Douglas Clark
Douglas Clark
Professor of Design Based Learning, University of Calgary
Verified email at - Homepage
Cited by
Cited by
Digital games, design, and learning: A systematic review and meta-analysis
DB Clark, EE Tanner-Smith, SS Killingsworth
Review of educational research 86 (1), 79-122, 2016
Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions
V Sampson, DB Clark
Science education 92 (3), 447-472, 2008
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework
P Sengupta, JS Kinnebrew, S Basu, G Biswas, D Clark
Education and Information Technologies 18, 351-380, 2013
WISE design for knowledge integration
MC Linn, D Clark, JD Slotta
Science education 87 (4), 517-538, 2003
An overview of conceptual change theories
G Özdemir, DB Clark
Eurasia Journal of Mathematics, Science & Technology Education 3 (4), 351-361, 2007
Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality
DB Clark, V Sampson
Journal of Research in Science Teaching: The Official Journal of the …, 2008
The impact of collaboration on the outcomes of scientific argumentation
V Sampson, D Clark
Science education 93 (3), 448-484, 2009
Personally‐seeded discussions to scaffold online argumentation
DB Clark, VD Sampson
International Journal of Science Education 29 (3), 253-277, 2007
Rethinking science learning through digital games and simulations: Genres, examples, and evidence
D Clark, B Nelson, P Sengupta, C D’Angelo
Learning science: Computer games, simulations, and education workshop …, 2009
Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States
DB Clark, BC Nelson, HY Chang, M Martinez-Garza, K Slack, ...
Computers & Education 57 (3), 2178-2195, 2011
Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring
DB Clark
Cognition and Instruction 24 (4), 467-563, 2006
Analytic frameworks for assessing dialogic argumentation in online learning environments
DB Clark, V Sampson, A Weinberger, G Erkens
Educational Psychology Review 19, 343-374, 2007
Designing for knowledge integration: The impact of instructional time
D Clark, MC Linn
The Journal of the Learning Sciences 12 (4), 451-493, 2003
A comparison of the collaborative scientific argumentation practices of two high and two low performing groups
V Sampson, DB Clark
Research in Science Education 41, 63-97, 2011
Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models
D Clark, D Jorde
Journal of Research in Science Teaching: The Official Journal of the …, 2004
Identifying middle school students’ challenges in computational thinking-based science learning
S Basu, G Biswas, P Sengupta, A Dickes, JS Kinnebrew, D Clark
Research and practice in technology enhanced learning 11, 1-35, 2016
Learning through collaborative argumentation
C Chinn, DB Clark
International Handbook of Collaborative Learning., 0
Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion
DM Adams, DB Clark
Computers & Education 73, 149-159, 2014
Assessment of argument in science education: A critical review of the literature
V Sampson, D Clark
International Society of the Learning Sciences, 2006
Digital games for learning: A systematic review and meta-analysis
DB Clark, EE Tanner-Smith, S Killingsworth, S Bellamy
Menlo Park, CA: SRI International, 2013
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