning occur…
The Cognitive Consequences of Programming Instruction in Classrooms
The avowed purpose of most programming courses is to teach problem solving as well as to teach programming. How this purpose can be achieved is the topic of the first part of this paper. Drawing on recent research examining the cognitive demands of programming and the behavior of programmers, a chain of cognitive accomplishments culminating in increased problem solving skill is described. Whether and how this purpose is being achieved is the topi…
Fostering equitable consequences from computer learning environments
Generality of the Controlling Variables Scheme in Early Adolescence
The present study examined the generality of the formal operations scheme of controlling variables across different tasks. It was hypothesized that performance would be favorably affected by the subjects' familiarity with the content of the task. Seven controlling variables tasks (four laboratory, one naturalistic and two neutral) were administered to urban and rural thirteen year olds. Groups were selected such that the rural group was more fami…
Affirmative Action in the 1990s
Adolescent Reasoning about Advertisements
To foster generalization of science education from the classroom to other important problems we investigate how adolescents reason about scientific claims in advertisements. We administered interviews to 88 seventh and eighth graders to assess their criteria for brand decision making and to determine whether they use these criteria when assessing claims in advertisements. We found that adolescents change their product criteria frequently, that th…
Content, Context, and Process in Reasoning during Adolescence
Modification of Gender Differences in the Understanding of Displaced Volume
Males generally perform better than females on tasks involving the displaced-volume concept. This training study examined whether experience and/or aptitudes play parts in this differential performance. Middleclass 8th graders who failed items on a group pre-test of displaced volume were assigned to training or control groups. All trained subjects, male or female, improved in performance on the displaced-volume task. Observations of facial expres…
Evaluation of the science enrichment activities (SEA) program
Generality of the Controlling Variables Scheme in Early Adolescence
The present study examined the generality of the formal operations scheme of controlling variables across different tasks. It was hypothesized that performance would be favorably affected by the subjects' familiarity with the content of the task. Seven controlling variables tasks (four laboratory, one naturalistic and two neutral) were administered to urban and rural thirteen year olds. Groups were selected such that the rural group was more fami…
Modification of Gender Differences in the Understanding of Displaced Volume
Males generally perform better than females on tasks involving the displaced-volume concept. This training study examined whether experience and/or aptitudes play parts in this differential performance. Middleclass 8th graders who failed items on a group pre-test of displaced volume were assigned to training or control groups. All trained subjects, male or female, improved in performance on the displaced-volume task. Observations of facial expres…
Content, Context, and Process in Reasoning during Adolescence
Adolescent Reasoning about Advertisements
To foster generalization of science education from the classroom to other important problems we investigate how adolescents reason about scientific claims in advertisements. We administered interviews to 88 seventh and eighth graders to assess their criteria for brand decision making and to determine whether they use these criteria when assessing claims in advertisements. We found that adolescents change their product criteria frequently, that th…
School computing needs a booster shot
Fostering equitable consequences from computer learning environments
The Cognitive Consequences of Programming Instruction in Classrooms
The avowed purpose of most programming courses is to teach problem solving as well as to teach programming. How this purpose can be achieved is the topic of the first part of this paper. Drawing on recent research examining the cognitive demands of programming and the behavior of programmers, a chain of cognitive accomplishments culminating in increased problem solving skill is described. Whether and how this purpose is being achieved is the topi…
Emergence and Characterization of Sex Differences in Spatial Ability
Sex differences in spatial ability are widely acknowledged, yet considerable dispute surrounds the magnitude, nature, and age of first occurrence of these differences. This article focuses on 3 questions about sex differences in spatial ability: What is the magnitude of sex differences in spatial ability? On which aspects of spatial ability are sex differences found? and When, in the life span, are sex differences in spatial ability first detecte…
Far Too Sexy a Topic
Gender differences in verbal ability
The Psychology of Gender
Gender, Mathematics, and Science
Males have greater access to science and technical fields and greater earning power than females. Many argue that cognitive and psychosocial gender differences explain these career differences. In contrast, evidence from meta-analysis and process analysis indicate that (a) gender differences on cognitive and psychosocial tasks are small and declining, (b) gender differences are not general but specific to cultural and situational contexts, (c) ge…
Cognitive and Conceptual Change in Adolescence
Conceptual changes occur during adolescence, both because students assimilate knowledge about previously unstudied phenomena and because ideas are replaced by more predictive, abstract, or robust notions. We look at cognitive change by focusing broadly on conceptual change, examining increases in understanding as well as the process of abandoning one view for another. We examine the powerful influence of the social context in which learning occur…
The Art of Multimedia and the State of Education
Creating Lifelong Science Learners
Recently published standards for science, mathematics, history, and other fields challenge educators to design instruction that sets in motion a lifelong habit of learning. Creating lifelong learners requires the redesign of instruction to ensure that students have a generative understanding and an inclination to progressively refine their ideas. We discuss research on middle-school science learning and instruction that suggests how generative mo…
Affirmative Action in the 1990s
Affirmative Action in the 1990s
When Good Intentions and Subtle Stereotypes Clash
Scientific arguments as learning artifacts
We designed Knowledge Integration Environment (KIE) debate projects to take advantage of internet resources and promote student understanding of science. Design decisions were guided by the Scaffolded Knowledge Integration instructional framework. We report on design studies that test and elaborate on our instructional framework. Our learning studies assess the arguments students construct using the Knowledge Integration Environment debate projec…
Beyond Fourth-Grade Science
Between 4th and 8th grade, American students fall behind on international norms, whereas Japanese students continue to perform well. This paper brings diverse perspectives to bear on japanese late-elementary science education, in order to elucidate its instructional features and the broader educational system features that enable deep, coherent instruction
Differences or Similarities in Mathematics? Finding an Integrating Focus
Gender Similarities Characterize Math Performance
Gender differences in mathematics performance and ability remain a concern as scientists seek to address the underrepresentation of women at the highest levels of mathematics, the physical sciences, and engineering. Stereotypes that girls and women lack mathematical ability persist and are widely held by parents and teachers. Meta-analytic findings from 1990 (6) indicated that gender differences in mathematics performance in the general populatio…
Supplemental Material for New Trends in Gender and Mathematics Performance
Cross-national patterns of gender differences in mathematics
A gender gap in mathematics achievement persists in some nations but not in others. In light of the underrepresentation of women in careers in science, technology, mathematics, and engineering, increasing research attention is being devoted to understanding gender differences in mathematics achievement, attitudes, and affect. The gender stratification hypothesis maintains that such gender differences are closely related to cultural variations in …
Psychology (39 obras) · Mathematics education (27 obras) · Computer Science (24 obras) · Innovative Teaching and Learning Methods (15 obras) · Science Education and Pedagogy (13 obras) · Social Psychology (12 obras) · Pedagogy (11 obras) · Sociology (11 obras) · Developmental psychology (10 obras) · Science education (10 obras)