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ORCIDMarcia C. Linn
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- affiliation: University of California, Berkeley, CA, USA
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2020 – today
- 2024
[j21]Korah J. Wiley
, Yannis A. Dimitriadis, Marcia C. Linn:
A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards. Br. J. Educ. Technol. 55(3): 845-885 (2024)- [c70]Allison Bradford, Kenneth Steimel, Brian Riordan, Marcia C. Linn:
Building Robust Content Scoring Models for Student Explanations of Social Justice Science Issues. BEA 2024: 450-458 - [c69]Allison Bradford, Weiying Li, Libby F. Gerard, Marcia C. Linn:
Comparing Expert and ChatGPT-authored Guidance Prompts. L@S 2024: 388-392 - [c68]Weiying Li, Yuying Liao, Kenneth Steimel, Allison Bradford, Libby F. Gerard, Marcia C. Linn:
Teacher-informed Expansion of an Idea Detection Model for a Knowledge Integration Assessment. L@S 2024: 447-450 - 2022
- [j20]Libby F. Gerard, Marcia C. Linn:
Computer-based guidance to support students' revision of their science explanations. Comput. Educ. 176: 104351 (2022) - [c67]Aubrey Condor, Zachary A. Pardos, Marcia C. Linn:
Representing Scoring Rubrics as Graphs for Automatic Short Answer Grading. AIED (1) 2022: 354-365 - 2021
- [j19]Natalia Kucirkova, Libby F. Gerard, Marcia C. Linn:
Designing personalised instruction: A research and design framework. Br. J. Educ. Technol. 52(5): 1839-1861 (2021) - [j18]Sarah Bichler, Libby F. Gerard, Allison Bradford, Marcia C. Linn:
Designing a remote professional development course to support teacher customization in science. Comput. Hum. Behav. 123: 106814 (2021) - [j17]Eliane Stampfer Wiese, Marcia C. Linn:
"It Must Include Rules": Middle School Students' Computational Thinking with Computer Models in Science. ACM Trans. Comput. Hum. Interact. 28(2): 10:1-10:41 (2021) - 2020
- [j16]Dermot Francis Donnelly-Hermosillo, Libby F. Gerard, Marcia C. Linn:
Impact of graph technologies in K-12 science and mathematics education. Comput. Educ. 146 (2020) - [c66]Brian Riordan, Sarah Bichler, Allison Bradford, Jennifer King Chen, Korah J. Wiley, Libby F. Gerard, Marcia C. Linn:
An empirical investigation of neural methods for content scoring of science explanations. BEA@ACL 2020: 135-144 - [c65]Jennifer King Chen, Allison Bradford, Marcia C. Linn:
Examining the Impact of Student Choice in Online Science Investigations. ICLS 2020 - [c64]Libby F. Gerard, Korah J. Wiley, Allison Bradford, Jennifer King Chen, Jonathan Lim-Breitbart, Marcia C. Linn:
Impact of a Teacher Action Planner that Captures Student Ideas on Teacher Customization Decisions. ICLS 2020 - [c63]Elizabeth A. McBride, Marcia C. Linn, Jonathan M. Vitale:
Interpreting Graphs to Distinguish Factors That Impact Climate Change. ICLS 2020 - [c62]Korah J. Wiley, Yannis Dimitriadis, Allison Bradford, Marcia C. Linn:
From theory to action: developing and evaluating learning analytics for learning design. LAK 2020: 569-578
2010 – 2019
- 2019
- [j15]Libby F. Gerard, Ady Kidron, Marcia C. Linn:
Guiding collaborative revision of science explanations. Int. J. Comput. Support. Collab. Learn. 14(3): 291-324 (2019) - [c61]Sarah Bichler, Sonya Richards, Lisa Hasenbein, Marcia C. Linn, Frank Fischer:
Understanding Climate Change Through Collaborative Versus Individual Inquiry With Constructive or Example-Based Scaffolds. CSCL 2019 - [c60]Jennifer King Chen, Marcia C. Linn:
Impact of Choice on Students' Use of an Experimentation Model for Investigating Ideas About Thermodynamics. CSCL 2019 - [c59]Emily Harrison, Libby F. Gerard, Marcia C. Linn:
Supporting Meaningful Revision of Scientific Ideas in an Online Genetics Unit. CSCL 2019 - [c58]Emily Harrison, Elizabeth A. McBride, Marcia C. Linn:
Revision Analysis of Students' Position-Time Graphs. CSCL 2019 - [c57]Hee-Sun Lee, Danielle S. McNamara, Zoë Buck Bracey, Ou Lydia Liu, Libby F. Gerard, Bruce Sherin, Chris Wilson, Amy Pallant, Marcia C. Linn, Kevin C. Haudek, Jonathan Osborne:
Computerized Text Analysis: Assessment and Research Potentials for Promoting Learning. CSCL 2019 - [c56]Camillia Matuk, Wanjing Ma, Garima Sharma, Marcia C. Linn:
The Lifespan and Impact of Students' Ideas Shared During Classroom Science Inquiry. CSCL 2019 - [c55]Korah J. Wiley, Allison Bradford, Marcia C. Linn:
Supporting Collaborative Curriculum Customizations Using the Knowledge Integration Framework. CSCL 2019 - [c54]Korah J. Wiley, Allison Bradford, Zachary A. Pardos, Marcia C. Linn:
Beyond Autoscoring: Extracting Conceptual Connections from Essays for Classroom Instruction. EDM 2019 - [c53]Korah J. Wiley, Allison Bradford, Zachary A. Pardos, Marcia C. Linn:
Beyond Autoscoring: Extracting Conceptual Connections from Essays for Classroom Instruction. EDM 2019 - 2018
- [j14]Camillia Matuk, Marcia C. Linn:
Why and how do middle school students exchange ideas during science inquiry? Int. J. Comput. Support. Collab. Learn. 13(3): 263-299 (2018) - [c52]Emily Harrison, Libby F. Gerard, Marcia C. Linn:
Encouraging Revision of Scientific Ideas with Critique in an Online Genetics Unit. ICLS 2018 - [c51]Marcia C. Linn, Bat-Sheva Eylon, Adi Kidron, Libby F. Gerard, Emily Toutkoushian, Kihyun, Kristin Dana Bedell Bedell, Amanda Swearingen, Douglas B. Clark, Satyugjit Virk, Jackie Barnes, Deanne Adams, Hava Ben-Horin, Yael Kali, Tali Tal, Ornit Sagy, Alisa Acosta, Jim Slotta, Camillia Matuk, Christopher M. Hovey, Talia A. Hurwich, Juan Pablo Sarmiento, Jennifer L. Chiu, James P. Bywater, James Hong, Jonathan Osborne, Diana Laurillard:
Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future Directions. ICLS 2018 - [c50]Elizabeth A. McBride, Jonathan M. Vitale, Marcia C. Linn:
Learning Design Through Science vs. Science Through Design. ICLS 2018 - [c49]Elizabeth A. McBride, Jonathan M. Vitale, Marcia C. Linn:
Middle School Student Ideas on the Relative Affordances of Physical and Virtual Models. ICLS 2018 - 2017
- [j13]Charissa Tansomboon, Libby F. Gerard, Jonathan M. Vitale, Marcia C. Linn:
Designing Automated Guidance to Promote Productive Revision of Science Explanations. Int. J. Artif. Intell. Educ. 27(4): 729-757 (2017) - [j12]Lauren Applebaum, Jonathan M. Vitale, Elizabeth Gerard, Marcia C. Linn:
Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects. J. Educ. Technol. Soc. 20(4): 179-190 (2017) - [c48]Eliane Wiese, Anna N. Rafferty, Marcia C. Linn:
Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model. CogSci 2017 - [c47]Lauren Applebaum, Kyle Fricke, Jonathan M. Vitale, Marcia C. Linn:
Learning About Climate Change Through Cooperation. CSCL 2017 - [c46]Camillia Matuk, Jiayuan Zhang, Marcia C. Linn:
How Middle School Students Construct and Critique Graphs to Explain Cancer Treatment. CSCL 2017 - [c45]Elizabeth A. McBride, Jonathan M. Vitale, Lauren Applebaum, Marcia C. Linn:
Examining the Flow of Ideas During Critique Activities in a Design Project. CSCL 2017 - [c44]Jonathan M. Vitale, Lauren Applebaum, Marcia C. Linn:
Individual Versus Shared Design Goals in a Graph Construction Activity. CSCL 2017 - [c43]Elizabeth A. McBride, Jonathan M. Vitale, Marcia C. Linn:
Student Use of Scaffolded Inquiry Simulations in Middle School Science. EDM 2017 - 2016
- [c42]Marcia C. Linn:
WISE Ways to Strengthen Inquiry Science Learning. EDM 2016: 3 - [c41]Libby F. Gerard, Marcia C. Linn, Jacquie Madhok:
Examining the Impacts of Annotation and Automated Guidance on Essay Revision and Science Learning. ICLS 2016 - [c40]Elizabeth A. McBride, Jonathan M. Vitale, Lauren Applebaum, Marcia C. Linn:
Use of Interactive Computer Models to Promote Integration of Science Concepts Through the Engineering Design Process. ICLS 2016 - [c39]Mike Tissenbaum, Camillia Matuk, Matthew Berland, Leilah Lyons, Felipe Cocco, Marcia C. Linn, Jan L. Plass, Nik Hajny, Al Olsen, Beat Schwendimann, Mina Shirvani Boroujeni, James D. Slotta, Jonathan M. Vitale, Libby F. Gerard, Pierre Dillenbourg:
Real-Time Visualization of Student Activities to Support Classroom Orchestration. ICLS 2016 - [c38]Irina Uk, Camillia Matuk, Marcia C. Linn:
Students Using Graphs to Understand the Process of Cancer Treatment. ICLS 2016 - [c37]Jonathan M. Vitale, Jacqueline Madhok, Marcia C. Linn:
Designing a Data-Centered Approach to Inquiry Practices With Virtual Models of Density. ICLS 2016 - [c36]Elizabeth A. McBride, Jonathan M. Vitale, Hannah Gogel, Mario M. Martinez, Zachary A. Pardos, Marcia C. Linn:
Predicting Student Learning using Log Data from Interactive Simulations on Climate Change. L@S 2016: 185-188 - 2015
- [j11]Vanessa Svihla, Michael J. Wester, Marcia C. Linn:
Distributed Revisiting: an Analytic for Retention of Coherent Science Learning. J. Learn. Anal. 2(2): 75-101 (2015) - [c35]Camillia Matuk, Marcia C. Linn:
Examining the Real and Perceived Impacts of a Public Idea Repository on Literacy and Science Inquiry. CSCL 2015 - 2014
- [c34]Camillia Matuk, Marcia C. Linn:
Exploring A Digital Tool for Exchanging Ideas During Science Inquiry. ICLS 2014 - [c33]Anna N. Rafferty, Libby F. Gerard, Kevin W. McElhaney, Marcia C. Linn:
Promoting Student Learning through Automated Formative Guidance on Chemistry Drawings. ICLS 2014 - [c32]Kihyun (Kelly) Ryoo, Marcia C. Linn:
Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction. ICLS 2014 - [c31]Elissa Sato, Marcia C. Linn:
Designing Critique to Improve Conceptual Understanding. ICLS 2014 - [c30]Jonathan M. Vitale, Kevin Lai, Marcia C. Linn:
Dynamic Visualization of Motion for Student-Generated Graphs. ICLS 2014 - 2013
- [c29]Anna N. Rafferty, Elizabeth Gerard, Kevin W. McElhaney, Marcia C. Linn:
Automating Guidance for Students' Chemistry Drawings. AIED Workshops 2013 - [c28]Camillia Matuk, Kevin W. McElhaney, David Miller, Jennifer King Chen, Jonathan Lim-Breitbart, Hiroki Terashima, Geoffrey Kwan, Marcia C. Linn:
Reflectively Prototyping a Tool for Exchanging Ideas. CSCL (2) 2013: 101-104 - [c27]Heisawn Jeong, Erica Halverson, Frank Fischer, Kim Gomez, Eleni A. Kyza, Marcia C. Linn:
The CSCL 2013 Doctoral Consortium. CSCL (2) 2013: 466 - [c26]Nancy Law, Naomi Miyake, Chee-Kit Looi, Riina Vuorikari, Yves Punie, Marcia C. Linn:
Are CSCL and Learning Sciences Research Relevant to Large-Scale Educational Reform? CSCL (1) 2013: 572-579 - 2012
- [c25]Libby F. Gerard, Amber Zertuche, Marcia C. Linn:
Learning to Graph: A Comparison Study of Using Probe or Draw Tools in a Web-Based Learning Environment. ICLS 2012 - [c24]Camillia Matuk, Kevin W. McElhaney, Jennifer King Chen, David Miller, Jonathan Lim-Breitbart, Marcia C. Linn:
The Idea Manager: A Tool to Scaffold Students in Documenting, Sorting, And Distinguishing Ideas During Science Inquiry. ICLS 2012 - [c23]Kevin W. McElhaney, Camillia Matuk, David Miller, Marcia C. Linn:
Using the Idea Manager to Promote Coherent Understanding of Inquiry Investigations. ICLS 2012 - [c22]Vanessa Svihla, Marcia C. Linn:
Distributing Practice: Challenges and Opportunities for Inquiry Learning. ICLS 2012 - [c21]Stella Vosniadou, Naomi Miyake, Marcia C. Linn, Stellan Ohlsson, David G. Cosejo, Michael J. Jacobson, Douglas B. Clark:
Instructional Approaches to Promote Conceptual Change. ICLS 2012 - [p1]Kevin W. McElhaney, Marcia C. Linn:
Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. Orchestrating Inquiry Learning 2012: 48-68 - 2011
- [c20]Marcia C. Linn, Ji Shen, Hsin-Yi Chang, Fang-Pei Hsieh, Beat Schwendimann, Camillia Matuk, Jennifer King Chen, Jennifer L. Chiu, Charles Xie, Baohui Zhang, Daner Sun, Karel Mous, Quee Boon Koh, Bahadia Namdar, Rutchelle Enriquez, Jing Lei, Heng Luo, Sunghye Lee, Hsin-Kai Wu:
Collaboration as Scaffolding: Learning Together with Dynamic, Interactive Scientific Visualizations and Computer Models. CSCL 2011 - [c19]Camillia Matuk, Elissa Sato, Marcia C. Linn:
Agreeing to Disagree: Challenges with Ambiguity in Visual Evidence. CSCL 2011 - 2010
- [c18]Marcia C. Linn:
How can selection and drawing support learning from dynamic visualizations? ICLS 2010: 165-166 - [c17]Marcia C. Linn:
Promoting cumulative learning. ICLS 2010: 253 - [c16]Kihyun (Kelly) Ryoo, Marcia C. Linn:
Student progress in understanding energy concepts in photosynthesis using interactive visualizations. ICLS 2010: 480-481 - [c15]Kevin W. McElhaney, Marcia C. Linn:
Helping students make controlled experiments more informative. ICLS (1) 2010: 786-793
2000 – 2009
- 2009
- [c14]Libby F. Gerard, Erika D. Tate, Jennifer L. Chiu, Stephanie Corliss, Marcia C. Linn:
Collaboration and knowledge integration. CSCL (1) 2009: 188-193 - [c13]Marcia C. Linn:
Learning to teach computer programming. ICER 2009: 1-2 - 2008
- [c12]Jennifer L. Chiu, Marcia C. Linn:
Self-assessment and self-explanation for learning chemistry using dynamic molecular visualizations. ICLS (3) 2008: 16-17 - [c11]Libby F. Gerard, Jane Bowyer, Marcia C. Linn:
Scaling technology-enhanced science curriculum: leadership development in a professional community. ICLS (3) 2008: 35-36 - [c10]Kevin W. McElhaney, Marcia C. Linn:
Impacts of students' experimentation using a dynamic visualization on their understanding of motion. ICLS (2) 2008: 51-58 - [c9]Helen Zhihui Zhang, Marcia C. Linn:
Using drawings to support learning from dynamic visualizations. ICLS (3) 2008: 161-162 - [c8]Marcia C. Linn, Chris Quintana, Hsin-Yi Chang, Ji Shen, Jennifer L. Chiu, Douglas B. Clark, Muhsin Menekse, Cynthia M. D'Angelo, Sharon Schleigh, Stephanie Touchman, Kevin W. McElhaney, Keisha Varma, Aaron Price, Hee-Sun Lee:
Improving the design and impact of interactive, dynamic visualizations for science learning. ICLS (3) 2008: 221-228 - 2006
- [c7]John C. Cherniavsky, Janice Earle, N. Hari Narayanan, Roy Pea, John D. Bransford, Marcia C. Linn:
Whither Education Research? Science Policy Implications of NSF Research Support. ICLS 2006 - 2003
- [c6]Michael J. Clancy, Nate Titterton, Clint Ryan, James D. Slotta, Marcia C. Linn:
New roles for students, instructors, and computers in a lab-based introductory programming course. SIGCSE 2003: 132-136 - 2002
- [c5]Yael Kali, Nathan Bos, Marcia C. Linn, Jody S. Underwood, Jim Hewitt:
Design principles for educational software. CSCL 2002: 679-680 - 2000
- [j10]Marcia C. Linn:
Partners in learning. Ubiquity 2000(May): 8 (2000)
1990 – 1999
- 1999
- [c4]Michael J. Clancy, Marcia C. Linn:
Patterns and pedagogy. SIGCSE 1999: 37-42 - 1998
- [j9]Marcia C. Linn, Philip Bell, Sherry Hsi:
Using the Internet to Enhance Student Understanding of Science: The Knowledge Integration Environment. Interact. Learn. Environ. 6(1-2): 4-38 (1998) - 1996
- [j8]Marcia C. Linn:
Key to the Information Highway. Commun. ACM 39(4): 34-35 (1996) - [j7]Marcia C. Linn:
Cognition and Distance Learning. J. Am. Soc. Inf. Sci. 47(11): 826-842 (1996) - 1995
- [j6]Elizabeth A. Davis, Marcia C. Linn, Michael J. Clancy:
Learning to Use Parentheses and Quotes in LISP. Comput. Sci. Educ. 6(1): 15-31 (1995) - [c3]Philip Bell, Elizabeth A. Davis, Marcia C. Linn:
The knowledge integration environment: theory and design. CSCL 1995: 14-21 - 1994
- [j5]John E. Bell, Marcia C. Linn, Michael J. Clancy:
Knowledge Integration in Introductory Programming: CodeProbe and Interactive Case Studies. Interact. Learn. Environ. 4(1): 75-95 (1994) - [j4]Lydia M. Mann, Marcia C. Linn, Michael J. Clancy:
Can Tracing Tools Contribute to Programming Proficiency? The LISP Evaluation Modeler. Interact. Learn. Environ. 4(1): 96-113 (1994) - 1993
- [j3]Patricia K. Schank, Marcia C. Linn, Michael J. Clancy:
Supporting Pascal Programming with an On-Line Template Library and Case Studies. Int. J. Man Mach. Stud. 38(6): 1031-1048 (1993) - 1992
- [j2]Marcia C. Linn, Michael J. Clancy:
The Case for Case Studies of Programming Problems. Commun. ACM 35(3): 121-132 (1992) - [j1]Marcia C. Linn, Michael J. Clancy:
Can Experts' Explanations Help Students Develop Program Design Skills? Int. J. Man Mach. Stud. 36(4): 511-551 (1992) - [c2]Michael J. Clancy, Marcia C. Linn:
Case studies in the classroom. SIGCSE 1992: 220-224 - 1990
- [c1]Michael J. Clancy, Marcia C. Linn:
Functional fun. SIGCSE 1990: 63-67
Coauthor Index
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