Katherine L. McNeill
Katherine L. McNeill
Professor of Science Education. Boston College
Verified email at - Homepage
Cited by
Cited by
Supporting students' construction of scientific explanations by fading scaffolds in instructional materials
KL McNeill, DJ Lizotte, J Krajcik, RW Marx
The journal of the Learning Sciences 15 (2), 153-191, 2006
A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts
LK Berland, KL McNeill
Science Education 94 (5), 765-793, 2010
Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy
J Krajcik, KL McNeill, BJ Reiser
Science education 92 (1), 1-32, 2008
Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation
KL McNeill, DS Pimentel
Science Education 94 (2), 203-229, 2010
Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning
KL McNeill, J Krajcik
Journal of Research in Science Teaching: The Official Journal of the …, 2008
Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing.
KL McNeill, JS Krajcik
Pearson, 2011
Elementary students' views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year
KL McNeill
Journal of Research in Science Teaching 48 (7), 793-823, 2011
Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena
KL McNeill
Science Education 93 (2), 233-268, 2009
Middle school students’ use of appropriate and inappropriate evidence in writing scientific explanations
KL McNeill, J Krajcik
Thinking with data, 233-265, 2007
Synergy between teacher practices and curricular scaffolds to support students in using domain-specific and domain-general knowledge in writing arguments to explain phenomena
KL McNeill, J Krajcik
The journal of the learning sciences 18 (3), 416-460, 2009
Conducting talk in secondary science classrooms: Investigating instructional moves and teachers’ beliefs
DS Pimentel, KL McNEILL
Science Education 97 (3), 367-394, 2013
Examining the effect of teachers' adaptations of a middle school science inquiry‐oriented curriculum unit on student learning
J Fogleman, KL McNeill, J Krajcik
Journal of Research in Science Teaching 48 (2), 149-169, 2011
What's your evidence?: Engaging K-5 children in constructing explanations in science
C Zembal-Saul, KL McNeill, K Hershberger
Pearson Higher Ed, 2013
Inquiry and scientific explanations: Helping students use evidence and reasoning
KL McNeill, J Krajcik
Science as inquiry in the secondary setting 121, 34, 2008
For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson.
LK Berland, KL McNeill
Science Education 96 (5), 808-813, 2012
Urban high school students’ critical science agency: Conceptual understandings and environmental actions around climate change
KL McNeill, MH Vaughn
Research in science education 42 (2), 373-399, 2012
Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation
KL McNeill, M González‐Howard, R Katsh‐Singer, S Loper
Journal of Research in Science Teaching 53 (2), 261-290, 2016
Use of First‐hand and Second‐hand Data in Science: Does data type influence classroom conversations?
B Hug, KL McNeill
International Journal of Science Education 30 (13), 1725-1751, 2008
Factors impacting teachers' argumentation instruction in their science classrooms
KL McNeill, R Katsh-Singer, M González-Howard, S Loper
International Journal of Science Education 38 (12), 2026-2046, 2016
Learning in a community of practice: Factors impacting English‐learning students' engagement in scientific argumentation
M González‐Howard, KL McNeill
Journal of Research in Science Teaching 53 (4), 527-553, 2016
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