Katherine L. McNeill

Education · 2006–2017

A researcher in the Science corpus: 15 papers; trusts 44 researchers and is trusted by 36 researchers here, as inferred from the citation graph.

Subfields

• Education — 194 citations into it; #558 of 11,309 by trust here, #424 by citations
• Developmental and Educational Psychology — 154 citations into it; #494 of 8,223 by trust here, #489 by citations
• General Agricultural and Biological Sciences — 19 citations into it
• Information Systems and Management — 12 citations into it
• Social Psychology — 10 citations into it
• Computer Networks and Communications — 7 citations into it
• Management, Monitoring, Policy and Law — 6 citations into it
• Communication — 5 citations into it

Whom Katherine L. McNeill trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. William A. Sandoval
2. S. Erduran
3. Carla Zembal-Saul
4. Jonathan Osborne
5. Shirley Simon
6. Leema K. Berland
7. Richard A. Duschl
8. David J. Lizotte
9. Joseph Krajcik
10. Philippa Bell

Who trusts Katherine L. McNeill overall

1. Deanna Kuhn
2. Andy Cavagnetto
3. Leema K. Berland
4. Amelia Wenk Gotwals
5. Kalypso Iordanou
6. Nancy Butler Songer
7. Shaljan Areepattamannil
8. Eve Manz
9. Amanda M. Knight
10. Tanya S. Wright

Papers from Katherine L. McNeill's perspective

Ordered by how strongly the researchers Katherine L. McNeill trusts endorse each paper. Same corpus, a different order for every researcher.

1. Mind in society: The development of higher psychological processes. L. S. Vygotsky.
2. Conceptual and Epistemic Aspects of Students' Scientific Explanations
3. The development of scientific reasoning skills.
4. BGuILE: Stragtegic and conceptual scaffolds for scientific inquiry in biology classrooms
5. Comparing the Epistemological Underpinnings of Students' and Scientists' Reasoning about Conclusions.
6. Situated Learning: Legitimate Peripheral Participation
7. Situated Cognition and the Culture of Learning
8. Scientific arguments as learning artifacts: designing for learning from the web with KIE
9. "Doing the Lesson" or "Doing Science": Argument in High School Genetics
10. Design Research: What We Learn When We Engage in Design

Their papers

• Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers’ Beliefs (2013) — 150 citations
• Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change (2012) — 137 citations
• An exploration of teacher learning from an educative reform‐oriented science curriculum: Case studies of teacher curriculum use (2017) — 90 citations
• Pedagogical content knowledge of argumentation: Using classroom contexts to assess high-quality PCK rather than pseudoargumentation (2016) — 117 citations
• Teachers' Pedagogical Design Capacity for Scientific Argumentation. (2016) — 86 citations
• Factors impacting teachers' argumentation instruction in their science classrooms (2016) — 97 citations
• Learning in a community of practice: Factors impacting english‐learning students' engagement in scientific argumentation (2016) — 89 citations
• Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers (2013) — 218 citations
• For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson† (2012) — 109 citations
• Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning (2011) — 185 citations
• Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year. (2011) — 257 citations
• A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts (2010) — 501 citations
• Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena (2009) — 216 citations
• Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy (2008) — 424 citations
• Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006) — 787 citations