I'm an associate professor at Vanderbilt University's Peabody College of Education and Human Development. My research focuses on students' learning processes, generally in the context of technology-enhanced or game-based environments. In particular, my research focuses on students' conceptual change processes, argumentation, and use of representations in these environments.

If you would like copies of any of my papers, please email me at doug.clark@vanderbilt.edu. I'll send them right away!

Journal Articles

1.    Clark, D. B., Touchman, S., Martinez-Garza, M., Ramirez-Marin, F., & Drews C. S. (in press). Bilingual language supports in online science inquiry environments. Computers and Education.

2.    Clark, D. B., Nelson, B., Chang, H., D’Angelo, C. M., Slack, K. & Martinez-Garza, M., (in press). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers and Education.

3.    Clark, D. B., D’Angelo, C. & Schleigh S. (2011). Multinational comparison of students’ knowledge structure coherence. Journal of the Learning Sciences, 20(20), 207-261.

4.    Sampson, V. D.  & Clark, D. B. (2011). Comparison of more and less successful groups in collaboration. Research in Science Education, 41(1), 63-75. 

5.    Clark, D. B., D’Angelo, C. M., & Menekse, M. (2009). Initial structuring of online discussions to improve learning and argumentation: Incorporating students' own explanations as seed comments versus an augmented-preset approach to seeding discussions. Journal of Science Education and Technology, 18(4), 321-333.

6.    Özdemir, G. & Clark, D. B. (2009). Coherence of Turkish students’ understanding of force. Journal of Research on Science Teaching, 46(5), 570-596.

7.    Sampson, V. & Clark, D. B. (2009). The impact of collaboration on the outcomes of argumentation. Science Education, 93(3), 448-484.

8.    Clark, D. B., & Sampson, V. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321.

9.    Sampson, V. & Clark, D. B. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447-72.

10. Clark, D. B., Reynolds, S., Lemanowski, V., Stiles, T., Yasar, S., Proctor, S., Lewis, E., Stromfors, C., & Corkins, J. (2008). Conceptual change in undergraduate geology labs: What do students know? International Journal of Science Education, 30(3), 377-408.

11. Clark, D., Sampson, V., Weinberger, A., & Erkens, G., (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343-374.

12. Özdemir, G. & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science, and Technology Education, 3(4), 351-361.

13. Clark, D. B. & Sampson, V. D. (2007). Personally-Seeded Discussions to scaffold online argumentation. International Journal of Science Education 29(3), 253-277.

14. Weinberger, A., Clark, D., Häkkinen, P., Tamura, Y., & Fischer, F. (2007). Argumentative knowledge construction in online learning environments in and across different cultures: A collaboration script perspective. Research in Comparative and International Education 2(1), 68-79.

15. Medina-Jerez, W., Clark, D., & Ramirez-Marin, F. (2007). Science for ELL: Re-thinking our approach. The Science Teacher, 74(3), 52-56.

16. Sampson, V. & Clark, D. (2007). Incorporating scientific argumentation into inquiry-based activities with online personally-seeded discussions. The Science Scope, 30(6), 43-47.

17. Clark, D. B. (2006). Longitudinal conceptual change in students’ understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction, 24(4), 467–563.

18. Simons, K., & Clark, D. B. (2004). Supporting scientific inquiry in online learning environments. Computers in the Schools 3/4(21), 23-36.

19. Clark, D. B., & Jorde, D. (2004). Helping students revise disruptive experientially-supported ideas about thermodynamics: Computer visualizations and tactile models. Journal of Research in Science Teaching 41(1), 1-23.

20. Clark, D. B. & Fischer, F. (2003). Learning through online discourse: New German and U.S. perspectives on analysis and support of discourse in collaborative online learning environments [Introduction to Special Issue]. The International Journal of Educational Policy, Research and Practice, IV(1), 11-16.

21. Clark, D. B., & Linn, M. C. (2003). Scaffolding knowledge integration through curricular depth. Journal of Learning Sciences, 12(4), 451-494.

22. Clark, D. B., Weinberger, A., Jucks, I., Spitulnik, M., & Wallace, R. (2003). Designing effective science inquiry in text-based computer supported collaborative learning environments. The International Journal of Educational Policy, Research and Practice, IV(1), 55-82.)

23. Linn, M. C., Clark, D. B., & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education, 87(4), 517-538.

24. Spitulnik, M., Bouillion, E., Rummel, N., Clark, D. B., Fischer, F. (2003). Theoretical perspectives to support learning in collaborative online environments. The International Journal of Educational Policy, Research and Practice, IV(1), 83-116.

25. Clark, D. B., & Slotta, J. D. (2000). Source credibility, source media, and students’ interpretation of information on the Internet. International Journal of Science Education, 22 (8), 859-871.

Chapters in Books

1.    Clark, D. B., & Sengupta, P. (accepted). Argumentation and modeling: Integrating the products and practices of science to improve science education. In I. M. Saleh and M. S. Khine (Eds.), Next Generation Learning Science: Reform, Research and Results. Rotterdam, the Netherlands: Sense Publishers.

2.    Clark, D. B. & Linn, M. C. (accepted). The Knowledge Integration Perspective: Connections Across Research and Education. To appear in the Handbook of Research on Conceptual Change (2nd Edition), edited by Stella Vosniadou. Published by Routledge.

3.    Clark, D. B., Martinez-Garza, M., Biswas, G., Luecht, R. M., & Sengupta, P. (in press). Driving Assessment Of Students’ Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling. In D. Ifenthaler, D. Eseryel, & G. Xun (Eds.). Game-based Learning: Foundations, Innovations, and Perspectives. New York: Springer.

4.    Clark, D. B., & Martinez-Garza, M. (in press). Prediction and explanation as design mechanics in conceptually-integrated digital games to help players articulate the tacit understandings they build through gameplay. C. Steinkuhler, K. Squire, & S. Barab (Eds.), Games, learning, and society: Learning and meaning in the digital age. Cambridge: Cambridge University Press.

5.    Clark, D. B., Nelson, B., Atkinson, R., Ramirez-Marin, F., & Medina, W. (in press). Integrating flexible language supports within online science learning environments. H. Waxman (Ed.), Research on Technology Use in Multicultural Settings.

6.    Ramirez-Marin, F. & Clark, D. B. (in press). Academic language in science for English learners.

7.    Chinn, C., & Clark, D. B. (in press). Learning through collaborative argumentation. In Hmelo-Silver, C. E., Chinn, C. A., Chan, C. K. K., & O'Donnell, A. M. (Eds.) International Handbook of Collaborative Learning.

8.    Clark, D. B., Sampson, V. D., Chang, H., Zhang, H., Tate, E., & Schwendimann, B. (2011). Research on Critique and Argumentation from the Technology Enhanced Learning in Science Center. In M. Khine (Ed.) Perspectives on Scientific Argumentation: Theory, Practice and Research (pp. 157-200). The Netherlands: Springer.

9.    Jeong, A., Clark, D. B., Sampson, V. D., & Menekse, M. (2010). Sequentially analyzing dialogical scientific argumentation across asynchronous online discussion environments. S. Puntambekar, G. Erkens, & C. Hmelo-Silver (Eds.), Analyzing Interactions in CSCL: Methods, Approaches and Issues (Computer-Supported Collaborative Learning Series): Methods, Approaches and Issues (pp. 207-234). The Netherlands: Springer.

10. Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Ed.) E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 1-39). New York: IGI Global.

11. Clark, D. B., Varma, K., McElhaney, K., & Chiu, J. (2008). Structure and design rationale within TELS projects to support knowledge integration. D. Robinson & G. Schraw (Eds.), Recent Innovations in Educational Technology that Facilitate Student Learning (pp. 157-193). Charlotte, NC: Information Age Publishing.

12. Tate, E., Clark, D. B., Gallagher, J., & McLaughlin, D. (2008). Designing science instruction for diverse learners. In Y. Kali, M. C. Linn, & J. E. Roseman (Eds.), Designing Coherent Science Education (pp. 65-93). New York: Teachers College Press.

13. Clark, D. B. & Chaudury, S. R. (2008). Creating coherent inquiry projects to support student cognition and collaboration in physics. J. Luft, R. Bell, & J. Gess-Newsome (Eds.), Science as Inquiry in the Secondary Setting (pp.65-77). Arlington, VA: National Science Teacher Association Press.

14. Clark, D. B., Stegmann, K., Weinberger, A., Menekse, M., & Erkens, G. (2008). Technology-enhanced learning environments to support students’ argumentation. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from Classroom-based Research (pp. 217-243). Dordrecht: Springer.

15. D’Angelo, C. M., Touchman, S., & Clark, D. B. (2008). Overview of constructivism. In E. M. Anderman & L. H. Anderman (Eds.) Psychology of Classroom Learning: An Encyclopedia (Volume 1. pp. 262-267). New York: MacMillan Reference.

16. Baker, D., Piburn, M., & Clark, D. B. (2005). TEAMS: Working together to improve teacher education. In R. Yager (Ed.), Exemplary Science: Best Practices in Professional Development (pp. 35-44). Arlington, VA: NSTA Press.

17. Clark, D. B. (2004). Hands-on investigation in Internet environments: Teaching thermal equilibrium. In M. C. Linn, E. A. Davis., & P. Bell (Eds.), Internet Environments for Science Education (pp. 175-200). Mahwah, NJ: Lawrence Erlbaum Associates.

18. Clark, D. B., & Slotta, J. D. (2004). The Web-based Inquiry Science Environment (WISE): Research and design. In A. Kovalchick & K. Dawson (Eds.), Educational Technology: An Encyclopedia (Vol. 2, pp. 630-638). Santa Barbara, CA: ABC-CLIO.

19. Cuthbert, A. J., Clark, D. B., & Linn, M. C. (2002). WISE learning communities: Design considerations. In K.A. Renninger & W. Shumar (Eds.), Building Virtual Communities: Learning and Change in Cyberspace (pp. 215-246). Cambridge: Cambridge University Press.

  

Dissertation

1.    Clark, D. B. (2000). Scaffolding knowledge integration through curricular depth. Unpublished doctoral dissertation. University of California at Berkeley.

 

Work Submitted or in Preparation

1.    Schleigh, S. & Clark, D. B. (submitted). Format and sex in assessing the knowledge structure coherence of middle school student’ understanding of the concept of force. Journal of Research in Science Teaching.

2.    Clark, D. B., Nelson, B., Sengupta, P., D’Angelo, C. M., & Martinez-Garza, M., (submitted). Digital simulations, games, and science learning: Research across the NRC strands of science proficiency.

3.    Martinez-Garza, M., Clark, D. B., Nelson, B., Slack, K., & D’Angelo, C. (submitted). Assessing students’ intuitive understanding of physics through gameplay data. Manuscript submitted for publication.

4.    Clark, D. B., Menekse, M., Özdemir, G., D’Angelo, C. M., & Schleigh, S. (in preparation). Comparison of knowledge structure coherence and force meanings across sites in Turkey.

5.    D’Angelo, C. M., & Clark, D. B. (in preparation). Scaffolding vector representations for student learning inside a physics game.

6.    Nelson, B., Slack, K., Kim, Y., Foshee, C., Clark, D., Ketelhut, D., & Martinez-Garza, M. (in preparation). Visual signaling in high and low information search educational game environments.

7.    Clark, D. B., Martinez-Garza, M., Nelson, B., & Slack, K. (in preparation). Design principles for conceptually-integrated games.

8.    Slack, K., Nelson, B., Clark, D., & Martinez-Garza, M. (in preparation). Instructional design for learning games.