Leema K. Berland

Education · 2009–2014

A researcher in the Science corpus: 6 papers; trusts 23 researchers and is trusted by 21 researchers here, as inferred from the citation graph.

Subfields

• Education — 64 citations into it; #995 of 11,309 by trust here, #1,081 by citations
• Developmental and Educational Psychology — 53 citations into it; #787 of 8,223 by trust here, #852 by citations

Whom Leema K. Berland trusts overall

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

1. William A. Sandoval
2. Edward F. Redish
3. Brian J. Reiser
4. Katherine L. McNeill
5. Michael Ford
6. Jonathan Osborne
7. David M. Hammer
8. Richard A. Duschl
9. Marvin Minsky
10. Joseph Krajcik

Who trusts Leema K. Berland overall

1. Eve Manz
2. David M. Hammer
3. Katherine L. McNeill
4. R. Khishfe
5. Kalypso Iordanou
6. Ansgar Opitz
7. Susan R. Goldman
8. Deanna Kuhn
9. María González‐Howard
10. Chrysi Rapanta

Papers from Leema K. Berland's perspective

Ordered by how strongly the researchers Leema K. Berland trusts endorse each paper. Same corpus, a different order for every researcher.

1. BGuILE: Stragtegic and conceptual scaffolds for scientific inquiry in biology classrooms
2. Scientific arguments as learning artifacts: designing for learning from the web with KIE
3. Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry
4. "Doing the Lesson" or "Doing Science": Argument in High School Genetics
5. Mind in society: The development of higher psychological processes. L. S. Vygotsky.
6. Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry
7. Fostering students' knowledge and argumentation skills through dilemmas in human genetics
8. Meaning Making in Secondary Science Classrooms
9. Learning-for-use : A framework for the design of technology-supported inquiry activities
10. The Structure of Scientific Revolutions

Their papers

• High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content (2014) — 87 citations
• Confusing Claims for Data: A Critique of Common Practices for Presenting Qualitative Research on Learning (2014) — 219 citations
• Framing for scientific argumentation (2012) — 376 citations
• For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson† (2012) — 109 citations
• A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts (2010) — 501 citations
• Making sense of argumentation and explanation (2009) — 726 citations