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Marcia C. Linn
University of California, Berkeley
335Publications
60H-index
16.6kCitations
Publications 335
Newest
Published on Feb 19, 2019in Journal of Research in Science Teaching 3.21
Camillia Matuk6
Estimated H-index: 6
(New York University),
Jiayuan Zhang1
Estimated H-index: 1
+ 1 AuthorsMarcia C. Linn60
Estimated H-index: 60
(University of California, Berkeley)
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Published on Jan 2, 2019in Cognition and Instruction 2.65
Jonathan M. Vitale6
Estimated H-index: 6
,
Lauren Applebaum2
Estimated H-index: 2
(Museum of Science),
Marcia C. Linn60
Estimated H-index: 60
(University of California, Berkeley)
AbstractGraphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities. In the analyze condition, students plotted a set of data poin...
1 Citations Source Cite
Published on Sep 1, 2018
Camillia Matuk6
Estimated H-index: 6
(New York University),
Marcia C. Linn60
Estimated H-index: 60
(University of California)
Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning. We used the Idea Manager, a curriculum-integrated tool that en...
3 Citations Source Cite
Published on Jul 3, 2018
Vanessa Svihla5
Estimated H-index: 5
(University of New Mexico),
Michael J. Wester9
Estimated H-index: 9
(University of New Mexico),
Marcia C. Linn60
Estimated H-index: 60
(University of California, Berkeley)
ABSTRACTThis study is inspired by laboratory studies demonstrating that distributing study sessions over time better supports learning and retention than clustering sessions. We compare two implementations of a multi-day inquiry science unit: in the clustered instruction condition, students completed an inquiry unit in five consecutive class periods. In the distributed instruction condition, students completed one activity per week for five weeks. Both conditions resulted in significant and simi...
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Published on Jan 1, 2018
Jonathan M. Vitale6
Estimated H-index: 6
(University of California),
Marcia C. Linn60
Estimated H-index: 60
(University of California)
In this chapter, we report upon the iterative development of an online instructional unit featuring virtual laboratory activities that target the physical science concepts of density and buoyancy. We introduce a virtual laboratory activity that was designed to facilitate exploration of the relationship of mass and volume to buoyancy. We evaluate the virtual laboratory by measuring the extent to which it fosters meaningful experimentation, appropriate interpretation of evidence, and discovery of ...
1 Citations Source Cite
Published on Jan 1, 2018
Marcia C. Linn60
Estimated H-index: 60
(University of California, Berkeley),
Bat-Sheva Eylon19
Estimated H-index: 19
(Weizmann Institute of Science)
+ 24 AuthorsSatyugjit Virk4
Estimated H-index: 4
Published on Jan 1, 2018
Marcia C. Linn60
Estimated H-index: 60
(University of California, Berkeley),
Kevin W. McElhaney8
Estimated H-index: 8
(SRI International)
+ 1 AuthorsCamillia Matuk6
Estimated H-index: 6
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Published on Dec 1, 2017 in Artificial Intelligence in Education
Charissa Tansomboon1
Estimated H-index: 1
(University of California),
Libby Gerard9
Estimated H-index: 9
(University of California)
+ 1 AuthorsMarcia C. Linn60
Estimated H-index: 60
(University of California)
Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, we compare forms of automated guidance designed to motivate productive revision and help students integrate their understanding of science. Research shows the benefit of providing timely, transparent guidance to students and identifies some chal...
6 Citations Source Cite
Published on Oct 1, 2017in Educational Technology & Society 1.77
Lauren Applebaum2
Estimated H-index: 2
,
Jonathan M. Vitale6
Estimated H-index: 6
+ 1 AuthorsMarcia C. Linn60
Estimated H-index: 60
1 Citations
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