Katherine L. McNeill

REFEREED JOURNAL ARTICLES

Berland, L. K. & McNeill, K. L. (in press). For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson. Science Education.

Hashimoto-Martell, E. A., McNeill, K. L. & Hoffman, E. A. (in press). Connecting urban youth with their environment: The impact of an urban ecology course on student content knowledge, environmental awareness and responsible behaviors. Research in Science Education.

McNeill, K. L. & Houle, M. E. (in press). Urban high school students' critical science agency: Conceptual understandings and environmental actions around climate change. Research in Science Education.

McNeill, K. L., Pimentel, D. S. & Strauss, E. G. (in press). The impact of high school science teachers' beliefs, curricular enactments, and experience on student learning during an inquiry-based urban ecology curriculum. International Journal of Science Education.

Price, J. F., Pimentel, D. S., McNeill, K. L., Strauss, E. G., & Barnett, M. (2011). Science in the 21st century: More than just the facts. The Science Teacher, 78(7), 36-41.

McNeill, K. L. (2011). Elementary students' views of explanation, argumentation and evidence and abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793-823.

McNeill, K. L. & Martin, D. M. (2011). Claims, evidence and reasoning: Demystifying data during a unit on simple machines. Science and Children, 48(8), 52-56.

Fogleman, J., McNeill, K. L., & Krajcik, J. (2011). Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching, 48(2), 149-169.

Berland, L. K. & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5), 765-793.

McNeill, K. L. & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203-229.

Novak, A. M., McNeill, K. L., & Krajcik, J. (2009). Helping students write scientific explanations. Science Scope, 33(1), 54-56.

McNeill, K. L. & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain specific and domain general knowledge in writing arguments to explain phenomena.  The Journal of the Learning Sciences, 18(3), 416-460.

McNeill, K. L. (2009). Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93(2), 233-268.

Hug, B. & McNeill, K. L. (2008). First and second hand experiences in science: Does data type influence classroom conversations? International Journal of Science Education, 30(13), 1725-1751.

McNeill, K. L. & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers’ instructional practices on student learning.  Journal of Research in Science Teaching, 45(1), 53-78.

Krajcik, J., McNeill, K. L. & Reiser, B. (2008). Learning-goals-driven design model: Curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1-32.

McNeill, K. L., Lizotte, D. J, Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153-191.


BOOK CHAPTERS

McNeill, K. L. & Krajcik, J. (2008). Assessing middle school students’ content knowledge and reasoning through written scientific explanations. In Coffey, J., Douglas, R., & Stearns, C. (Eds.), Assessing science learning: Perspectives from research and practice. (pp. 101-116). Arlington, VA: National Science Teachers Association Press.

McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & Gess-Newsome, J. (Eds.). Science as inquiry in the secondary setting. (p. 121-134). Arlington, VA: National Science Teachers Association Press.

Krajcik, J., Slotta, J., McNeill, K. L. & Reiser, B (2008). Designing learning environments to support students constructing coherent understandings. In Kali, Y., Linn, M. C., & Roseman, J. E. (Eds.) Designing coherent science education. (pp.39-64). NY, NY: Teacher College Press.

McNeill, K. L. & Krajcik, J. (2007). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In Lovett, M & Shah, P (Eds.), Thinking with data. (pp. 233-265). New York, NY: Taylor & Francis Group, LLC.

Harris, C. J., McNeill, K. L., Lizotte, D. L., Marx, R. W. & Krajcik, J. (2006). Usable assessments for teaching science content and inquiry standards. In McMahon, M., Simmons, P., Sommers, R., DeBaets, D., & Crowley, F. (Eds.), Assessment in science: Practical experiences and education research (pp. 67-88). Arlington, VA: National Science Teachers Association Press.

Sutherland, L., M. McNeill, K. L., Krajcik, J. & Colson, K. (2006). Supporting students in developing scientific explanations. In Douglas, R., Klentschy, M. P., Worth, K., & Binder, W. (Eds.), Linking science and literacy in the K–8 classroom. (pp. 163-181). Arlington, VA: National Science Teachers Association Press.