Marcia Linn

Professional Title
Professor
About Me (Bio)
Marcia C. Linn is a professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. She is a member of the National Academy of Education and a Fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Association for Psychological Science. She has served as Chair of the AAAS Education Section and as President of the International Society of the Learning Sciences. She directs the NSF-funded Technology-enhanced Learning in Science (TELS) center. Board service includes the American Association for the Advancement of Science board, the Graduate Record Examination Board of the Educational Testing Service, the McDonnell Foundation Cognitive Studies in Education Practice board, and the Education and Human Resources Directorate at the National Science Foundation. She has twice been a fellow at the Center for Advanced Study in Behavioral Sciences.
Keywords
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Donnelly-Hermosillo, D. F., Gerard, L. F., & Linn, M. C. (2020). Impact of graph technologies in K-12 science and mathematics education. Computers & Education, 146, 103748.*
  • Gerard, L., Wiley, K., Bradford, A., King Chen, J., Breitbart, J., & Linn, M.C. (2020).  Impact of a Teacher Action Planner Capturing Student Ideas on Customization Decisions. To be published in the ICLS 2020 Proceedings, Nashville: TN.*
  • King Chen, J. Y., & Linn, M. C. (2019). Impact of choice on students’ use of an experimentation model for investigating ideas about thermodynamics. In K. Lund, G. P. Niccolai, E. Lavoué, C. E. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), International Society for the Learning Sciences, Computer-Supported Collaborative Learning (CSCL) annual meeting (Vol. 2, pp. 708-711). Lyon, France: International Society of the Learning Sciences.*
  • Matuk, C., Zhang, J., Uk, I., & Linn, M. C. (2019). Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer. Journal of Research in Science Teaching, 1(32). doi:10.1002/tea.21533.*
  • Wiley, K., Bradford, A., & Linn, M. C. (2019). Supporting Collaborative Curriculum Customizations Using the Knowledge Integration Framework. In K. Lund, G. P. Niccolai, E. Lavoué, C. E. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), International Society for the Learning Sciences, Computer-Supported Collaborative Learning (CSCL) annual meeting (Vol. 1, pp. 480-487). Lyon, France: International Society of the Learning Sciences.*
University of California, Berkeley (UC Berkeley)
09/01/2011

This five-year project investigates how to provide continuous assessment and feedback to guide students' understanding during science inquiry-learning experiences, as well as detailed guidance to teachers and administrators through a technology-enhanced system. The assessment system integrates validated automated scorings for students' written responses to open-ended assessment items into the "Web-based Inquiry Science Environment" (WISE) program.

University of California, Berkeley (UC Berkeley)
09/15/2008

This project focuses on the challenge of using assessment of relevant STEM content to improve K-12 teaching and learning. CLEAR takes advantage of new technologies and research findings to investigate ways that science assessments can both capture and contribute to cumulative, integrated learning of standards-based concepts in middle school courses. The project will research new forms of assessment that document students' accumulation of knowledge and also serve as learning events.

University of California, Berkeley (UC Berkeley)
09/01/2014

The Graphing Research on Inquiry with Data in Science (GRIDS) project will investigate strategies to improve middle school students' science learning by focusing on student ability to interpret and use graphs. GRIDS will undertake a comprehensive program to address the need for improved graph comprehension. The project will create, study, and disseminate technology-based assessments, technologies that aid graph interpretation, instructional designs, professional development, and learning materials.

University of California, Berkeley (UC Berkeley)
07/01/2005

The project provides a detailed research plan to build on a university-based mentor model to design school-based approaches. It addresses two challenges of implementing professional development: a) transitioning professional development to schools and b)assessing its effects on teacher and student learning. It is common for curricula to be introduced to teachers through university-based professional development programs, but its transition to schools requires careful planning, monitoring and support from the university at the initial stages.

University of California, Berkeley (UC Berkeley)
09/01/2018

This project takes advantage of advanced technologies to support science teachers to rapidly respond to diverse student ideas in their classrooms. Students will use web-based curriculum units to engage with models, simulations, and virtual experiments to write multiple explanations for standards-based science topics. The project will also design planning tools for teachers that will make suggestions relevant research-proven instructional strategies based on the real-time analysis of student responses.

University of California, Berkeley (UC Berkeley)
07/01/2021

This project takes advantage of language to help students form their own ideas and pursue deeper understanding in the science classroom. The project will conduct a comprehensive research program to develop and test technology that will empower students to use their ideas as a starting point for deepening science understanding. Researchers will use a technology that detects student ideas that go beyond a student's general knowledge level to adapt to a student's cultural and linguistic understandings of a science topic.

University of California, Berkeley (UC Berkeley)
09/01/2009

This project is exploring how curricula and assessment using dynamic, interactive scientific visualizations of complex phenomena can ensure that all students learn significant science content. Dynamic visualizations provide an alternative pathway for students to understand science concepts, which can be exploited to increase the accessibility of a range of important science concepts. Computer technologies offer unprecedented opportunities to design curricula and assessments using visual technologies and to explore them in research, teaching, and learning.