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International Journal of Science Education Volume 22, 2000 - Issue 8
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Original Articles

Teaching science through online, peer discussions: SpeakEasy in the Knowledge Integration Environment

Christopher M. Hoadley Staford University School of Education
&
Marcia C. Linn University of California
Pages 839-857 | Received 01 Sep 2001, Published online: 16 Jul 2010

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Juan Quílez. (2021) Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives. International Journal of Science Education 43:9, pages 1459-1482.
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Chenn-Jung Huang, Shun-Chih Chang, Heng-Ming Chen, Jhe-Hao Tseng & Sheng-Yuan Chien. (2016) A group intelligence-based asynchronous argumentation learning-assistance platform. Interactive Learning Environments 24:7, pages 1408-1427.
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Tammy Q. Tasker & Leslie Rupert Herrenkohl. (2016) Using Peer Feedback to Improve Students’ Scientific Inquiry. Journal of Science Teacher Education 27:1, pages 35-59.
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Fleur Ruth Prinsen, Jan Terwel, BonneJ.H. Zijlstra & MoniqueM.L. Volman. (2013) The effects of guided elaboration in a CSCL programme on the learning outcomes of primary school students from Dutch and immigrant families. Educational Research and Evaluation 19:1, pages 39-57.
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Loucas T. Louca & Zacharias C. Zacharia. (2012) Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions. Educational Review 64:4, pages 471-492.
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Jan van Aalst & Mya Sioux Truong. (2011) Promoting Knowledge Creation Discourse in an Asian Primary Five Classroom: Results from an inquiry into life cycles. International Journal of Science Education 33:4, pages 487-515.
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Eva Mary Bures, RichardF. Schmid & PhilipC. Abrami. (2009) “Developing a perspective”, “inter‐connecting”, and “bringing it together”: who chooses to use a labelling feature in online conversations in a graduate course?. Educational Media International 46:4, pages 317-334.
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T. Schellens, H. Van Keer, B. De Wever & M. Valcke. (2009) Tagging thinking types in asynchronous discussion groups: effects on critical thinking. Interactive Learning Environments 17:1, pages 77-94.
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DouglasB. Clark & VictorD. Sampson. (2007) Personally‐Seeded Discussions to Scaffold Online Argumentation. International Journal of Science Education 29:3, pages 253-277.
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Jim Hewitt. (2005) Toward an Understanding of How Threads Die in Asynchronous Computer Conferences. Journal of the Learning Sciences 14:4, pages 567-589.
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Sadhana Puntambekar & Roland Hubscher. (2005) Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed?. Educational Psychologist 40:1, pages 1-12.
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Christopher M. Hoadley. (2004) Methodological Alignment in Design-Based Research. Educational Psychologist 39:4, pages 203-212.
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Alex J. Cuthbert & James D. Slotta. (2004) RESEARCH REPORT. International Journal of Science Education 26:7, pages 821-844.
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Douglas Clark & Marcia C. Linn. (2003) Designing for Knowledge Integration: The Impact of Instructional Time. Journal of the Learning Sciences 12:4, pages 451-493.
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RAVEN M. WALLACE. (2003) Online Learning in Higher Education: a review of research on interactions among teachers and students. Education, Communication & Information 3:2, pages 241-280.
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Marcia Linn. (2003) Technology and science education: Starting points, research programs, and trends. International Journal of Science Education 25:6, pages 727-758.
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Elizabeth A. Davis. (2003) Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts. Journal of the Learning Sciences 12:1, pages 91-142.
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Bat-Sheva Eylon. (2000) Designing powerful learning environments and practical theories: the knowledge integration environment. International Journal of Science Education 22:8, pages 885-890.
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Marcia C. Linn. (2000) Designing the Knowledge Integration Environment. International Journal of Science Education 22:8, pages 781-796.
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