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In Press Publications
Linn, M. C. & Slotta, J. D. (in press). Enabling Participants in On-Line Forums to Learn from Each Other. A. Odonnell, C. Hemelo-Silver, & Jos van der Linden (Eds.) Using Technology to Enhance Learning. Mahwah, New Jersey, Lawrence Erlbaum Associates.
Linn, M.C. (in press). WISE teachers - Using technology and inquiry for science instruction. Robert Floden and John Bell (Eds.) Meaningful Learning, Battle Creek, Michigan: May, 2002. New York: TC Press.
Linn, M. C. (in press). Technology and Gender Equity: What Works? In Nancy Felipe Russo, Connie Chan, Mary Beth Kenkel, Cheryl B. Travis and Melba Vasquez (Eds.), Women in Science and Technology. New York: American Psychological Association.
Linn, M. C. (in press). The Knowledge Integration Perspective on Learning and Instruction. In Sawyer, R. Keith (Ed.), Cambridge Handbook for the Learning Sciences. Cambridge, MA: Cambridge University Press.
Linn, M.C. & Eylon, B.-S. (in press). Science Education: Integrating Views of Learning and Instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology, 2nd edition. Mahwah, NJ: Lawrence Erlbaum Associates.
Linn, M.C. (in press). Designing for Virtual Communities in the Service of Learning (book review). The American Journal of Psychology.
Linn, M.C., Husic, F., Slotta, J., & Tinker, R. (in press). Technology Enhanced Learning in Science (TELS): Research Programs. In Looi, Chee Kit (Ed.) Educational Technology: Special Issue on the Learning Sciences: Capacity building, Critical areas, and Concerted impact.
2005 Publications
Linn, M. C. (2005). WISE design for lifelong learning - Pivotal Cases. Peter Gardenfors and Petter Johansson (Eds.) Cognition, Education and Communication Technology. Mahwah, New Jersey, Lawrence Erlbaum Associates.
Linn, M.C. & Kessel, C. (2005). Gender and assessment. J. Worell & C.D. Goodheart (Eds.) Handbook of Girls' and Women's Psychological Health: Gender and Well-Being Across the Life Span (pp.40-50). New York: Oxford University Press.
Richland, L.E., Bjork, R. A., Finley, J.R., Linn, M.C. (2005). Linking Cognitive Science to Education: Generation and Interleaving Effects. In B.G. Bara, L. Barsalou, M. Bucciarelli (Eds). Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum.
2004 Publications
Bell, P., Hoadley, C.M., & Linn, M. C. (2004). Design-based Research in Education. M.C. Linn, E.A. Davis, & P. Bell (Eds.) Internet Environments for Science Education (pp. 73-88). Mahwah, NJ: Lawrence Erlbaum Associates.
Kali, Y., Spitulnik, M., & Linn, M. (2004). Building Community Using the Design Principles Database. In P. Gerjets, P.A. Kirschner, P.A. Allen, J. Elen, & R. Joiner (Eds.), Instructional Design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp. 294-305). Tuebingen: Knowledge Media Research Center.
Linn, M. (2004). Using ICT to teach and learn science. In R. Holliman & E. Scanlon (Eds.), Mediating Science Learning through Information and Communications Technology (pp. 9-26). New York: Taylor & Francis.
Linn, M. C., Davis, E. A., & Bell. P. (2004). Inquiry and Technology. M.C. Linn, E.A. Davis, & P. Bell (Eds.) Internet Environments for Science Education (pp. 3-28). Mahwah, NJ: Lawrence Erlbaum Associates.
Linn, M. C., Davis, E.A., & Bell, P. (2004).Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework. M.C. Linn, E.A. Davis, & P. Bell (Eds.) Internet Environments for Science Education (pp. 315-340). Mahwah, NJ: Lawrence Erlbaum Associates.
Linn, M. C., Davis, E.A., & Bell, P. Eds. (2004). Internet Environments for Science Education. Mahwah, NJ, Lawrence Erlbaum Associates.
Linn, M. C., Davis, E.A., & Eylon, B-S. (2004). The Scaffolded Knowledge Integration Framework for Instruction. M.C. Linn, E.A. Davis, & P. Bell (Eds.) Internet Environments for Science Education (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates.
Linn, M. C., Davis, E.A., Eylon, B-S. (2004). The Knowledge Integration Perspective on Learning. M.C. Linn, E.A. Davis, & P. Bell (Eds.) Internet Environments for Science Education (pp. 47-72). Mahwah, NJ: Lawrence Erlbaum Associates.
Seethaler, S., & Linn, M.C. (2004). Genetically modified food in perspective: An inquiry-based curriculum to help middle school students make sense of tradeoffs. International Journal of Science Education, 26(14), 1765-1785.
Shear, L., Bell, P., & Linn, M. C. (2004). Partnership Models: The Case of the Deformed Frogs. M.C. Linn, E.A. Davis, & P. Bell (Eds.) Internet Environments for Science Education. Mahwah, NJ: Lawrence Erlbaum Associates.
Williams, M., Linn, M., Ammon, P., & Gearhart, M. (2004). Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study. Journal of Science Education and Technology, 13(2), 189-206.
2003 Publications
Clancy, M., Titterton, N. Ryan, C., Slotta, J., & Linn, M.(2003). New roles for students, instructors, and computers in a lab-based introductory programming course.Proceedings of the SIGCSE, Reno, NV.
Clark, D., & Linn, M. C. (2003). Designing for Knowledge Integration: The Impact of Instructional Time. The Journal of the Learning Sciences, 12(4), 451-494.
Lewis, E., & Linn, M. (2003). Heat energy and temperature concepts of adolescents, adults, and experts: implications for curricular improvements. W. Holliday (Ed.) Journal of Research in Science Teaching Vol. 40, Supplement 2003. S155-S175.
Linn, M.C. (2003). WISE Research - Promoting International Collaboration. Dimitri Psillos, Petros Kariotoglou, Vassilis Tselfes, Evripides Hatzikraniotis, George Fassoulopoulos, Maria Kallery (Eds). Science Education Research in the Knowledge-Based Society. Boston: Kluwer Academic Publishers.
Linn, M.C. (2003). Technology and Science Education: starting points, research programs, and trends. International Journal of Science Education. Vol. 25, No. 6. 727-758.
Linn, M.C.(2003). Technology and Gender Equity: What works? Nancy Felipe Russo, Connie Chan, Mary Beth Kenkel, Cheryl B. Travis and Melba Vasquez, (Eds.)Women in Science and Technology. New York, American Psychological Association.
Linn, M.C., & Kessel, C.(2003). Gender differences in cognition and educational performance. L. Nadel (Ed.),The Encyclopedia of Cognitive Science(Vol.2,pp.261-267). New York: Macmillan.
Linn, M.C., Clark, D. B. & Slotta, J. D. (2003). WISE Design for Knowledge Integration. S. Barab (Ed.). Building Sustainable Science Curriulum: Acknowledge and Accommodation Local Adaptation [Special Issue]Science Education. 87: 517-538.
2002 Publications
Bell, P. & Linn, M. C.(2002). Beliefs about science: How does science instruction contribute? B. K. Hofer & P. R. Pintrich (Eds),Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah. NJ: Erlbraum.
Cuthbert, A. J., Clark, D. B. & Linn, M. C. (2002). WISE learning communities: Design considerations. K.A. Renninger & W. Shumar (Eds.), Building Virtual Communities: Learning and Change in Cyberspace. Cambridge, UK, Cambridge University Press.
Kali, Y., Bos, N., Linn, M., Underwood , J., & Hewitt, J. (2002). Design Principles for Educational Software. Proceedings of the Computer Support for Collaborative Learning (CSCL) conference: Foundations for a CSCL community, Boulder, Colorado.
Linn, M. C. & Spitulnik, M. (2002). Technological tools to support inquiry-based learning. R. Calfee, (Ed.), Encyclopedia of Education. New York, Macmillian.
Linn, M. C. (2002) Network ScienceThe True Story. (Book review of Network Science, A Decade Later: The Internet and Classroom Learning by Alan Feldman, Cliff Konold, & Bob Coulter. Lawrence Erlbaum Associates. Mahwah, NJ, 2000). Science Education, 87(1). 148-151.
Linn, M.C.(2002). Promover la educacin cientifica a travs de las tecnologas de la informacin y comunicacin. Enseanza de las ciencias. 20(3). 347-355.
Williams, M. & Linn, M. C.(2002)WISE Inquiry in Fifth Grade Biology.Research in Science Education, 32 (4), 415-436.
2001 Publications
Linn, M. C. (2001). Can technology help us design science education for a knowledge-based society? Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society. European Science Education Research Association (ESERA) conference proceedings. Thessoloniki, Greece.
Linn, M. C. (2001) Science education: Preparing lifelong learners. N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences(Vol. 3.). New York: Pergamon. 13668-13673
Linn, M. C. & Kessel, C.(2001). Test Bias. In Encyclopedia of Women and Gender. 2: 1129-1140
2000 Publications
Bell, P. & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education [Special Issue], 22(8), 797-817.
Davis, E. & Linn, M. C. (2000). Scaffolding students' knowledge integration: Prompts for reflection in KIE. International Journal of Science Education [Special Issue], 22(8), 819-837.
Hoadley, C. M. & Linn, M. C. (2000). Teaching science through on-line, peer discussions: SpeakEasy in the Knowledge Integration Environment. International Journal of Science Education [Special Issue], 22(8), 839-857.
Linn, M. C. & Eylon, B. S. (2000). Knowledge integration and displaced volume. Journal of Science Education and Technology, 9, 287-310.
Linn, M. C. & Hsi, S. (2000). Computers, Teachers, and Peers: Science Learning Partners. Mahwah, NJ: Erlbaum.
Linn, M. C. & Slotta, J. D. (2000, October) WISE science. Educational Leadership, 29-32.
Linn, M. C. (2000). Controversy, the Internet, and deformed frogs: Making science accessible. In Who Will Do the Science of the Future? A Symposium on Careers of Women in Science (pp. 16-27). Washington, D.C.: National Academy Press.
Linn, M. C. (2000). Designing the Knowledge Integration Environment: The partnership inquiry process. International Journal of Science Education[Special Issue], 22(8), 781-796.
Linn, M. C. (2000). How can new media improve university research and instruction? In G. Anker, U. Hugl, & S. Laske (Eds.), Universittsentwicklung und neue Medien (pp. 1-26). Deutscher Universitts-Verlag, Germany: Gabler.
Linn, M. C. (2000). Using learning environments to teach undergraduate and pre-college courses: Issues in design. Proceedings of Information Technology-based Higher Education and Training (ITHET) Conference in Istanbul, Turkey, July 3-5, 2000 (pp. 45-50).
Linn, M. C. (2000). Technology and Educational Opportunity. In Log on or lose out: Technology in twenty-first century teacher education (pp. 9-12). Washington, D.C.: AACTE.
Linn, M. C., Lewis, C., Tsuchida, I., & Songer, N. B. (2000). Science lessons and beyond: Why do U.S. and Japanese students diverge? Educational Researcher, 29(3), 4-14.
Slotta, J. D. & Linn, M. C. (2000). The Knowledge Integration Environment: Helping students use the Internet effectively. In M. J. Jacobson & R. Kozma (Eds.), Learning the Sciences of the 21st Century, (pp. 193-226). Hillsdale, NJ: Erlbaum.
1999 Publications
Clancy, M. J. & Linn, M. C. (1999). Patterns and pedagogy. SIGCSE Bulletin, 31(1), 37-42.
Linn, M. C., Shear, L., Bell, P., & Slotta, J. D. (1999). Organizing principles for science education partnerships: Case studies of students' learning about "rats in space" and "deformed frogs." Educational Technology Research and Development, 47(2), 61-85.
Pea, R.D., Tinker, R., Linn, M.C., Means, B., Bransford, J., Roschelle, J., Hsi, S., Brophy, S., & Songer, N. (1999). Toward a learning technologies knowledge network. Educational Technology Research and Development [Special Issue], 47(2), 19-38.
Snyder, L., Aho, A.V., Linn, M.C., Packer, A.H., Tucker, A.B., Ullman, J., & van Dam, A. (1999). Be FIT! Being fluent with information technology. Washington, D.C.: National Academy Press.
1998 Publications
Linn, M. C. (1998). Affirmative Action in the 1990s: Next steps. Educational Researcher, 27(9), 20.
Linn, M. C. (1998). Equity and knowledge integration. In S. Niyogi, Proceedings of the conference: New Directions in Assessment for Higher Education: Fairness, Access, Multiculturalism, and Equity (FAME) (Vol. 2, pp. 21-24). Princeton, NJ: Educational Testing Service.
Linn, M. C. (1998). Perspectives from Willystine Goodsell Award Winner on affirmative action in the 1990s. Educational Researcher, 27 (9), 4-5.
Linn, M. C. (1998). The impact of technology on science instruction: Historical trends and current opportunities. In K. G. Tobin & B. J. Fraser (Eds.), International Handbook of Science Education (Vol.1, pp. 265-294). The Netherlands: Kluwer.
Linn, M. C. (1998). When good intentions and subtle stereotypes clash: The complexity of selection decisions. Educational Researcher, 27(9), 15-17.
Linn, M., Bell, P., & Hsi, S. (1998). Using the Internet to enhance student understanding of science: The Knowledge Integration Environment. Interactive Learning Environments, 6 (1-2), 4-38.
1997 Publications
Hsi, S., Linn, M.C., & Bell, J.E. (1997). The role of spatial reasoning in engineering and the design of spatial instruction. Journal of Engineering Education, 86 (2), 151-158.
Jasanoff, S., Colwell, R., Dresselhaus, M. S., Golden, W.T., Goldman, R. D., Greenwood, N.R.C., Huang, A.S., Lester, W., Levin, S.A., Linn, M. C., Lubchenco, J., Nicholson, R.S., Novacek, M.J., Roosevelt, A.C., Taylor, J.E., & Wexler, N. (1997). Conversations with the community: AAAS at the millennium. Science, 278, 2066-2067.
Linn, M.C. & Clark, H. (1997). When are science projects learning opportunities? Research Matters To the Science Teacher [On-line], National Association for Research in Science Teaching.
Linn, M.C. (1997). The role of the laboratory in science learning. Elementary School Journal, 97, 401-417.
Linn, M.C. (1997). Finding patterns in international assessments. Science, 277, 1743.
1996 Publications
Clancy, M. J. & Linn, M. C. (1996). Designing Pascal solutions: Case studies with data structures (1st ed.). New York: W.H. Freeman.
Hoadley, C.M., Mann, L.M., Linn, M.C., & Clancy, M.J. (1996). When, why and how do novice programmers reuse code? In W. Gray & D. Boehm-Davis (Eds.), Empirical Studies of Programmers, Sixth Workshop (pp. 109-130). Norwood, NJ: Ablex.
Kessel, C. & Linn, M. C. (1996). Grades or scores: Predicting college mathematics performance. Educational Measurement: Issues and Practices, 15 (4), 10-14.
Lewis, E.L., Linn, M.C. (1996). Where is the heat?: A response to David Pushkin. Journal of Research in Science Teaching, 33, 335-337.
Linn, M. C. & Eylon, B.S. (1996). Lifelong science learning: A longitudinal case study. In G. Cottrell, Proceedings of CogSci96 (pp. 597-600). Mahwah, NJ: Erlbaum.
Linn, M. C. & Kessel, C. (1996). Success in mathematics: Increasing talent and gender diversity among college majors. In J. Kaput, A. Schoenfeld, & E. Dubinsky (Eds.), Research in Collegiate Mathematics Education (Vol 2., pp. 101-144). Providence, RI: American Mathematical Society.
Linn, M. C. (1996). Cognition and distance learning. Journal for the American Society for Information Science, 47, 826-842.
Linn, M. C., Songer, N. B., & Eylon, B. S. (1996). Shifts and convergences in science learning and instruction. In R. Calfee & D. Berliner (Eds.), Handbook of Educational Psychology (pp. 438-490). Riverside, NJ: Macmillan.
Linn, M.C. & Muilenburg, L. (1996). Creating lifelong science learners: What models form a firm foundation? Educational Researcher, 25 (5), 18-24.
Linn, M.C. (1996). Computer and Systems Science. In R. F. Tinker (Chair), Microcomputer-based labs: Educational research and standards. Symposium conducted at the NATO Advanced Workshop on Microcomputer-Based Labs, Heidelberg, Germany.
Linn, M.C. (1996). From separation to partnership in science education: Students, laboratories, and the curriculum. In R. F. Tinker (Ed.) Microcomputer Based Labs: Educational Research and Standards (Vol. 156, pp. 13-46). Berlin: Springer-Verlag.
Linn, M.C. (1996). Key to the information highway. Communications of the Association of Computing Machinery, 39 (4), 34-35.
Linn, M.C., Resnick, M., Kay, A., Narodick, S., & Carlston, D. (1996). Education Still the great challenge. In M. Greenberger (Ed.), Technologies for the 21st Century: Scaling Up (1st ed., Vol.7, pp. 55-81). Santa Monica: Council for Technology and the Individual.
1995 Publications
Bell, P. Davis, E. A., & Linn, M. C. (1995). The Knowledge Integration Environment: Theory and design. In Proceedings of the Computer-Supported Collaborative Learning Conference (CSCL '95: Bloomington, IN), pp. 14-21. Mahwah, NJ: Erlbaum.
Davis, E. A., Linn, M. C. & Clancy, M. J. (1995). Students' off-line and on-line experiences. Journal of Educational Computing Research, 12(2), 109-134.
Linn, M. C. & Clark, H. C. (1995). How can assessment practives foster problem solving? [Monograph]. In D.R. Lavoie (Ed.), Towards a cognitive-science perspective for scientific problem solving (Vol. 6, pp. 142-180). Manhattan, KS: National Association for Research in Science Teaching.
Linn, M. C. (1995). A fair test? Illusion or reality [Review article]. Assessment in Education, 2, 345-351.
Linn, M.C. (1995). Designing computer learning environments for engineering and computer science: The Scaffolded Knowledge Integration framework. Journal of Science Education and Technology, 4(2), 103-126.
Linn, M.C., Davis, E.A., & Clancy, M. (1995). Learning to use parentheses and quotes in LISP. In K. Barker (Ed.), Computer Science Education, 6 (1), 15-31. Norwood, NJ: Ablex.
Linn, M.C., Hsi, S., & Hoadley, C.M. (1995). Lessons for the future of electronic collaboration from the Multimedia Forum Kiosk. Speculations in Science and Technology, 18, 265-277
1994 Publications
Bell, J. E., Linn, M. C., & Clancy, M. J. (1994). Knowledge integration in introductory programming: CodeProbe and interactive case studies. Interactive learning environments, 4 (1), 75-95.
Hsi, S., Hoadley, C. M., and Linn, M. C. (1994). Lessons for the future of electronic collaboration from the Multimedia Forum Kiosk. Speculations in Science and Technology, Special issue on education, 18 (4), 265-277.
Lewis, E. L. & Linn, M. C. (1994). Heat energy and temperature concepts of adolescents, nave adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching, 31, 657-677.
Linn, M. C. & Eylon, B. S. (1994). Curriculum and the psychology of learning and instruction. In T. Husn & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (2nd ed., Vol. 8, pp. 5338-5342). New York: Pergamon.
Linn, M. C. & Pea, R. (1994). Discussion of Judah Schwartz's chapter. In A. H. Schoenfeld (Ed.), Mathematical thinking and problem solving. Hillsdale, NJ: Erlbaum.
Linn, M. C. & Petersen, A. C. (1994). Emergence and characterization of sex differences in spatial ability: A meta-analysis. [Reprinted from Child Development, 56, 1479 (1985).] In L. Komatsu (Ed.), Experimenting with the mind: Readings in cognitive psychology. Pacific Grove, CA: Brooks/Cole.
Linn, M. C. (1994). A research base for science education: Historical perspectives. In H. Behrendt (Ed.), Zur Didaktik der Physik und Chemie- Probleme und Perspektiven (pp. 26-59). Keil, Germany: GDCP.
Linn, M. C. (1994). Distance learning in the information age. Berkeley Computing and Communications, 4(8), 9-11.
Linn, M. C. (1994). Gender and school learning: Science. In T. Husn & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (2nd ed., Vol. 8, 2436-2440). New York: Pergamon.
Linn, M. C. (1994). The tyranny of the mean: Gender and expectations. Notices of the American Mathematical Society, 41, 766-769.
Linn, M. C., diSessa, A., Pea, R. D., & Songer, N. B. (1994). Can research on science learning and instruction inform standards for science education? Journal of Science Education and Technology, 3 (1), 7-15.
Mann, L. M., Linn, M. C., & Clancy, M. J. (1994). Can tracing tools contribute to programming proficiency? The LISP Evaluation Modeler [Special Issue on Computer Programming Environments]. Interactive Learning Environments, 4 (1), 96-113.
Rusch, J. & Linn, M. C. (1994). The instructional technology program: Models for courseware development. Berkeley Computing & Communications 3, 4-6.
1993 Publications
Clancy, M. J. & Linn, M. C. (1993). La conception d'un programme: tudes de cas en Pascal [Designing Pascal Solutions: Case studies with data structures]. (B. Cupac, Trans.) Paris: Dunod.
Davis, E. A., Linn, M. C., Mann, L. M., & Clancy, M. J. (1993). Mind your Ps and Qs: Using parentheses and quotes in LISP. In C. R. Cook, J. C. Scholtz, & J. C. Spohrer (Eds.), Empirical Studies of Programmers: Fifth Workshop, Palo Alto, CA (pp. 62-85). Norwood, NJ: Ablex.
Lewis, E. L., Stern, J., & Linn, M. C. (1993). The effect of computer simulations on introductory thermodynamics understanding. Educational Technology, 33 (1), 45-58.
Linn, M. C. & Burbules, N. C. (1993). Construction of knowledge and group learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 91-119). Washington, D.C.: American Association for the Advancement of Science.
Linn, M. C. & Hyde, J. S. (1993). Gender, mathematics, and science (Part 1 of 2) [Reprinted from Educational Researcher, 18 (8), 17 (1989)]. Association for Women in Mathematics Newsletter, 23 (3), 17-23.
Linn, M. C. & Hyde, J. S. (1993). Gender, mathematics, and science (Part 2 of 2) [Reprinted from Educational Researcher, 18(8), 17 (1989)]. Association for Women in Mathematics Newsletter, 23 (4), 14-17.
Linn, M. C. & Songer, N. B. (1993). Cognitive and conceptual change in adolescence [Reprinted from American Journal of Education, 99 (4), 379-417 (1991)]. In D. Edwards, E. Scanlon, & D. West (Eds.), Teaching, learning and assessment in science education (pp. 139-170). London: Chapman.
Linn, M. C. & Songer, N. B. (1993). How do students make sense of science? Merrill-Palmer Quarterly, 39(1), 47-73.
Linn, M. C. (1993). Gender, mathematics, and science: Trends and recommendations. In Restructuring learning: 1990 Summer Institute papers and recommendations by the Council of Chief State School Officers (CCSSO) (pp. 47-67). Washington, D.C.: CCSSO.
Linn, M. C. (1993). Labs and the development of cognitive skills. In E. Shahn (Ed.), Proceedings of Labs for Liberal Learning: The role of laboratory exercises in general education science courses. New York: Hunter College.
Linn, M. C., Songer, N. B., Lewis, E. L., & Stern, J. (1993). Using technology to teach thermodynamics: Achieving integrated understanding. In D. L. Ferguson (Ed.), Advanced educational technologies for mathematics and science (Vol. 107, pp. 5-60). Berlin: Springer-Verlag.
Schank, P. K., Linn, M. C., & Clancy, M. J. (1993). Supporting Pascal programming with an on-line template library and case studies. International Journal of Man-Machine Studies, 38, 1031-1048.
Soloway, E. (1993). Log on education: Should we teach students to program? [With commentary by E. Soloway & M. Guzdial; M. Clancy & M. Linn; A. diSessa; P. Miller; M. Resnick & S. Papert]. Communications of the Association of Computing Machinery, 36 (10), 21-24.
1992 Publications
Agogino, A. M. & Linn, M. C. (1992). Retaining female engineering students: Will early design experiences help? [Viewpoint Editorial]. In M. Wilson (Ed.), National Science Foundation Directions, 5 (2), 8-9.
Clancy, M. J. & Linn, M. C. (1992). Designing Pascal solutions: A case study approach (1st ed.) [A. V. Aho & J. D. Ullman, Series Eds.]. New York: W. H. Freeman.
Clancy, M. J. & Linn, M. C. (1992). Case studies in the classroom. In C. M. White & J. Hartman (Eds.), Networking for knowledge: SIGCSE Technical Symposium 92 (pp. 220-224). New York: ACM.
De Corte, E., Linn, M. C., Mandl, H. & Verschaffel, L. (Eds.). (1992). Computer-based learning environments and problem solving (NATO ASI Series F: Computer and System Series). Berlin: Springer-Verlag.
Linn, M. C. & Clancy, M. J. (1992) The case for case studies of programming problems, Communications of the Association of Computing Machinery, 35 (3), 121-132.
Linn, M. C. & Clancy, M. J. (1992). Can experts explanations help students develop program design skills? International Journal of Man-Machine Studies, 36 (4), 511-551.
Linn, M. C. (1992). Barriers to equity [Invited Editorial]. EDUCOM Review, 27(4), 8-9.
Linn, M. C. (1992). Encouraging knowledge construction. In E. De Corte, M. C. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving (pp. 1-4). Berlin: Springer-Verlag.
Linn, M. C. (1992). Gender differences in educational achievement. In J. Pfleiderer (Ed.), Sex equity in educational opportunity, achievement, and testing [Proceedings of 1991 Educational Testing Service Invitational Conference] (pp. 11-50). Princeton, NJ: Educational Testing Service.
Linn, M. C. (1992). How can hypermedia tools help teach programming? Learning and Instruction, 2, 119-139.
Linn, M. C. (1992). Science education reform: Building on the research base. Journal of Research in Science Teaching, 29 (8), 511-551.
Linn, M. C. (1992). The art of multimedia and the state of education [Book review of Nix, R. & Spiro, R. (Eds.). (1990). Cognition, education, and multimedia: Exploring ideas in high technology. Hillsdale, NJ: Lawrence Erlbaum Associates]. Educational Researcher, 21 (1), 30-32.
Linn, M. C. (1992). The computer as learning partner: Can computer tools teach science? In K. Sheingold, L. G. Roberts, & S. M. Malcolm (Eds.), This year in school science 1991: Technology for teaching and learning (pp. 31-69). Washington, D.C.: American Association for the Advancement of Science.
Linn, M. C. (1992). Why are women leaving computing and what can be done? In EDUCOM '92 Conference Proceedings (100-123). New York: McGraw-Hill.
Linn, M. C., Katz, M., Recker, M. & Clancy, M. J. (1992). How do LISP programmers draw on previous experience to solve novel problems? In E. De Corte, M. C. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving (pp. 67-101). Berlin: Springer-Verlag.
Songer, N. B. & Linn, M. C. (1992). How do students' views of science influence knowledge integration? [Reprinted from Journal of Research in Science Teaching, 28(9), 761 (1991)]. In M. K. Pearsall (Ed.), Scope, sequence and coordination of secondary school science, Volume II: Relevant research (pp. 197-219). Washington, D.C.: The National Science Teachers Association.
1991 Publications
Burbules, N. C. & Linn, M. C. (1991). Science education and the philosophy of science: Congruence or contradiction? International Journal of Science Education, 13(3), 227-241.
Kyle Jr., W. C., Linn, M. C., Bitner, B. L., Mitchener, C. P., & Perry, B. (1991). The role of research in science teaching: An NSTA theme paper. Science Education, 75(4), 413-418.
Lieberman, D. A. & Linn, M. C. (1991). Learning to learn revisited: Computers and the development of self-directed learning skills [Outstanding Paper Award in the Communication and Technology Division of the International Communications Association, 1989. Journal of Research on Computing in Education, 23, 373-395.
Linn, M. C. & Hyde, J. S. (1991). Trends in cognitive and psychosocial gender differences. In R. M. Lerner, A. C. Petersen, & J. Brooks-Gunn (Eds.), Encyclopedia of Adolescence (Vol. 1, pp. 139-150). New York: Garland.
Linn, M. C. & Songer N. B. (1991). Teaching thermodynamics to middle school students: What are appropriate cognitive demands? Journal of Research in Science Teaching, 28, 885-918.
Linn, M. C. & Songer, N. B. (1991). Cognitive and conceptual change in adolescence. American Journal of Education, 99, 379-417.
Linn, M. C. (1991). Adolescent scientific reasoning. In R. M. Lerner, A. C. Petersen, & J. Brooks-Gunn (Eds.), Encyclopedia of Adolescence (Vol. 2, pp. 981-983). New York: Garland.
Linn, M. C., Songer, N. B., & Lewis, E. L. (1991). Overview: Students models and epistemologies of science. Journal of Research in Science Teaching, 28, 729-732.
Linn, M. C., Songer, N. B., & Lewis, E. L. (Eds. ). (1991). Journal of Research in Science Teaching, 28 [Special Issue: Students models and epistemologies].
Songer, N. B. & Linn, M. C. (1991). How do students views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761-784.
1990 Publications
Clancy, M. J. & Linn, M. C. (1990). Functional fun. SIGCSE Bulletin, 22 (1), 6367.
Friedler, Y., Nachmias, R., & Linn, M. C. (1990). Learning scientific reasoning skills in microcomputer-based laboratories. Journal of Research in Science Teaching, 27(2), 173-191.
Content, context, and process in reasoning during adolescence [Reprinted from Journal of Early Adolescence, 3, 63, (1983)]. In R. E. Muuss (Ed.), Adolescent Behavior and Society (4th ed., pp. 67-80). New York: McGraw-Hill.
Linn, M. C. & Clancy, M. J. (1990, April). Designing instruction to take advantage of recent advances in understanding cognition. Academic Computing, pp. 20-23 & 26-41.
Linn, M. C. & Eylon, B. (1990). Cognitive consequences of computers in classrooms [Course syllabus]. In T. Winograd & B. Friedman (Eds.), Social implications of computing: A collection of syllabi (pp. 133-142). Palo Alto, CA: Computer Professionals for Social Responsibility.
Linn, M. C. & Hyde, J. S. (1990). Trends in cognitive and psychosocial gender differences. In R. M. Lerner, A. C. Petersen, & J. Brooks-Gunn (Eds.), Encyclopedia of Adolescence (pp. 141-151). New York: Garland Publishing.
Linn, M. C. & McGrath, O. G. (1990). Using computers for teaching at Berkeley. Berkeley Computing Quarterly, 2U (4), 911.
Linn, M. C. (1990). Establishing a science and engineering base for science education. In M. Gardner, J. G. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa & E. Stage (Eds.), Toward a scientific practice of science education (pp. 323-341). Hillsdale, NJ: Erlbaum.
Linn, M. C. (1990). Expert statement on open learning systems. In H. Mandl, A. Hron & S. Tergan (Eds.), Computer-based systems for open learning, PRECISE consortium, Tbingen, Germany (pp. 228-242). Tbingen, Germany: German Institute of Distance Studies at University of Tbingen, DELTA Programme of European Communities.
Linn, M. C. (1990). What constitutes scientific thinking? [Book review of Kuhn, et al., The development of scientific thinkin, San Diego, CA: Academic Press (1988)]. Contemporary Psychology, 35(1), 16-17.
Linn, M. C., Ribet, K., & Schoenfeld, A. H. (1990). Calculus and computers: Toward a curriculum for the 1990s. Berkeley, CA: University of California, HyperMedia Case Studies in Computer Science Project.
Nachmias, R., Friedler, Y., & Linn, M. C., (1990). The role of programming environments in Pascal instruction, Computers and Education, 14 (2), 145-158.
1989 Publications
Husic, F., Linn, M.C. & Sloane, K.D.(1989). Adapting instruction to the cognitive demands of learning to program. Journal of Educational Psychology, 81, 570-582.
Linn, M.C. & Dalbey (1989). Cognitive consequences of programming instruction: Instruction, access, and ability [Reprinted from Educational Psychologist, 21, 191 (1985)]. In E.Soloway & J.C. Spohrer (Eds.), Studying the novice programmer. Hillsdale, NJ: Erlbaum.
Linn, M.C. & Hyde, J.S. (1989). Gender, mathematics, and science. Educational Researcher, 18(8), 17-19 & 22-27.
Linn, M.C. (1989). Evaluation of science laboratory data: The role of computer-presented information [Comment]. Journal of Research in Science Teaching, 26, 563.
Linn, M.C. (1989). Models for computer-based student laboratories [Reprinted from Instructional Technology Program Newsletter, University of California, Berkeley (1988, Winter)]. Technology and Learning, 2(2), 11.
Linn, M.C. (1989). Perspectives for research in science teaching: Using the computer as lab partner. In H. Mandl, E. De Corte, N. Bennett, & H.F. Friedrich (Eds.), Learning and instruction in an international context (Vols. 2-3, 443-460). Oxford: Pergamon.
Linn, M.C. (1989). Science education and the challenge of technology. In J. Ellis (Ed.), Information technologies and science education (pp. 119-144). Washington, D.C.: ERIC Clearinghouse for Science, Math, and Environmental Education.
Linn, M.C., Clement, C., Pulos, S., & Sullivan, T. (1989). Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies. Journal of Research in Science Teaching, 26, 171-187.
Marco, R. & Linn, M.C. (1989, January-April). Tecnologia e instruccion: Promesa y problematica. Revista de Educacion, pp. 391-403.
1988 Publications
Burbules, N.C. & Linn, M.C. (1988). Response to contradiction: Scientific reasoning during adolescence. Journal of Educational Psychology, 80(1), 67-75.
Eylon, B. & Linn, M.C. (1988). Learning and instruction: An examination of four research perspectives in science education. Review of Educational Research, 58, 251-301.
Hyde, J.S. & Linn, M.C. (1988). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin, 4(1), 53-69.
Kersteen, Z.A., Linn, M.C., Clancy, M.J., & Hardyck, C. (1988). Previous experience and the learning of computer programming: The computer helps those who help themselves. Journal of Educational Computing Research, 4, 321-333.
Linn, M.C. (1988). Emerging ideas about educational computing: The Bank Street experience [Book review of R.D. Pea & K. Sheingold, Mirrors of minds: Patterns of experience in educational computing. Norwood, NJ: Ablex Publishing (1987)]. Journal of Educational Computing Research, 4, 349-358.
Linn, M.C. (1988). Mindstorms revisited. [Review of R.W. Lawler, B. du Boulay, M. Hughes, & H. Macleod (1986). Cognition and computers. West Sussex: Ellis Horwood]. Contemporary Psychology, 33, 714-715.
Sloane, K. & Linn, M.C. (1988). Instructional conditions in Pascal programming classes. In R.E. Mayer (Ed.), Teaching and learning computer programming: Multiple research perspectives. Hillsdale, NJ: Erlbaum.
1987 Publications
Gelman, R. & Linn, M. C. (1987, May-June). On the use of hands-on materials in science class. Continuum: Newsletter of PATHS and the Philadelphia Renaissance in Science and Mathematics, p.3.
Linn, M. C. (1987). Establishing a research base for science education: Challenges, trends, and recommendations [Reprinted from National Science Foundation report of a conference held in 1986, January]. Journal of Research in Science Teaching, 24, 191-216.
Linn, M. C. (1987). An apple a day. Science and Children, 25 (3), 15-18.
Linn, M. C. (1987). Education and the challenge of technology. Proceedings of Apple Computer and University of California, Berkeley, Conference on Technology and Teacher Education, August 1986, Monterey, CA. Cupertino, CA: Apple Computer.
Linn, M. C. (1987). Using technology to improve instruction: The Berkeley perspective. Academic Computing Newsletter [Publication of University of California, Berkeley], 10 (1-2), 38-40.
Linn, M. C. (1987, October-December). Learning more with computers as lab partners. [Reprinted from Science and Children, 25(3), 15 (1987).] SIGTE Bulletin.
Linn, M. C. (Ed.) (1987). Cognitive consequences of technology in science education. Journal of Research in Science Teaching [Special Issue], 24, 285-506.
Linn, M. C. (Ed.). (1987). The teachers perspective [Special column]. Technology and Learning, 1 (3), 4-5.
Linn, M. C., de Benedictis, T., Delucchi, K., Harris, A., & Stage, E. (1987). Gender differences in National Assessment of Educational Progress science items: What does "I dont know" really mean? Journal of Research in Science Teaching, >24, 267-278.
Linn, M. C., Layman, J., & Nachmias, R. (1987). The cognitive consequences of microcomputer-based laboratories: Graphing skills development. Journal of Contemporary Educational Psychology, 12, 244-253.
Linn, M. C., Sloane, K., & Clancy, M. J. (1987). Ideal and actual outcomes from pre-college Pascal instruction. Journal of Research in Science Teaching, 24, 467-490.
Mandinach, E. & Linn, M. C. (1987). Cognitive consequences of programming: Achievements of experienced and talented programmers. Journal of Educational Computing Research, 3 (1), 53-72.
Mandinach, E. B., Linn, M. C., Pea, R., & Kurland, M. (Eds.). (1987). Cognitive effects of computer learning environments [Special Issue]. Journal of Educational Computing Research, 3 (1).
Nachmias, R. & Linn, M. C. (1987). Evaluation of science laboratory data: The role of computer-presented information. Journal of Research in Science Teaching, 24, 491-506.
1986 Publications
Dalbey, J. & Linn, M. C. (1986). Cognitive consequences of programming: Augmentations to BASIC instruction. Journal of Educational Computing Research, 2 (1), 75-93.
Dalbey, J., Tourniaire, F., & Linn, M. C. (1986). Making programming instruction cognitively demanding: An intervention study. Journal of Research in Science Teaching, 23, 427-436.
Hyde, J. S. & Linn, M. C. (Eds.). (1986). The psychology of gender: Advances through meta-analysis. Baltimore: Johns Hopkins University.
Linn, M. C. & Petersen, A. C. (1986). A meta-analysis of gender differences in spatial ability: Implications for mathematics and science achievement. In J. S. Hyde & M. C. Linn (Eds.), The psychology of gender: Advances through meta-analysis (pp. 67-101). Baltimore: Johns Hopkins University.
Linn, M. C. (1986). Computer as laboratory partner. Teaching, Thinking, and Problem Solving, 8 (3), 5 & 12.
Linn, M. C. (1986). Meta-analysis of studies of gender differences: Implications and future directions. In J. S. Hyde & M. C. Linn (Eds.), The psychology of gender: Advances through meta-analysis (pp. 210-231). Baltimore: Johns Hopkins University.
Linn, M. C. (1986). Science. In R. Dillon & R. J. Sternberg (Eds.), Cognition and instruction (pp. 155-204). New York: Academic Press.
Linn, M. C. (1986). Women and mathematics: Actual and hypothetical concerns. [Review of S. F. Chipman, et al. (Eds.), Women and mathematics: Balancing the equation. Hillsdale, NJ: Erlbaum, 1985]. Contemporary Psychology, 31, 358-359.
Linn, M. C. (1986, February). Computers and learning: Current progress, future needs. In C. Louie (Chair), Computers and learning: A need for balance. Symposium conducted at Computers and Learning Institute, Children s Hospital, Oakland, CA.
Mandinach, E. B. & Linn, M. C. (1986). Cognitive effects of computer learning environments. Journal of Educational Computing Research, 2, 411-427.
Mandinach, E. B., Linn, M. C., Pea, R., & Kurland, M. (Eds.). (1986). Cognitive effects of computer learning environments [Special Issue]. Journal of Educational Computing Research, 2 (4).
1985 Publications
Dalbey, J. & Linn, M. C. (1985). The demands and requirements of computer programming: A literature review. Journal of Educational Computing Research, 1, 253-274.
Linn, M. C. & Dalbey (1985). Cognitive consequences of programming instruction: Instruction, access, and ability, Educational Psychologist, 20, 191-206.
Linn, M. C. & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56, 1479-1498.
Linn, M. C. & Petersen, A. C. (1985). Facts and assumptions about the nature of sex differences. In S. Klein (Ed.), Handbook for achieving sex equity through education (pp. 53-77). Baltimore: Johns Hopkins University.
Linn, M. C. & Stein, J. (1985). Unfulfilled promise: School computing needs a booster shot. Tech Trends, 30 (2), 20-22.
Linn, M. C. (1985). Fostering equitable consequences from computer learning environments. Sex Roles, 13, 229-240.
Linn, M. C. (1985). Gender equity in computer learning environments. Computers and the Social Sciences, 1 (1), 19-27.
Linn, M. C. (1985). The cognitive consequences of computer environments for learning: Policy issues in computer education. Proceedings of COGNITIVA 85, Paris, France, June 5-10 (pp. 88-102).
Linn, M. C. (1985). The cognitive consequences of programming instruction in classrooms. Educational Researcher, 14 (5), 14-16 & 25-29.
Linn, M. C. (1985). Who is gifted and how can they be served: One approach. [Review of C. P. Benbow & J. C. Stanley (Eds.), Academic precocity: Aspects of its development (Revised, expanded, and updated proceedings of the Tenth Annual Hyman Blumberg Symposium on Research in Early Childhood Education). Baltimore: Johns Hopkins University Press, 1983]. Contemporary Psychology, 30 (2), 135-137.
Stein, J. S. & Linn, M. C. (1985). Capitalizing on computer-based interactive feedback: An investigation of "Rockys Boots." In M. Chen & W. Paisley (Eds.), Children and microcomputers: Research on the newest medium (pp. 213-227). Beverly Hills, CA: Sage.
1984 Publications
Linn, M. C. & Siegel, H. (1984). Post-formal reasoning: A philosophical model. In M. Commons (Ed.), Beyond formal operations: Late adolescent and adult cognitive development. New York: Praeger, 239-257.
Linn, M. C. (1984). Redesigning science education: What is the role of science education research? In R. Bybee (Ed.), Redesigning science and technology education. Washington, D.C.: National Science Teachers Association.
Linn, M. C., Delucchi, K., & de Benedictis, T. (1984). Adolescent reasoning about advertisements: Relevance of product claims. Journal of Early Adolescence, 4, 371-385.
1983 Publications
Linn, M. C. & Fisher, C. W. (1983). Computer education: The gap between promise and reality. Proceedings of making our schools more effective: A conference for educators. San Francisco: Far West Laboratory.
Linn, M. C. & Pulos, S. (1983). Aptitude and experience influences on proportional reasoning during adolescence: Focus on male-female differences. Journal for Research in Mathematics Education, 14, 30-46.
Linn, M. C. & Pulos, S. (1983). Male-female differences in predicting displaced volume: Strategy usage, aptitude relationships, and experience influences. Journal of Educational Psychology, 75, 86-96.
Linn, M. C. (1983). Content, context, and process in adolescent reasoning. Journal of Early Adolescence, 3, 63-82.
Linn, M. C. (1983). Evaluation in the museum setting: Focus on expectations. Educational evaluation and policy analysis, 5, 119-127.
Linn, M. C., Clement, C., & Pulos, S. (1983). Is it formal if its not physics? [Received JRST award for most outstanding paper in Volume 20]. Journal of Research in Science Teaching, 20, 755-770.
1982 Publications
Linn, M. C. (1982). Theoretical and practical significance of formal reasoning. Journal of Research in Science Teaching, 19, 727-742.
Linn, M. C., de Benedictis, T., & Delucchi, K. (1982). Adolescent reasoning about advertisements: Preliminary investigations. Child Development, 53, 1599-1613.
Miller, M. E., & Linn, M. C. (1982). Evaluating written responses to formal reasoning tasks [Abstract of Renner, J. W. (1979). The relationships between intellectual development and written responses to science questions. Journal of Research in Science Teaching, 16(4), 279-299]. Investigations in Science Education.
Pulos, S., de Benedictis, T., Linn, M. C., Sullivan, P., & Clement, C. (1982). Modification of gender differences in the understanding of displaced volume. Journal of Early Adolescence, 2, 61-74.
1981 Publications
Linn, M. C. & Kyllonen, P. (1981). The field dependence-independence construct: Some, one, or none. Journal of Educational Psychology, 73, 261-273.
Linn, M. C. & Swiney, Jr., J. (1981). Individual differences in formal thought: Role of expectations and aptitudes. Journal of Educational Psychology, 73, 274-286.
Linn, M. C. (1981). Standards for evaluating out-of-school learning. Evaluation News, 1, 171-176.
Linn, M. C. (1981). The role of expectations in complex problem solving. Problem Solving, 2 (11), 1-8.
Linn, M. C., Pulos, S., & Gans, A. (1981). Correlates of formal reasoning: Content and problem effects. Journal of Research in Science Teaching, 18 (5), 1-13.
Pulos, S. & Linn, M. C. (1981). Generality of the controlling variables scheme in early adolescence. Journal of Early Adolescence, 1, 26-37.
1980 Publications
Levine, D. I. & Linn, M. C. (1980). A response to the analysis of "Research on logical reasoning: Issues in assessing the role of familiarity of variables." Investigations in Science Education, 6 (3), 57-60.
Linn, M. C. (1980) Quasi-experiments: What do they prove? [Review of Cook, T. D., & Campbell, D. T. (1979) Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand McNally College.] Evaluation Newsletter, 14.
Linn, M. C. (1980). Teaching children to control variables: Some investigations using free choice experiences. In S. Modgil & C. Modgil (Eds.), Toward a theory of psychological development within the Piagetian framework. Windsor, England: National Foundation for Educational Research.
Linn, M. C. (1980). Free-choice experiences: How do they help children learn? Science Education, 64, 237-247.
Linn, M. C. (1980). When do adolescents reason? European Journal of Science Education, 2, 429-440
Robertson, J. & Linn, M. C. (1980). Advanced organizers: Concept in search of a definition. [Abstract of Kahle, J. B., & Rastovac, J. J. (1976). The effects of a series of advanced organizers in increasing meaningful learning. Science Education, 60, 365-371]. Investigations in Science Education, 6 (4), 39-44.
1979 Publications
Linn, M. C. & Rice, M. (1979). A measure of controlling variables: The springs task. Journal of Educational Measurement, 16, 55-58.
Linn, M. C., Hadary, D., Rosenburg, R., & Househalter, R. (1979). Science education for the deaf: Comparison of ideal resource and mainstream settings [Also ERIC document ED 154 569]. Journal of Research in Science Teaching, 16, 305-316.
1978 Publications
Bowyer, J. B. & Linn, M. C. (1978). Effectiveness of the science curriculum improvement study in teaching scientific literacy. Journal of Research in Science Teaching, 15, 209-219.
Linn, M. C. & Levine, D. I. (1978). Adolescent reasoning: Influence of question format and type of variables on ability to control variables. Science Education, 62, 377-388.
Linn, M. C. & Thier, H. D. (1978). Traditional versus non-traditional research design. Journal of Research in Science Teaching, 15, 92-94.
Linn, M. C. (1978). Future research in adolescent reasoning. Final Report. National Institute of Education, Contract NIE-P-78-0023.
Linn, M. C. (1978). Adolescence: Disease, dilemma, or disaster? [Review of Ausubel, D.P., Montemayor, R., & Svaljian, P. (1977). Theory and problems of adolescent development (2nd ed.). New York: Grune and Stratton.] Contemporary Psychology, 23, 943-945.
Linn, M. C. (1978). Cognitive style, training, and formal thought. Child Development, 49, 874-877.
Linn, M. C. (1978). Evaluation of the Science Enrichment Activities (SEA) Program: A decision oriented model. Studies in Educational Evaluation, 4, 83-90.
Linn, M. C. (1978). Formal operations: Construct or conglomerate. Formal Operator, 1 (4), 2-4.
Pulos, S. & Linn, M. C. (1978). Formal operations: Fact or artifact. Proceedings of the Eighth Annual UAP-USC Conference on Piaget and the Helping Professions, 273-277.
Pulos, S. & Linn, M. C. (1978). Pitfalls and pendulums. Formal Operator, 1 (2), 9-11.
Rice, M. & Linn, M. C. (1978). Study of student behavior in a free choice environment. Science Education, 62, 365-376.
1977 Publications
Levine, D. I. & Linn, M. C. (1977). Scientific reasoning ability in adolescence: Theoretical viewpoints and educational implications. Journal of Research in Science Teaching, 14, 371-384.
Linn, M. C. (1977). The springs task. Formal Operator, 1 (1), 10.
Linn, M. C. (1977). Scientific reasoning: Influences on task performance and response categorization. Science Education, 61, 357-363.
Linn, M. C., Chen, B., & Thier, H. D. (1977). Teaching children to control variables: Investigation of a free choice environment. Journal of Research in Science Teaching, 14, 249-255.
1976 Publications
Eason, L. & Linn, M. C. (1976). Evaluation of the effectiveness of participatory exhibits. Curator, 19, 45-62.
Linn, M. C. & Peterson, R. W. (1976). Problems of doing educational research in educational settings [comment]. Journal of Research in Science Teaching, 13, 285-286.
Linn, M. C. (1976). Exhibit evaluation: Informed decision making. Curator, 19, 291-302.
Linn, M. C., Chen, B., & Thier, H. D. (1976). Personalization in science: Preliminary investigation at the middle school level. Instructional Science, 5, 227-252.
Schatz, S., Franks, F., Thier, H. D., & Linn, M. C. (1976). Hands-on science for the blind. Science and Children, 13 (6), 21-23.
Thier, H. D. & Linn, M. C. (1976). The value of interactive learning experiences in a museum. Curator, 19, 233-245.
1975 Publications
Falk, J., Malone, L., & Linn, M. C. (1975). Outdoor Biology Instructional Strategies (OBIS): Development and evaluation. American Biology Teacher, 37, 162-165.
Linn, M. C. & Thier, H. D. (1975). Adapting Science Materials for the Blind (ASMB): Expectations for student outcomes. Science Education, 59, 237-246.
Linn, M. C. & Thier, H. D. (1975). The effect of experiential science on the development of logical thinking in children [Received JRST award for most significant contribution to Volume 12]. Journal of Research in Science Teaching, 12, 49-62.
Linn, M. C. (1975). Providing an experience centered program for the visually impaired child. The Teacher of the Blind, 63 (4).
1974 Publications
Struve, N. L., Hadary, D., Thier, H. D., & Linn, M. C. (1974). Materials centered science and manipulative skill. Exceptional Children, 40, 516-517.
Struve, N. L., Hadary, D., Thier, H. D., & Linn, M. C. (1974). The effect of an experiential science curriculum for the visually impaired on course objectives and manipulative skill. Education of the Visually Impaired, 7, 9-14.
1973 Publications
Linn, M. C. & Peterson, R. W. (1973). The effect of direct experience with objects on middle class, culturally diverse, and visually impaired young children. Journal of Research in Science Teaching, 10, 83-90.
Linn, M. C. (1973). The role of intelligence in childrens response to instruction. Psychology in the Schools, 10, 67-75.
1972 Publications
Linn, M. C. (1972). An experiential science curriculum for the visually impaired. Exceptional Children, 39, 37-43.
1971 Publications
Linn, M. C. (1970). Effects of a training procedure on matrix performance and on transfer tasks. Ph.D. Dissertation, Stanford University.
Linn, M. C. (1970). Effects of a training procedure on matrix performance and on transfer tasks. Ph.D. Dissertation, Stanford University.