Search results for author:"Douglas B. Clark"
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Assessing Dialogic Argumentation in Online Environments to Relate Structure, Grounds, and Conceptual Quality
Journal of Research in Science Teaching Vol. 45, No. 3 (March 2008) pp. 293–321
The national science standards, along with prominent researchers, call for increased focus on scientific argumentation in the classroom. Over the past decade, researchers have developed sophisticated online science learning environments to support...
International Journal of Science Education Vol. 29, No. 3 (February 2007) pp. 253–277
Research shows that scientific knowledge develops through a process of decision-making as well as discovery, and that argumentation is a genre of discourse crucial to the practice of science. Students should therefore be supported in understanding...
Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion
Computers & Education Vol. 73, No. 1 (April 2014) pp. 149–159
Previous research has shown that either asking students to explain their answers or providing explanatory feedback can be effective ways to increase learning from an educational game. This study focused on an educational physics game about Newton's...
Studies in Science Education Vol. 49, No. 2 (2013) pp. 170–208
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these ...
Journal of the Learning Sciences Vol. 24, No. 4 (2015) pp. 638–674
How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student's processes of knowledge construction as he played a...
Constructed-Response as an Alternative to Interviews in Conceptual Change Studies: Students' Explanations of Force
International Journal of Education in Mathematics, Science and Technology Vol. 3, No. 1 (January 2015) pp. 14–36
Although interview formats support rich data collection in conceptual change studies, interview formats limit sample sizes. This study explores the possibility of using constructed-response formats as an alternative or supplement for collecting...
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
Journal of Science Education and Technology Vol. 18, No. 4 (August 2009) pp. 321–333
Collaboration scripts can facilitate argumentation in online settings by grouping students with other students who have expressed differing perspectives on a discussion topic. This general scripting approach is referred to as a "conflict schema."...
Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 343–374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions...
Comparison of Students' Knowledge Structure Coherence and Understanding of Force in the Philippines, Turkey, China, Mexico, and the United States
Journal of the Learning Sciences Vol. 20, No. 2 (2011) pp. 207–261
This study investigates the ongoing debate in the conceptual change literature between unitary and elemental perspectives on students' knowledge structure coherence. More specifically, the current study explores two potential explanations for the...
International Journal of Education in Mathematics, Science and Technology Vol. 3, No. 1 (January 2015) pp. 1–13
Students playing digital learning games in the classroom rarely play alone, even in digital games that are ostensibly "single-player" games. This study explores the patterns of physics reasoning that emerge in face-to-face and online forum ...
International Journal of Education in Mathematics, Science and Technology Vol. 3, No. 3 (July 2015) pp. 162–186
Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing...
Douglas B. Clark; Pratim Sengupta; Corey E. Brady; Mario M. Martinez-Garza; Stephen S. Killingsworth
International Journal of STEM Education Vol. 2, No. 1 (2015)
Background: In this paper, we investigate the relationship between theory and design in the context of creating digital games to support children's development of scientific expertise. Synthesis: Theoretically, we consider two frameworks--Knowledge...
Journal of the Learning Sciences Vol. 27, No. 2 (2018) pp. 265–318
Much research focuses on what might be possible with digital games in the classroom. This study focuses on what is currently probable and typical. It uses a controlled quasi-experimental design to compare outcomes for students of 13 teachers in 10...
Douglas B. Clark; Stephanie Touchman; Mario Martinez-Garza; Frank Ramirez-Marin; Tina Skjerping Drews
Computers & Education Vol. 58, No. 4 (May 2012) pp. 1207–1224
Research over the past fifteen years has investigated and developed online science inquiry environments to support students engaging in authentic scientific inquiry practices. This research has focused on developing activity structures and tools to...
Computers & Education Vol. 103, No. 1 (December 2016) pp. 28–43
Research suggests that self-explanation functionality can effectively support learning in the context of digital games. Research also highlights challenges, however, in balancing and integrating the demands and abstraction of self-explanation...
Science Teacher Vol. 74, No. 3 (March 2007) pp. 52–56
A rich amount of research suggests that native-English speaking and linguistically diverse students are equally capable of learning scientific concepts and terminology through collaborative inquiry-based experiences. Yet, a full understanding of how ...
Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States
Douglas B. Clark; Brian C. Nelson; Hsin-Yi Chang; Mario Martinez-Garza; Kent Slack; Cynthia M. D’Angelo
Computers & Education Vol. 57, No. 3 (November 2011) pp. 2178–2195
This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test...