Linn,M.C教授公开讲座通告

发布者：系统管理员发布时间：2010-12-03浏览次数：2

应本所和华东师大学习科学研究中心邀请，美国加州大学伯克利分校的Marcia C. Linn将来华东师大访问并作公开讲座。三场讲座具体安排如下，欢迎有兴趣的教师、学生参加。

1.大夏讲坛

报告时间：2010年12月13日（周一）14:00-16:00

报告地点：华东师大中山北路校区逸夫楼一楼报告厅

报告题目：Advantages of Technology for Science Teaching and Learning
 

2.课程所讲座

报告时间：2010年12月13日（周一）18:00-20:00

报告地点：华东师大中山北路校区文科大楼1613

报告题目：Research on Scientific Visualization

 

3.专业研究者工作坊

报告时间：2010年12月14日（周二）14:00-16:30

报告地点：华东师大闵行校区教师教育技能实训中心（第一教学楼）403教室

报告题目：Professional Development in WISE

 

Marcia C. Linn教授简介

Marcia C. Linn 是美国加州大学伯克利分校教育学院认知与发展心理学教授，近年专攻数学、科学与技术教育研究。曾当选美国国家科学促进学会（AAAS）主席、国际学习科学学会（ISLS）主席。她目前领衔由美国国家科学基金会（NSF）建立的美国技术支持的科学学习中心（TELS），并在美国多家教育及心理学领域的重要学术组织担任要职（包括全美教育学会，美国国家科学促进学会、美国心理学会、美国心理科学协会、美国教育测验毕业成绩记录委员会）。此外，她还是美国科学基金会人力资源与教育理事、麦克唐纳教育认知研究基金委员会委员。

Marica C. Linn师从国际教育心理学界富有盛名的L. J. Cronbach教授，同时接受了R. E. Snow和E. R.Hilgard的指导，并曾在瑞士日内瓦大学追随皮亚杰（J. Piaget）先生，从事发展心理学研究，她还有多年从事行为科学研究的经历。

近20年来，Linn教授致力于技术支持的科学及数学教育研究，是美国将信息技术与教育整合的先驱者之一。她领导设计和开发了多个得以广泛应用的学习平台（如WISE）和面向教师的课程设计系统，承担并主持由美国国家科学基金会等多家机构支持的30多个重大科研项目，有力推进了全美科学及数学教育标准的实施，以及课程与教学的改革与发展，在美国以及国际学界，特别是小学至高中阶段数学及科学教育领域作出了杰出贡献。

Marcia C.Linn曾获得全美科学教育研究会“科学教育终身杰出成就奖”、全美教育研究会（AERA）Willystine Goodsell 奖和美国科学学会理事会（CSS）“优秀教育研究总统首奖”等。

 

以下是Maicia C.Linn的简历

 

教育经历：

1965年获得斯坦福大学心理学与统计学专业学士学位

1967年获得斯坦福大学教育心理学专业硕士学位

1970年获得斯坦福大学教育心理学哲学博士学位，导师为L. J. Cronbach、R. E. Snow和E. R.Hilgard

 

 

教学职务：

1989年至今        担任美国加州大学伯克利分校（UCB教育学院）教授

2006年至2010年   担任UCB教育学院工程学、科学和数学教育研究主席

2003年至2006年   担任UCB校长教授

1996年至1998年   担任UCB认知与发展领域主席

1989年至1996年   担任UCB教学技术课程项目主任

1985年至1989年   担任UCB教育学院兼职教授

1986年至1989年   担任UCB教学技术课程项目副主任

 

 

主要学术/社会职务：

2008年至今        担任《科学》杂志审稿编委会成员

2005年至今        担任新加坡学习科学实验室国际咨询委员会成员

2004年至今        担任亚利桑那州立大学科学、数学、工程学和技术教育研究中心（CRESMET）数

学与科学合作伙伴、国家咨询委员会成员

2004年至今        担任《教育和技术》丛书主编，该丛书由教师学院出版社编辑出版

2004年至今        国家科学教学研究会（NARST）新媒体中心附属教职工（Affiliated Faculty Member）

2003年至今        国家科学基金会教育和人力资源理事委员会委员

2002年至今        国际学习科学学会（ISLS）成员

1999年至今        欧洲学习与教学研究协会（EARLI）成员

1994年至今        担任《实验教育杂志》编委会成员

1992年至今        国际妇女论坛、西方妇女论坛成员

1991年至今        担任《科学教育与技术》编委会成员

1991年至今        美国心理学会（APS）成员

1990年至今        美国科学促进学会（AAAS）成员

1990年至今        加州大学系统Cal Space课程发展委员会成员

1988年至今        青少年研究协会（SRA）成员

1981年至今        美国心理协会（APA）成员

1975年至今        担任《美国心理学家》、《美国教育研究杂志》、《发展心理学》、《教育心理学家》、《教育研究者》、《计算机教育研究杂志》、《教育测量杂志》、《学习科学杂志》、《科学教学研究杂志》、《学习与教学》、《教育研究评论》、《科学》等杂志的评论员

1970年至今        美国教育研究协会（AERA）成员

1970年至今        国家科学教学研究会（NARST）成员

2005年至2008年   担任美国科学促进学会（AAAS）主席

2004年至2008年   担任国际学习科学学会教育委员会主席

 

 

近10年主持的科研项目：

2009年至2013年     担任由NSF支助的“面向所有学习者的可视化整合科学理解（Visualizing to Integrate Science Understanding for All Learners）”项目负责人，项目经费3,499,553美元

2008年至2013年     担任由NSF支助的“使用嵌入式评价成果的累积学习（Cumulative Learning using Embedded Assessment Results）”项目负责人，项目经费2,977,695美元

2008年至2013年     担任由NSF支助的“在线科学课程项目的登录机会：学生和教师学习（Logging Opportunities in Online Programs for Science (LOOPS): Student and Teacher Learning）”项目负责人，项目经费2,999,690美元

2006年至2008年     担任由NSF支助的“教学设计一致性的描述和评价（Delineating and Evaluating Coherent Instructional Designs for Education）”项目负责人，项目经费399,412美元

2005年至2010年     担任由NSF支助的“科学领域教育领导者的辅导和在线发展（Mentored and Online Development of Educational Leaders for Science）”项目负责人， 项目经费2,388,349美元

2003年至2008年     担任由NSF支助的“教育的催化剂：技术加强的科学学习（The Educational Accelerator: Technology-Enhanced Learning in Science）”项目负责人，项目经费9,952,287美元

2003年至2006年     担任由NSF支助的“作为新科学评价方式的回应，将合作关系整合入技术、课程和专业发展中（Partnerships to integrate technology, curriculum, and professional development in response to new science assessments）”项目负责人，项目费1,800,00美元

2003年至2006年     担任由IES支助的“科学中教育应用的适当难度导入（Introducing Desirable Difficulties for Educational Application in Science）”项目合作负责人，项目经费500,000美元

2002年至2004年     担任“看得见的数学通信项目（Seeing Math Telecommunications Project）”的“为有效变革使用技术的社区（Community for Effective Reform Using Technology）”项目负责人，项目经费75,000美元

2002年至2004年     担任由NSF支助的“支持教师和鼓励终生学习：一个基于网络的整合科学环境（Supporting Teachers and Encouraging Lifelong Learning: A Web-Based Integrated  Science Environment）”项目负责人，项目经费1,197,453美元

2001年至2006年     担任美国加州政府资助的CITRIS项目合作项目负责人，项目经费166,300美元

2001年至2004年     担任由NSF支助的“协同共同体：教育的集合学习（Synergy Communities: Aggregated Learning about Education）”项目负责人，项目经费782,850美元

 

 

奖励与荣誉：

1998年             获得科学协会主席委员会首次颁布的“杰出教育研究奖”

1994年             获得全美科学教学研究协会颁布的“科学教育研究终身杰出成就奖”

1991年             获得美国教育研究协会颁布的“Willystine Goodsell奖”

1989年             获得国际通讯协会颁布的“杰出论文奖”

1983年             获得《科学教学研究》杂志颁布的“杰出论文奖”

1975年             获得《科学教学研究》杂志颁布的“杰出论文奖”

 

 

近10年以来主要的学术发表：

 

Chiu, J., & Linn, M. C. (in press). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research. London, UK: Springer-Verlag.

Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (in press). Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis. Psychological Bulletin.

Gerard, L. F., Spitulinik, M., & Linn, M. C. (in press). Teacher Use of Evidence to Customize Inquiry Science Instruction: A Longitudinal Investigation of the Impacts on Teacher and Student Learning. Journal of Research in Science Teaching.

Kali, Y. & Linn, M. C. (in press). Curriculum Design as Subject Matter: Science. In B. McGraw, E.

Baker, & P. Peterson (Eds.), International Encyclopedia of Education (3rd Edition). Elsevier.

Lee, H. -S., Linn, M. C., Varma, K., & Liu, O. L. (in press). How does technology-enhanced  inquiry instruction with visualizations impact classroom learning? Journal of Research in Science Teaching.

Lee, H. -S., Liu, O. L., & Linn, M. C.  (in press). Validating Measurement of Knowledge Integration

Science Using Multiple-Choice and Explanation Items. Applied Measurement in Education.

Spitulnik, M. W. & Linn, M. C. (pending). Professional Development and Teachers’ Curriculum

Customizations: Supporting Science in Diverse Middle Schools.

 

2009年发表：

Kali, Y., & Linn, M. C. (2009). Designing Effective Visualizations for Elementary School Science.

Elementary School Journal, 109(5), 181-198.

Slotta, J. D. & Linn, M. C. (2009) WISE Science. New York: Teachers College Press.

 

2008年发表：

Chiu, J., & Linn, M. C. (2008). Self-Assessment and Self-Explanation for Learning Chemistry Using Dynamic Molecular Visualizations. In International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the 8th International Conference of the Learning Sciences (Vol. 3, pp. 16-17). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.

Gerard, L. F., Bowyer, J. B. & Linn, M. C. (2008) Principal Leadership for Technology-Enhanced

Science. Journal of Science Education and Technology, 17(1), 1-18.

Gerard, L., Bowyer, J., & Linn, M. C. (2008). Scaling Technology-Enhanced  Science Curriculum: Leadership Development in a Community of Principals. In International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the 8th International Conference of the Learning Sciences (Vol. 3, pp. 35-36). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.

Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender Similarities

Characterize Math Performance. Science, 321(5888), 494-495.

Kali, Y. & Linn, M. C. (2008). Technology-Enhanced  Support Strategies for Inquiry Learning. In J. M.

Spector, M. D. Merrill, J. J. G. Van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research

on Educational Communications and Technology (3rd Edition, pp. 145-161). New York: Lawrence Erlbaum Associates.

Kali, Y., Linn, M. C., & Roseman, J. E. (Eds.) (2008). Designing Coherent Science Education. New

York: Teachers College Press.

Kali, Y., Roseman, J. E., Linn, M. C., & Koppal, M. (2008). Preface. In Y. Kali, M. C. Linn, & J. E.

Roseman (Eds.), Designing Coherent Science Education (pp. xi-xxi). New York: Teachers College

Press.

McElhaney, K. W., & Linn, M. C. (2008). Impacts of students’ experimentation using a dynamic visualization on their understanding of motion. In International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the 8th International Conference of the Learning Sciences (Vol. 2, pp. 51-58). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.

Linn, M. C. (2008). Teaching for Conceptual Change: Distinguish or Extinguish Ideas. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change (pp. 694-718). New York: Routledge.

Linn, M. C., Kali, Y., Davis, E. A., Horwitz, P. (2008). Policies to Promote Coherence. In Y. Kali, M. C.

Linn, & J. E. Roseman (Eds.), Designing Coherent Science Education (pp. 201-210). New York:

Teachers College Press.

Liu, O. L., Lee, H.-S., Hofstetter, C., & Linn, M. C. (2008). Assessing Knowledge Integration in

Science: Construct, Measures and Evidence. Educational Assessment, 13(1), 33-55.

Roseman, J. E., Linn, M. C., & Koppal, M. (2008). Characterizing Curriculum Coherence. In Y. Kali, M.

C. Linn, & J. E. Roseman (Eds.), Designing Coherent Science Education (pp. 13-38). New York:

Teachers College Press.

Varma, K., Husic, F., & Linn, M.  (2008). Targeted support for using technology–enhanced  science inquiry modules. Journal of Science Education and Technology, 17(4), 341-356.

Williams, M., Hollowell, G., & Linn, M. C. (2008). Making Mitosis Visible. Science Scope, 31(7), 42-49.

Zhang, Z., & Linn, M. C. (2008). Using Drawings to Support Learning from Dynamic Visualizations.

In International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of

the 8th International Conference of the Learning Sciences (Vol. 3, pp. 161-162). Utrecht, The

Netherlands: International Society of the Learning Sciences, Inc.

 

2007年发表：

Hyde, J. S. & Linn, M. C. (2007). Gender Similarities: Implications for Science and Mathematics

Education. Science, 314, 599-600.

Linn, M. C. (2007). Can evidence inform the debate? (Review of Why Aren’t More Women in Science?, S.

J. Ceci & W. M. Williams, Eds.). Science, 317, 199-200.

Linn, M. C. (2007). Knowing when, where, and how to study student learning. In J. C. Campione, K.

E. Metz, & A. S. Palincsar (Eds.), Children’s learning in the laboratory classroom contexts: Essays in honor of Ann Brown (pp. 137-162). New York: Lawrence Erlbaum Associates.

Linn, M.C. & Kessel, C. (2007). Differences or similarities in mathematics?  Finding an integrating focus (Review of Gender Differences in Mathematics, A. M. Gallagher & J. C. Kaufman, Eds.). Psychology of Women Quarterly, 31(3), 323-324.

Richland, L. E., Linn, M. C., & Bjork, R. A. (2007). Chapter 21: Instruction. In  F.T. Durso (Ed.), Handbook of Applied Cognition, Second Edition (pp. 555-583). West Sussex, England: John Wiley & Sons, Ltd.

Varma, K., Husic, F., & Linn, M.  (2007).  Applying a cognitive theory of learning to teachers’ knowledge development.  In D.S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pg. 201).  Austin, TX: Cognitive Science Society.

 

2006年发表：

Bjork, R. A. & Linn, M. C. (2006). The Science of Learning and the Learning of Science: Introducing Desirable Difficulties. The APS Observer, 19(3). Available online at: .

Casperson, J. M., & Linn, M. C. (2006). Using visualizations to teach electrostatics. American Journal of Physics, 74(4), 316-323.

Cherniavsky, J. C., Earle, J., Narayanan, H., Pea, R., Bransford, J., Linn, M. (2006). Whither Education Research? Science Policy Implications of NSF Research Support. In S.A. Barab, K.E. Hay, & D.T. Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences: “Making a Difference” (pp. 1043-1047). Bloomington, IN: International Society of the Learning Sciences, Inc.

Linn, M. C. (2006). The Knowledge Integration Perspective on Learning and Instruction. In R. K.

Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 243-264). New York: Cambridge University Press.

Linn, M.C. (2006). Tribute to Giyoo Hatano: Mentor, Friend, Restaurant Expert, and Intellectual

Leader. Cognitive Studies, 13(2), 157-158.

Linn, M. C. (2006). Virtual Communities: When Do They Succeed? Review of Designing for Virtual Communities in the Service of Learning (S. A. Barab, R. Kling, & J. H. Gray, Eds.). The American Journal of Psychology, 119(4), 679-685.

Linn, M.C. (2006). WISE teachers: Using technology and inquiry for science instruction. In E.A.

Ashburn & R.E. Floden (Eds.) Meaningful Learning Using Technology: What Educators Need to Know (pp. 45-69). New York: Teachers College Press.

Linn, M.C. & Eylon, B.-S. (2006). Science Education: Integrating Views of Learning and Instruction.  In P. A.

Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd Ed., pp. 511-544).

Mahwah, NJ: Lawrence Erlbaum Associates.

Linn, M.C., Husic, F., Slotta, J., & Tinker, R. (2006). Technology Enhanced Learning in Science (TELS): Research Programs. Educational Technology, 46(3), 54-68.

Linn, M.C. & Kessel, C. (2006). Gender and assessment. In 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.

Linn, M.C., Lee, H.-S., Tinker, R., Husic, F., & Chiu, J.L. (2006). Teaching and Assessing Knowledge Integration in Science. Science, 313, 1049-1050.

Linn, M. C. & Slotta, J. D. (2006). Enabling Participants in Online Forums to Learn from Each Other.

In A. O’Donnell, C. E. Hemelo-Silver, & G. Erkens (Eds.), Collaborative Learning, Reasoning, and

Technology (pp. 61-98). Mahwah, NJ: Lawrence Erlbaum Associates.

 

2005年发表：

Linn, M. C. (2005). WISE design for lifelong learning—Pivotal Cases. In P. Gärdenfors and P.

Johansson (Eds.), Cognition, Education, and Communication Technology (pp. 223-256). Mahwah, NJ: Lawrence Erlbaum Associates.

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 (pp.1850-1855). Mahwah, NJ: Lawrence Erlbaum Associates.

Tate, E.D. & Linn, M.C. (2005). How Does Identity Shape the Experiences of Women of Color

Engineering Students? Journal of Science Education and Technology, 14(5/6), 483-493.

 

2004年发表：

Bell, P., Hoadley, C. M., & Linn, M. C. (2004). Design-Based Research in Education. In 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. Eds. (2004). Internet Environments for Science Education. Mahwah, NJ, 、Lawrence Erlbaum Associates.

Linn, M. C., Bell, P. & Davis, E. A. (2004). Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework. In 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., & Eylon, B.-S. (2004). The Scaffolded Knowledge Integration Framework for Instruction. In 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., & Bell. P. (2004). Inquiry and Technology. In 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., Eylon, B-S., & Davis, E.A. (2004). The Knowledge Integration Perspective on Learning. In M.C. Linn, E.A. Davis, & P. Bell (Eds.), Internet Environments for Science Education (pp. 29-46). 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. In 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年发表：

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. ACM SIGCSE Bulletin, 35(1), 132 - 136.

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. In W. Holliday (Ed.), Journal of Research in Science Teaching, 40 (Supplement 2003), S155-S175.

Linn, M. C. (2003). Network Science—The True Story. (Book review of A. Feldman, C. Konold, & B. Coulter (2000). Network Science, A Decade Later: The Internet and Classroom Learning. Mahwah, NJ: Lawrence Erlbaum Associates.). Science Education, 87(1), 148-151.

Linn, M.C. (2003). Technology and Science Education: starting points, research programs, and trends. International Journal of Science Education, 25 (6), 727-758.

Linn, M.C. (2003). WISE Research – Promoting International Collaboration. In D. Psillos, P. Kariotoglou, V. Tselfes, E. Hatzikraniotis, G. Fassoulopoulos, & M. Kallery (Eds.), Science Education Research in the Knowledge-Based  Society (297-308). Boston: Kluwer Academic Publishers.

Linn, M.C., Clark, D.B. & Slotta, J.D. (2003). WISE Design for Knowledge Integration. In S. Barab (Ed.), Building Sustainable Science Curriculum: Acknowledge and Accommodating Local Adaptation [Special Issue] Science Education, 87, 517-538.

Linn, M. C., & Kessel, C. (2003). Gender differences in cognition and educational performance. In L. Nadel (Ed.), The Encyclopedia of Cognitive Science (Vol. 2, pp. 261-267). New York: Macmillan.

Williams, M., & Linn, M.C. (2003). Collaborating with WISE Scientists. Science & Children, 41(1), 31-35.

 

2002年发表：

Linn, M.C. (2002). Promover la educación cientifica a través de las tecnologías de la información y comunicación. Enseñanza de las ciencias, 20(3), 347-355.

Linn, M. C. & Spitulnik, M. (2002). Technological tools to support inquiry-based learning. R. Calfee, (Ed.), Encyclopedia of Education. New York, Macmillian.

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: Erlbaum.

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.

Williams, M. & Linn, M. C. (2002) WISE Inquiry in Fifth Grade Biology. Research in Science Education, 32 (4), 415-436.

 

2001年发表：

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年发表：

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. (2000). Controversy, the Internet, and deformed frogs: Making science accessible. 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. Available:

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? G. Anker, U. Hugl, & S. Laske (Eds.), Universitätsentwicklung und neue Medien (pp. 1-26). Deutscher Universitäts-Verlag,  Germany: Gabler.

Linn, M. C. (2000). Technology and Educational Opportunity. Log on or lose out: Technology in twenty-first century teacher education (pp. 9-12). Washington, D. C.:AACTE.

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., Bell, P., Davis, E., Clark, D., Cuthbert, A., Hoadley, C. & Slotta, J. (2000). "The Knowledge Integration Environment." In M.J. Jacobson &R. Kozma (Eds.), Innovations in Science Education: Adavnced Designs for Technologies of Learning (pg. 193-226). Mahwah, NJ: Lawrence Erlbaum Associates.

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., Lewis, C., Tsuchida, I., & Songer, N. B. (2000). Beyond Fourth-Grade Science: Why do U.S. and Japanese students diverge? Educational Researcher, 29(3), 4-14.

Linn, M.C. & Slotta, J.D. (2000, October) WISE science. Educational Leadership, 58(2), 29-32.

Slotta, J. D. & Linn, M. C. (2000). The Knowledge Integration Environment: Helping students use the Internet effectively. M. J. Jacobson & R. Kozma (Eds.), Innovations in Science and Mathematics Education, (pp. 193-226). Mahwah, NJ: Lawrence Erlbaum Associates.