Douglas Clark

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Coauteurs

Pratim SenguptaUniversity of CalgaryAdresse e-mail validée de ucalgary.ca
Stephen KillingsworthMiddle Tennessee State UniversityAdresse e-mail validée de mtsu.edu
Cynthia M. D'AngeloAssistant Professor, University of Illinois at Urbana-ChampaignAdresse e-mail validée de illinois.edu
Marcia LinnUniversity of California, berkeleyAdresse e-mail validée de berkeley.edu
Brian C NelsonProfessor of Educational Technology, Arizona State UniversityAdresse e-mail validée de asu.edu
Corey BradyAssociate Professor, Mathematics Education and the Learning SciencesAdresse e-mail validée de smu.edu
Gautam BiswasCornelius Vanderbilt Professor of Engineering; Professor of Computer Science and EngineeringAdresse e-mail validée de vanderbilt.edu
John S. KinnebrewmablAdresse e-mail validée de mabl.com
Armin WeinbergerSaarland University, Department of Educational TechnologyAdresse e-mail validée de mx.uni-saarland.de
Muhsin MenekseAssociate Professor, Purdue UniversityAdresse e-mail validée de purdue.edu
Emily Tanner-SmithThomson Professor, University of OregonAdresse e-mail validée de uoregon.edu
James D. SlottaProfessor of Education, University of TorontoAdresse e-mail validée de oise.utoronto.ca
Gijsbert ErkensUtrecht UniversityAdresse e-mail validée de uu.nl
Hsin-Yi ChangNational Taiwan Normal UniversityAdresse e-mail validée de ntnu.edu.tw
SATABDI BASUPrincipal CS Education Researcher, SRI InternationalAdresse e-mail validée de sri.com
Karsten StegmannLMU MünchenAdresse e-mail validée de lmu.de
Sharon Price SchleighEast Carolina UniversityAdresse e-mail validée de ecu.edu
Frank Ramirez MarinUniversidad VeracruzanaAdresse e-mail validée de uv.mx
Jeroen JanssenFull Professor, Department of Education, Utrecht University, The NetherlandsAdresse e-mail validée de uu.nl
Amanda C. DickesGulf of Maine Research InstituteAdresse e-mail validée de gmri.org

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Douglas Clark

Professor of Design Based Learning, University of Calgary

Adresse e-mail validée de ucalgary.ca - Page d'accueil

Learning Sciences Science Education and Digital Learning Environments


Titre Trier par citations Trier par année Trier par titre	Citée par Citée par	Année
Digital games, design, and learning: A systematic review and meta-analysis DB Clark, EE Tanner-Smith, SS Killingsworth Review of educational research 86 (1), 79-122, 2016	1767	2016
Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions V Sampson, DB Clark Science education 92 (3), 447-472, 2008	965	2008
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework P Sengupta, JS Kinnebrew, S Basu, G Biswas, D Clark Education and Information Technologies 18, 351-380, 2013	780	2013
WISE design for knowledge integration MC Linn, D Clark, JD Slotta Science education 87 (4), 517-538, 2003	684	2003
An overview of conceptual change theories G Özdemir, DB Clark Eurasia Journal of Mathematics, Science & Technology Education 3 (4), 351-361, 2007	487	2007
The impact of collaboration on the outcomes of scientific argumentation V Sampson, D Clark Science education 93 (3), 448-484, 2009	449	2009
Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality DB Clark, V Sampson Journal of Research in Science Teaching: The Official Journal of the …, 2008	447	2008
Personally‐seeded discussions to scaffold online argumentation DB Clark, VD Sampson International Journal of science education 29 (3), 253-277, 2007	360	2007
Rethinking science learning through digital games and simulations: Genres, examples, and evidence D Clark, B Nelson, P Sengupta, C D’Angelo Learning science: Computer games, simulations, and education workshop …, 2009	340	2009
Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States DB Clark, BC Nelson, HY Chang, M Martinez-Garza, K Slack, ... Computers & Education 57 (3), 2178-2195, 2011	292	2011
Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring DB Clark Cognition and Instruction 24 (4), 467-563, 2006	244	2006
Analytic frameworks for assessing dialogic argumentation in online learning environments DB Clark, V Sampson, A Weinberger, G Erkens Educational Psychology Review 19, 343-374, 2007	237	2007
Designing for knowledge integration: The impact of instructional time D Clark, MC Linn The Journal of the Learning Sciences 12 (4), 451-493, 2003	237	2003
A comparison of the collaborative scientific argumentation practices of two high and two low performing groups V Sampson, DB Clark Research in Science Education 41, 63-97, 2011	199	2011
Identifying middle school students’ challenges in computational thinking-based science learning S Basu, G Biswas, P Sengupta, A Dickes, JS Kinnebrew, D Clark Research and practice in technology enhanced learning 11, 1-35, 2016	194	2016
Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models D Clark, D Jorde Journal of Research in Science Teaching: The Official Journal of the …, 2004	176	2004
Learning through collaborative argumentation C Chinn, DB Clark International Handbook of Collaborative Learning., 0	172*
Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion DM Adams, DB Clark Computers & Education 73, 149-159, 2014	127	2014
Assessment of argument in science education: A critical review of the literature V Sampson, D Clark International Society of the Learning Sciences, 2006	106	2006
Digital games for learning: A systematic review and meta-analysis DB Clark, EE Tanner-Smith, S Killingsworth, S Bellamy Menlo Park, CA: SRI International, 2013	98	2013

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