Siler, S. A. & Klahr, D. (2016). Effects of terminological concreteness on middle-school students' learning of experimental design. Journal of Educational Psychology, 108(4), 547-562. http://dx.doi.org/10.1037/edu0000072
Siler, S. A. & Willow, K. J. (2014). Individual differences in the effect of relevant concreteness on learning and transfer of a mathematical concept. Learning and Instruction, 33, 170-181. DOI: 10.1016/j.learninstruc.2014.05.001
Siler. S. A., Klahr, D., & Matlen, B. (2013). Conceptual change when learning experimental design. In S. Vosniadou (Editor), 2nd Edition of the International Handbook of Research on Conceptual Change, Routledge.
Siler, S. A., & Klahr D. (2012). Detecting, Classifying and Remediating Children's Explicit and Implicit Misconceptions about Experimental Design. In R. W. Proctor & E. J. Capaldi (Eds.), Psychology of Science: Implicit and Explicit Reasoning. New York: Oxford University Press.
Siler, S. A., Klahr, D., Price, N. (2012). Investigating the mechanisms of learning from a constrained preparation for future learning activity. Instructional Science, 41(1), OnlineFirst 10.1007/s11251-012-9224-7. [view HTML]
Siler, S. A., Klahr, D., Magaro, C., Willows, K., & Mowery, D. (2010). Predictors of transfer of experimental design skills in elementary and middle school children. In Proceedings of the 10th ITS 2010 Conference. Springer.
Siler, S. A., Mowery, D., Magaro, C., Willows, K., & Klahr, D. (2010). Comparison of a computer-based to a hands-on lesson in experimental design. Poster presented at the Tenth International Conference on Intelligent Tutoring Systems, 2010, Pittsburgh, PA.
Siler, S. A., Klahr, D. Strand-Cary, M. S., Magaro, C., & Willows, K. (2009). Adapting an effective lesson plan for a computer-based tutor. Talk given at the 13th Biennial Conference for the European Association for Research on Learning and Instruction (EARLI), Amsterdam, Netherlands.
Siler, S. A., Magaro, C., Willows, K., & Klahr, D. (2009). Developing an intelligent tutor for training in experimental design. Poster presented at the Pittsburgh Science of Learning Center 2009 Advisory Board Meeting, Pittsburgh, PA.
Siler, S. A., Strand-Cary, M. S., Magaro, C., Willows, K., & Klahr, D. (2009). Alternative beliefs about experimental design. Paper presented at the Annual Meeting of the American Educational Research Association, 2009, San Diego, California.
Siler, S. A., Strand-Cary, M. S., Magaro, C., Willows, K., & Klahr, D. (2009). Training in Experimental Design (TED): Developing Scalable and Adaptive Computer-based Science Instruction (Year 3). Poster presented at 2009 IES Research Conference, Washington, D.C.
Chen, Z. & Klahr, D., (1999) All Other Things being Equal: Children's Acquisition of the Control of Variables Strategy, Child Development , 70 (5), 1098-1120.
Klahr, D, Chen, Z., & Toth, E. E. (2001) From Cognition to Instruction to Cognition: A Case Study in Elementary School Science Instruction. In K. Crowley, C. D. Schunn, & T. Okada (Eds.), Designing for Science: Implications from Professional, Instructional, and Everyday Science. Mawah, NJ: Erlbaum
Toth, E. E., Klahr, D., & Chen, Z. (2000) Bridging Research and Practice: a Cognitively-Based Classroom Intervention for Teaching Experimentation Skills to Elementary School Children. Cognition & Instruction, 18(4), 423-459.
Klahr, D., Chen, Z., and Toth, E. E. (2001). Cognitive development and science education: Ships passing in the night or beacons of mutual illumination? In S. M. Carver & D. Klahr (Eds.), Cognition and Instruction: 25 years of progress. Mahwah, NJ: Erlbaum
Triona, L. M. & Klahr, D. (2003) Point and Click or Grab and Heft: Comparing the influence of physical and virtual instructional materials on elementary school students' ability to design experiments. Cognition & Instruction, 21, 149-173.
Klahr, D. & Nigam, M. (2004) The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning. Psychological Science, 15, 661-667.
Klahr, D. (2005) Early Science Instruction: Addressing Fundamental Issues. Psychological Science, 16, 871-872.
Klahr, D., Triona, L. M., & Williams, C. (2007) Hands On What? The Relative Effectiveness of Physical vs. Virtual Materials in an Engineering Design Project by Middle School Children. Journal of Research in Science Teaching, 44, 183-203.
Triona, L. & Klahr, D. (2008) Hands-on science: Does it matter what the student's hands are on in 'hands-on science? The Science Education Review.
Chen, Z. & Klahr, D., (2008) Remote Transfer of Scientific Reasoning and Problem-Solving Strategies in Children. In R. V. Kail (Ed.) Advances in Child Development and Behavior, Vol. 36. (pp. 419-470) Amsterdam: Elsevier.
Strand-Cary, M. & Klahr, D. (2008). Developing Elementary Science Skills: Instructional Effectiveness and Path Independence. Cognitive Development, 23, 488-511.
Klahr, D. & Li, J. (2005) Cognitive Research and Elementary Science Instruction: From the Laboratory, to the Classroom, and Back. Journal of Science Education and Technology, 4, 217-238.
Li, J. & Klahr, D. (2006). The Psychology of Scientific Thinking:Implications for Science Teaching and Learning. In J. Rhoton & P. Shane (Eds.), Teaching Science in the 21st Century. National Science Teachers Association and National Science Education Leadership Association: NSTA Press.
Li, J., Klahr, D., & Jabbour, A. (2006). When the rubber meets the road: Putting research-based methods to test in urban classrooms. Proceedings of the seventh international conference of the learning sciences: Making a difference. Mahwah, NJ: Erlbaum.
Li, J., Klahr, D. & Siler, S. (2006). What Lies Beneath the Science Achievement Gap? The Challenges of Aligning Science Instruction with Standards and Tests. Science Educator, 15, 1-12.
Klahr, D., Li, J., Strand Cary, M., Siler, S. & Triona, L. (2007). On the Importance of Defining Before Maligning. Invited presentation in Symposium: "Can Science Assessments Promote Inquiry Learning?" Annual Meeting of the American Association for the Advancement of Science (AAAS), San Francisco, CA Feb 2007.
Klahr, D., & Chen, Z. (2007) Remote Transfer of Scientific Reasoning and Problem-Solving Strategies in Children. In Advances in child development and behavior (Vol. 36, pp. 419-470). JAI.