Mark Windschitl

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Learning Teams Students and the College E-Mail Culture

Mark Windschitl, Adah Lesehm-Ackerman, 1997 .

Identifying big ideas in science

David Stroupe, Mark Windschitl, Jessica Thompson, 2012 .

Using the WWW for Teaching and Learning in K-12 Classrooms: What Are the Interesting Research Questions?

Mark Windschitl, 2000, Cyberpsychology Behav. Soc. Netw..

The beginner's repertoire: Proposing a core set of instructional practices for teacher preparation

David Stroupe, Jessica Thompson, Mark Windschitl, 2011 .

Towards an explanatory framework for learning in artificial environments

William Winn, Mark Windschitl, W. Winn, 2001, Cybern. Hum. Knowing.

When Does Immersion in a Virtual Environment Help Students Construct Understanding

William Winn, Mark Windschitl, Ruth Fruland, 2002 .

Secondary Science Teaching Methods Courses

Mark Windschitl, Emily van Zee, Mary Long, 2009 .

Instructional animations: The in-house production of biology software

Mark Windschitl, 1996, J. Comput. High. Educ..

A Virtual Environment Designed To Help Students Understand Science

Bill Winn, Mark Windschitl, 2013 .

Supporting the development of science inquiry skills with special classes of software

Mark Windschitl, M. Windschitl, 2000 .

Proposing a Core Set of Instructional Practices and Tools for Teachers of Science

David Stroupe, Jessica Thompson, Mark Windschitl, 2012 .

Rigor and Responsiveness in Classroom Activity

David Stroupe, Jessica Thompson, Mark Windschitl, 2016, Teachers College Record: The Voice of Scholarship in Education.

Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?

Jessica Thompson, Mark Windschitl, Melissa Braaten, 2011 .

Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry

Jessica Thompson, Mark Windschitl, M. Windschitl, 2006 .

Ambitious Science Teaching

Mark Windschitl, Melissa Braaten, M. Windschitl, 2018 .

Using Simulations in the Middle School: Does Assertiveness of Dyad Partners Influence Conceptual Change?

Mark Windschitl, M. Windschitl, 2001 .

Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations

Jessica Thompson, Mark Windschitl, Melissa Braaten, 2008 .

Developing and using conceptual computer animations for chemistry instruction

Thomas J. Greenbowe, Mark Windschitl, K. A. Burke, 1998 .

The WWW and Classroom Research: What Path Should We Take?.

Mark Windschitl, M. Windschitl, 1998 .

Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?

Mark Windschitl, M. Windschitl, 2003 .

How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms

Jessica Thompson, Mark Windschitl, Melissa Braaten, 2008 .

A Comparative Model of Field Investigations: Aligning School Science Inquiry with the Practices of Contemporary Science

Mark Windschitl, Amy E. Ryken, Margaret Tudor, 2007 .

Interest, epistemological belief, and intentional conceptual change

Mark Windschitl, T. Andre, T. Andre, 2003 .

Developing a Theory of Ambitious Early-Career Teacher Practice

Jessica Thompson, Mark Windschitl, Melissa Braaten, 2013 .

A Practical Guide for Incorporating Computer-Based Simulations into Science Instruction

Mark Windschitl, M. Windschitl, 1998 .

Guest editorial: The future of science teacher preparation in America: Where is the evidence to inform program design and guide responsible policy decisions?

Mark Windschitl, 2005 .

Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method

Mark Windschitl, M. Windschitl, 2004 .