Douglas B. Clark

发表

Knowledge integration in the digital age: Trajectories, opportunities and future directions

Camillia Matuk, Jennifer L. Chiu, Adi Kidron, 2018 .

SURGE: intended and unintended learning in digital games

Brian C. Nelson, Douglas B. Clark, Cynthia M. D'Angelo, 2010, ICLS.

Learning to Deflect: Conceptual Change in Physics During Digital Game Play

Douglas B. Clark, Pratim Sengupta, Kara Krinks, 2015 .

SURGE: integrating Vygotsky's spontaneous and instructed concepts in a digital game?

Brian C. Nelson, Douglas B. Clark, Kent Slack, 2010, ICLS.

The Knowledge Integration Perspective

Marcia C. Linn, Douglas B. Clark, M. Linn, 2013 .

Bilingual language supports in online science inquiry environments

Douglas B. Clark, Mario Martinez-Garza, Stephanie Touchman, 2012, Comput. Educ..

Contextual Markup and Mining in Digital Games for Science Learning: Connecting Player Behaviors to Learning Goals

John S. Kinnebrew, Douglas B. Clark, Gautam Biswas, 2017, IEEE Transactions on Learning Technologies.

Self-explanation and digital games: Adaptively increasing abstraction

Douglas B. Clark, Jackie Barnes, Deanne Adams, 2016, Comput. Educ..

Integrating Computational Thinking with K-12 Science Education - A Theoretical Framework

Gautam Biswas, John S. Kinnebrew, Douglas B. Clark, 2016, CSEDU.

Designing for Knowledge Integration: The Impact of Instructional Time

Marcia C. Linn, Douglas B. Clark, M. Linn, 2003 .

Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion

Douglas B. Clark, Deanne Adams, Deanne Adams, 2014, Comput. Educ..

Research on Critique and Argumentation from the Technology Enhanced Learning in Science Center

Beat A. Schwendimann, Douglas B. Clark, Hsin-Yi Chang, 2012 .

Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions

Douglas B. Clark, Muhsin Menekse, Cynthia M. D’Angelo, 2009 .

Advances in Assessment of Students' Intuitive Understanding of Physics through Gameplay Data

Brian C. Nelson, Douglas B. Clark, Mario Martinez-Garza, 2013, Int. J. Gaming Comput. Mediat. Simulations.

Scaffolding knowledge integration through curricular depth

Marcia C. Linn, Douglas B. Clark, M. Linn, 2000 .

Building Virtual Communities: WISE Learning Communities: Design Considerations

Marcia C. Linn, Douglas B. Clark, Alex J. Cuthbert, 2002 .

Levels of Articulated Reasoning in Spontaneous Face-to-Face Collaborations and Online Forum Postings Surrounding a Single-Player Physics Game in Public Middle School Classrooms

Douglas B. Clark, Blaine E. Smith, Caroline Wilson, 2013, CSCL.

Digital Games in the Science Classroom: Leveraging Internal and External Scaffolds during Game Play

Douglas B. Clark, Kara Krinks, Heather Johnson, 2018 .

Correction to: Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom

Douglas B. Clark, Ashlyn E. Pierson, Corey Brady, 2020 .

Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States

Brian C. Nelson, Douglas B. Clark, Hsin-Yi Chang, 2011, Comput. Educ..

Joint UK Land Environment Simulator (JULES) Version 2.0 User Manual

Douglas B. Clark, Philip Harris, D. Clark, 2007 .

Commentary: Deep analysis of epistemic frames and passive participants around argumentation and learning in informal learning spaces

Douglas B. Clark, Mario Martinez-Garza, Mario Martinez-Garza, 2015, Comput. Hum. Behav..

The Design of Disciplinarily-Integrated Games as Multirepresentational Systems

Douglas B. Clark, Pratim Sengupta, Satyugjit S. Virk, 2017, Int. J. Gaming Comput. Mediat. Simulations.

Using visualization to link abstract science and everyday experience

Eric N. Wiebe, Marcia C. Linn, Douglas B. Clark, 2010 .

International analysis of students' knowledge structure coherence

Douglas B. Clark, Muhsin Menekse, Cynthia M. D'Angelo, 2008, ICLS.

Improving the design and impact of interactive, dynamic visualizations for science learning

Jennifer L. Chiu, Chris Quintana, Marcia C. Linn, 2008, ICLS.

SURGE: intended and unintended science learning in games

Brian C. Nelson, Douglas B. Clark, Cynthia M. D'Angelo, 2010, ICLS.

Designing for Knowledge Integration: The Impact of Instructional Time

Marcia C. Linn, Douglas B. Clark, 2009 .

Sequential Analysis of Scientific Argumentation in Asynchronous Online Discussion Environments

Douglas B. Clark, Muhsin Menekse, Victor Sampson, 2011 .

The relevance of uncertainty in future crop production for mitigation strategy planning

Qiuhong Tang, Douglas B. Clark, Petra Döll, 2014 .

Disciplinarily-Integrated Games: Generalizing Across Domains and Model Types

Douglas B. Clark, Pratim Sengupta, Satyugjit Virk, 2016 .

Designing Digital Objects to Scaffold Learning

Douglas B. Clark, Grant Van Eaton, David Beutel, 2013, AIED Workshops.

Driving Assessment of Students’ Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling

Douglas B. Clark, Gautam Biswas, Mario Martinez-Garza, 2012 .

Modeling Games in the K-12 Science Classroom

Douglas B. Clark, Pratim Sengupta, Kara D. Krinks, 2019, Int. J. Gaming Comput. Mediat. Simulations.

Identifying middle school students’ challenges in computational thinking-based science learning

Gautam Biswas, John S. Kinnebrew, Douglas B. Clark, 2016, Research and Practice in Technology Enhanced Learning.

Digital Games, Design, and Learning

Douglas B. Clark, Stephen S. Killingsworth, Emily E. Tanner-Smith, 2016, Review of educational research.

Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework

Gautam Biswas, John S. Kinnebrew, Douglas B. Clark, 2013, Education and Information Technologies.

Substantial Integration of Typical Educational Games Into Extended Curricula

Douglas B. Clark, Andrew L. Hostetler, Emily E. Tanner-Smith, 2018 .

Games, Motivation, and Integrating Intuitive and Formal Understanding

Douglas B. Clark, 2013, AIED.

Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom

Douglas B. Clark, Ashlyn E. Pierson, Corey Brady, 2019, Journal of Science Education and Technology.

Science Sims and Games: Best Design Practices and Fave Flops

Emily B. Moore, Katherine K. Perkins, Douglas B. Clark, 2014, ICLS.

Reconceptualizing games for integrating computational thinking and science as practice: collaborative agent-based disciplinarily-integrated games

Douglas B. Clark, Pratim Sengupta, P. Sengupta, 2019, Interact. Learn. Environ..

Revoicing, Bridging, and Stuttering Across Formal, Physical, and Virtual Spaces

Douglas B. Clark, Pratim Sengupta, Grant Van Eaton, 2018, Int. J. Gaming Comput. Mediat. Simulations.

Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective

Armin Weinberger, Douglas B. Clark, Frank Fischer, 2007 .

Investigating Epistemic Stances in Game Play with Data Mining

Douglas B. Clark, Mario Martinez-Garza, Mario Martinez-Garza, 2017, Int. J. Gaming Comput. Mediat. Simulations.

Integrating flexible language support within online science learning environments

Robert K. Atkinson, Douglas B. Clark, Brian Nelson, 2014 .

Analyzing the quality of argumentation supported by personally-seeded discussions

Douglas B. Clark, Victor D. Sampson, V. Sampson, 2005, CSCL.

Technology-Enhanced Learning Environments to Support Students' Argumentation

Gijsbert Erkens, Karsten Stegmann, Armin Weinberger, 2007 .

Digital Games and Science Learning: Design Principles and Processes to Augment Commercial Game Design Conventions

John S. Kinnebrew, Douglas B. Clark, Gautam Biswas, 2013, AIED Workshops.

Integrating Palm hand-held technology into the web-based inquiry science environment (WISE)

James D. Slotta, Douglas B. Clark, Britte Cheng, 2002, CSCL.

Connecting Learning Goals and Component Cognitive Skills in Digital Games

Douglas B. Clark, Stephen S. Killingsworth, 2013, CogSci.

Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

Douglas B. Clark, Corey E. Brady, Ashlyn E. Pierson, 2021, Science Education.

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Douglas B. Clark, A. Weinberger, G. Erkens, 2007 .

Assessment of Argument in Science Education: A Critical Review of the Literature

Douglas B. Clark, V. Sampson, 2006, ICLS.

Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models

Douglas B. Clark, Doris Jorde, 2004 .

WISE design for knowledge integration

Douglas B. Clark, J. Slotta, M. Linn, 2003 .

The science as practice perspective : games as model-based learning

Douglas B. Clark, Stephen S. Killingsworth, P. Sengupta, 2015 .

Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring

Douglas B. Clark, 2006 .

Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions

Douglas B. Clark, Victor Sampson, V. Sampson, 2008 .

An Overview of Conceptual Change Theories.

Douglas B. Clark, G. Ozdemir, 2007 .

Online Learning Environments, Scientific Argumentation, and 21st Century Skills

Douglas B. Clark, J. Janssen, I. Kollar, 2010 .

The Impact of Collaboration on the Outcomes of Scientific Argumentation.

Douglas B. Clark, V. Sampson, 2009 .

The knowledge integration perspective: connections across research and education

Douglas B. Clark, M. Linn, 2013 .

Personally‐Seeded Discussions to Scaffold Online Argumentation

Douglas B. Clark, Victor D. Sampson, 2007 .

Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

Douglas B. Clark, Stephen S. Killingsworth, S. Killingsworth, 2015 .

Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration around a Digital Game.

Douglas B. Clark, Blaine E. Smith, Grant Van Eaton, 2015 .

Comparison of Students' Knowledge Structure Coherence and Understanding of Force in the Philippines, Turkey, China, Mexico, and the United States

Douglas B. Clark, Cynthia Marie D'Angelo, Sharon P. Schleigh, 2011 .

Constructed-Response as an Alternative to Interviews in Conceptual Change Studies: Students' Explanations of Force.

Douglas B. Clark, Muhsin Menekşe, Sharon Schleigh, 2015 .

A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups

Douglas B. Clark, Victor Sampson, V. Sampson, 2011 .

Assessing Dialogic Argumentation in Online Environments to Relate Structure, Grounds, and Conceptual Quality

Douglas B. Clark, Victor Sampson, V. Sampson, 2008 .

Digital Games as Multirepresentational Environments for Science Learning: Implications for Theory, Research, and Design

Douglas B. Clark, Satyugjit S. Virk, P. Sengupta, 2015 .

Games, Learning, and Society: Prediction and Explanation as Design Mechanics in Conceptually Integrated Digital Games to Help Players Articulate the Tacit Understandings They Build through Game Play

Douglas B. Clark, Mario Martinez-Garza, Mario Martinez-Garza, 2012 .

The Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills

Douglas B. Clark, Ayhan Dikici, Gokhan Özdemir, 2018, Research in Science Education.

Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse

Douglas B. Clark, Ashlyn E. Pierson, 2018, Science Education.

Learning Progressions in Context: Tensions and Insights from a Semester-Long Middle School Modeling Curriculum.

Douglas B. Clark, Ashlyn E. Pierson, Maximilian K. Sherard, 2017 .

Signaling in Disciplinarily-Integrated Games: Challenges in Integrating Proven Cognitive Scaffolds Within Game Mechanics to Promote Representational Competence

Douglas B. Clark, Satyugjit Virk, Satyugjit S. Virk, 2019 .

Two Systems, Two Stances: A Novel Theoretical Framework for Model-Based Learning in Digital Games

Douglas B. Clark, Mario Martinez-Garza, 2017 .

Evaluating media-enhancement and source authority on the internet: the Knowledge Integration Environment

James D. Slotta, Douglas B. Clark, J. Slotta, 2000 .

Sedimentation of Modeling Practices

Douglas B. Clark, Ashlyn E. Pierson, 2019, Science & Education.

Argumentation and Modeling: Integrating the Products and Practices of Science to Improve Science Education

Douglas B. Clark, Pratim Sengupta, P. Sengupta, 2013 .

Investigating Epistemic Stances in Game Play Through Learning Analytics

Douglas B. Clark, Mario Martinez-Garza, 2019, Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations.

Multiplayer Disciplinarily-Integrated Agent-Based Games: SURGE Gameblox

Douglas B. Clark, Paul Medlock-Walton, Raúl Boquín, 2018 .

Digital games and the US National Research Council’s science proficiency goals

Brian C. Nelson, Douglas B. Clark, Mario Martinez-Garza, 2013 .

University Students’ Conceptualization and Interpretation of Topographic Maps

Senay Yasar, Douglas B. Clark, Elizabeth B. Lewis, 2008 .

Digital games for learning: A systematic review and meta-analysis

Douglas B. Clark, Emily E. Tanner-Smith, Stephen Killingsworth May, 2013 .

Learning Through Collaborative Argumentation

Douglas B. Clark, Clark A. Chinn, 2013 .

SURGE’s Evolution Deeper into Formal Representations: The Siren’s Call of Popular Game-Play Mechanics

Brian C. Nelson, Gautam Biswas, John S. Kinnebrew, 2016 .

When Friends Argue: Investigating Argumentative Learning Processes in Facebook

Douglas B. Clark, Melissa M. Menzer, A. Weinberger, 2014, ICLS.

Beyond Fun: Pintrich, Motivation to Learn, and Games for Learning

Douglas B. Clark, Stephen S. Killingsworth, Mario Martinez-Garza, 2016 .

Exploring Sources of Variation in Studies of Knowledge Structure Coherence: Comparing Force Meanings and Force Meaning Consistency across Two Turkish Cities.

Douglas B. Clark, Muhsin Menekşe, C. D'Angelo, 2014 .

Worked Examples in Physics Games: Challenges in Integrating Proven Cognitive Scaffolds into Game Mechanics

Douglas B. Clark, Satyugjit S. Virk, Deanne Adams, 2017 .

Teachers and Teaching in Game-Based Learning Theory and Practice

Douglas B. Clark, Mario Martinez-Garza, 2013 .

Instructional Approaches to Promote Conceptual Change

Stellan Ohlsson, Marcia C. Linn, Douglas B. Clark, 2012, ICLS.

Engaging Emerging Bilingual Students in Language and Scientific Practices Through Collaborative Disciplinarily Integrated Games from a Co-operative Action Lens

Douglas B. Clark, Ashlyn E. Pierson, 2019, Advances in STEM Education.

Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum

Douglas B. Clark, Ashlyn E. Pierson, P. Sengupta, 2022, Cognition and Instruction.

Learning Progressions and Science Practices

Douglas B. Clark, Ashlyn E. Pierson, G. J. Kelly, 2019, Science & Education.

Aspects of narcissistic revenge as elicited in group psychotherapy

Douglas B. Clark, 1979 .

Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom

Douglas B. Clark, Ashlyn E. Pierson, C. Brady, 2019, Journal of Science Education and Technology.

Sedimentation of Modeling Practices

Douglas B. Clark, Ashlyn E. Pierson, 2019, Science & Education.

The Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills

Douglas B. Clark, Ayhan Dikici, Gokhan Özdemir, 2018, Research in Science Education.

Disciplinary integration of digital games for science learning

Douglas B. Clark, Stephen S. Killingsworth, Pratim Sengupta, 2015, International Journal of STEM Education.

Modeling in Languages, Languages of Modeling: Integrating Science Practices and Translanguaging Practices

Douglas B. Clark, Ashlyn E. Pierson, C. Brady, 2020, ICLS.

Combining Video Games and Constructionist Design to Support Deep Learning in Play

Yasmin B. Kafai, David Weintrop, Douglas B. Clark, 2014, ICLS.

Identifying middle school students’ challenges in computational thinking-based science learning

Douglas B. Clark, Gautam Biswas, J. Kinnebrew, 2016, Res. Pract. Technol. Enhanc. Learn..

Evaluating the quality of dialogical argumentation in CSCL: moving beyond an analysis of formal structure

Gijsbert Erkens, Armin Weinberger, Douglas B. Clark, 2007, CSCL.

Case study analysis of reflective essays by chemistry post-secondary students within a lab-based community service learning water project

Douglas B. Clark, Catharina Venter, K. Ho, 2021, Chemistry Education Research and Practice.

Academically meaningful play: Designing digital games for the classroom to support meaningful gameplay, meaningful learning, and meaningful access

Douglas B. Clark, Sandra Becker, Jesús E. Hernández-Zavaleta, 2022, Comput. Educ..

Argumentative Knowledge Construction in CSCL

Gijsbert Erkens, Karsten Stegmann, Armin Weinberger, 2006, ICLS.

Turkish Students' Force Meanings.

Douglas B. Clark, Cynthia A. D'Angelo, G. Ozdemir, 2009 .