Publications related to PRACCIS are listed below. If you would us to send you a paper, please email us at RUPRACCIS@gmail.com, clark.chinn@gse.rutgers.edu, or ravit.duncan@gse.rutgers.edu.
Accepted / in press
Barzilai, S., & Chinn, C. A. (in press). On the goals of epistemic education: Promoting apt epistemic performance. Journal of the Learning Sciences.
Chinn, C. A., & Duncan, R. G. (in press). What is the value of general knowledge of scientific reasoning? In K. Engelmann, F. Fischer, J. Osborne, & C. A. Chinn (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge. New York: Routledge.
2018
Chinn, C. A., Duncan, R. G., & Rinehart, R. W. (2018). Epistemic design: Design to promote transferable epistemic growth in the PRACCIS project. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer. New York: Routledge.
2017
Ruppert, J., Duncan, R. G., & Chinn, C. A. (in press). Disentangling the role of domain-specific knowledge in student modeling. Research in Science Education. Currently in First Online.
2016
Duncan, R. G., & Chinn, C. A. (2016). New directions for research on argumentation: Insights from the AIR framework for epistemic cognition. German Journal of Educational Psychology, 30, 155-161.
Rinehart, R. W., Duncan, R. G., & Chinn, C. A., Atkins, T., & DiBenedetti, J. (2016). Critical design decisions for successful model-based inquiry in science classrooms. International Journal of Designs for Learning, 7, 17-40.
Chinn, C. A., & Rinehart, R. W. (2016). Epistemic cognition and philosophy: Developing a new framework for epistemic cognition. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds), Handbook of epistemic cognition (pp. 460-478). New York: Routledge.
Hmelo-Silver, C. E., & Chinn, C. A. (2016). Collaborative learning. In E. Anderman & L. Corno (Eds.), Handbook of educational psychology (3rd ed.) (pp. 349-363). New York: Routledge.
2015
Duncan, R. G, & Cavera, V. L. (2015) DCIs, SEPs, and CCCs, Oh My! Understanding the three dimensions of the NGSS. NSTA Journals: Science Scope, The Science Teacher, Science & Children.
2014
Rinehart, R. W., Duncan, R. G., & Chinn, C. A. (2014). A scaffolding suite to support evidence-based modeling and argumentation. Science Scope, pp. 70-77.
Rogat, T. K., Witham, S., A., & Chinn, C. A. (2014). Teachers’ autonomy-relevant practices within an inquiry-based science curricular context: Extending the range of academically significant autonomy-supportive practices. Teachers College Record, 116, 1-46.
Chinn, C. A., & Sherin, B. L. (2014). Microgenetic methods. In R. Keith Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Ed.) (pp. 171-190). New York: Cambridge University Press.
Chinn, C. A., Rinehart, R. W., & Buckland, L. A. (2014). Epistemic cognition and evaluating information: Applying the AIR model of epistemic cognition. In D. Rapp and J. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 425-453). Cambridge, MA: MIT Press.
Duncan, R. G., Tate, C., & Chinn, C. A. (2014). Students’ use of evidence and epistemic criteria in model generation and model evaluation. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico, Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1 (pp. 615-622). Boulder, CO: International Society of the Learning Sciences.
Chinn, C. A., Hung, L. C.-C., Zimmerman, R. M., & Dunan, R. G. (2014). How good is this evidence? Students’ epistemic competence in evidence evaluation. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico, Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2 (pp. 1122-1126). Boulder, CO: International Society of the Learning Sciences.
Chinn, C. A., Duncan, R. G., & Rinehart, R. W. (2014). Epistemic criteria: How far does general knowledge get you? In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico, Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (pp. 1194-1195). Boulder, CO: International Society of the Learning Sciences.
2013
Duncan, R. G., & Rivet, A. E. (2013). Science Learning Progressions. Science, 339 (6118), 396-397.
Chinn, C. A., Duncan, R. G., Dianovsky, M., & Rinehart, R. (2013). Promoting conceptual change through inquiry. In S. Vosniadou (Ed.) International Handbook of Conceptual Change (2nd ed.) (pp. 539-559). New York: Routledge.
Chinn, C. A., & Clark, D. B. (2013). Learning through collaborative argumentation. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. M. O’Donnell (Eds.) International Handbook of Collaborative Learning (pp. 314-332). New York: Taylor & Francis.
Rinehart, R., Duncan, R. G., Chinn, C. A., Dianovsky, M. T. (2013). Digital Evidence and Scaffolds in a Model-Based Inquiry Curriculum for Middle School Science. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale (pp. 341-342). Madison, WI: International Society of the Learning Sciences.
2012
Chinn, C. A., & Buckland, L. A. (2012). Model-based instruction: Fostering change in evolutionary conceptions and in epistemic practices. In K. S. Rosengren, S. K. Brem, E. M. Evans, & G. M. Sinatra (Eds.). Evolution challenges: Integrating research and practice in teaching and learning about evolution (pp. 211-232). Oxford: Oxford University Press.
2011
Chinn, C. A., Buckland, L. A., & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46, 141-167. DOI: 10.1080/00461520.2011.587722
Pluta, W. J., Chinn, C. A., & Duncan, R. G. (2011). Learners’ epistemic criteria for good scientific models. Journal of Research in Science Teaching, 48, 486-511. DOI: 10.1002/tea.20415
Duncan, R. G., Freidenreich, H. B., Chinn, C. A., & Bausch, A. (2011). Promoting middle-school students’ understanding of molecular genetics. Research in Science Education, 41, 147-167. DOI: 10.1007/s11165-009-9150-0
Chinn, C. A., & Buckland, L. A. (2011). Differences in epistemic practices among scientists, young earth creationists, intelligent design creationists, and the scientist creationists of Darwin’s era. In R. Taylor and M. Ferrari (Eds.), Epistemology and science education: Understanding the evolution vs. intelligent design controversy (pp. 38-76). New York: Taylor & Francis.
2010
Chinn, C. A. (2010). Integrating philosophy into learning sciences research on epistemic cognition. In ICLS 2010: Proceedings of International Society of the Learning Sciences. Raleigh, NC: Lulu.
Buckland, C. A., & Chinn, C. A. (2010). Model-evidence link diagrams: A scaffold for model-based reasoning. In ICLS 2010: Proceedings of International Society of the Learning Sciences. Raleigh, NC: Lulu.
2009
Chinn, C. A., & Samarapungavan, A. (2009). Conceptual change—multiple routes, multiple mechanisms: A commentary on Ohlsson (2009). Educational Psychologist, 44, 47-57.
2008
Chinn, C. A., & Samarapungavan, A. (2008). Learning to use scientific models: Multiple dimensions of conceptual change. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation (pp. 191-225). Rotterdam, NL: Sense Publishers.
Pluta, W. J., Buckland, L. A., Chinn, C. A., Duschl, R. A., & Duncan, R. G. (2008). Learning to evaluate scientific models. In ICLS 2008: Proceedings of International Society of the Learning Sciences. Raleigh, NC: Lulu.
Chinn, C. A., Duschl, R. A., & Duncan, R. G., Buckland, L. A., Pluta, W. P. (2008). A microgenetic classroom study of learning to reason scientifically through modeling and argumentation. In ICLS 2008: Proceedings of International Society of the Learning Sciences. Raleigh, NC: Lulu.
2007
Hmelo-Silver, C. E., Duncan, R. G., Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99-107.
2006
Chinn, C. A. (2006). The microgenetic method: Current work and extensions to classroom research. In J. L. Green, G. Camilli, & P. Elmore (Eds.). Handbook of complementary methods in education research (pp. 439-456). Washington, DC: American Educational Research Association.
Chinn, C. A. (2006). Learning to argue. In A. M. O’Donnell, C. Hmelo-Silver, & G. Erkens (Eds.), Collaborative learning, reasoning, and technology (pp. 355-383). Mahwah, NJ: Erlbaum.
2002
Chinn, C. A., & Malhotra, B. A. (2002). Children’s responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 19, 327-343.
Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic reasoning in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.