Nancy Songer

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	All	Since 2016
Citations	6721	1614
h-index	32	18
i10-index	49	24

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Co-authors

Marcia LinnUniversity of California, berkeleyVerified email at berkeley.edu
Amelia Wenk GotwalsMichigan State UniversityVerified email at msu.edu
Hee-Sun LeeSenior Research Scientist, Concord ConsortiumVerified email at concord.org
Danielle McNamaraArizona State UniversityVerified email at asu.edu
Scott McDonaldPennslyvania State UniversityVerified email at psu.edu
Roy PeaDavid Jack Professor of Learning Sciences and Education, and Computer Science (Courtesy)Verified email at stanford.edu
Cynthia ParrNational Agricultural Library, Agricultural Research Service, USDAVerified email at ars.usda.gov
Heisawn JeongHallym UniversityVerified email at hallym.ac.kr
Jeremy RoschelleExecutive Director, Learning Sciences, Digital PromiseVerified email at digitalpromise.org
Sean BrophyPurdueVerified email at purdue.edu
Mark WILSONProfessor of Education, University of California, BerkeleyVerified email at berkeley.edu
Patricia SchankSRI InternationalVerified email at sri.com
Robert MislevyFrederic Lord Chair in Measurement & Statistics, Educational Testing ServiceVerified email at ets.org
Sarah J FickWashington State UniversityVerified email at wsu.edu
Cindy Hmelo-SilverBarbara B. Jacobs Chair in Education and Technology, Indiana UniversityVerified email at indiana.edu
Rafi NachmiasProfessor of Science Education and Technology, Tel Aviv UniversityVerified email at post.tau.ac.il
Yael FriedlerVerified email at campus.technion.ac.il
Perry SamsonProfessor of Atmospheric Sciences, University of Michigan-Ann ArborVerified email at umich.edu
Ravit DuncanRutgers UniversityVerified email at gse.rutgers.edu
Hayat HokayemTexas Christian UniversityVerified email at tcu.edu

Nancy Songer

University of Utah

Verified email at utah.edu - Homepage

Science Technology Engineering and Mathematics (STEM) research and policy the design of learning environments assessment


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Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text DS McNamara, E Kintsch, NB Songer, W Kintsch Cognition and instruction 14 (1), 1-43, 1996	1908	1996
How do students' views of science influence knowledge integration? NB Songer, MC Linn Journal of research in science teaching 28 (9), 761-784, 1991	748	1991
Student motivation and Internet technology: Are students empowered to learn science? M Mistler‐Jackson, N Butler Songer Journal of Research in Science Teaching: The Official Journal of the …, 2000	305	2000
Technology‐rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy? NB Songer, HS Lee, R Kam Journal of Research in Science Teaching: The Official Journal of the …, 2002	295	2002
Teaching thermodynamics to middle school students: What are appropriate cognitive demands? MC Linn, NB Songer Journal of research in Science teaching 28 (10), 885-918, 1991	272	1991
How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity NB Songer, B Kelcey, AW Gotwals Journal of Research in Science Teaching: The Official Journal of the …, 2009	248	2009
Research towards an expanded understanding of inquiry science beyond one idealized standard NB Songer, HS Lee, S McDonald Science Education 87 (4), 490-516, 2003	204	2003
Exploring learning opportunities in coordinated network-enhanced classrooms: A case of kids as global scientists NB Songer The Journal of the Learning Sciences 5 (4), 297-327, 1996	202	1996
Beyond fourth-grade science: Why do US and Japanese students diverge? MC Linn, C Lewis, I Tsuchida, NB Songer Educational Researcher 29 (3), 4-14, 2000	195	2000
Shifts and convergences in science learning and instruction MC Linn, NB Songer, BS Eylon Handbook of educational psychology, 438-490, 1996	164	1996
Reasoning up and down a food chain: Using an assessment framework to investigate students' middle knowledge AW Gotwals, NB Songer Science Education 94 (2), 259-281, 2010	154	2010
How do students make sense of science? MC Linn, NB Songer Merrill-Palmer Quarterly (1982-), 47-73, 1993	154	1993
Cognitive and conceptual change in adolescence MC Linn, NB Songer American Journal of Education 99 (4), 379-417, 1991	133	1991
Digital resources versus cognitive tools: A discussion of learning NB Songer Handbook of research on science education 471, 491, 2007	112	2007
Guiding explanation construction by children at the entry points of learning progressions NB Songer, AW Gotwals Journal of Research in Science Teaching 49 (2), 141-165, 2012	106	2012
Can research on science learning and instruction inform standards for science education? MC Linn, RD Pea, NB Songer Journal of Science Education and Technology 3 (1), 7-15, 1994	100	1994
Can technology bring students closer to science NB Songer The international handbook of science education 1, 333-347, 1998	95	1998
Toward a learning technologies knowledge network RD Pea, R Tinker, M Linn, B Means, J Bransford, J Roschelle, S Hsi, ... Educational Technology Research and Development 47 (2), 19-38, 1999	94	1999
Design patterns for assessing science inquiry RJ Mislevy, N Chudowsky, K Draney, R Fried, T Gaffney, G Haertel, ... Principled Assessment Designs for Inquiry (PADI) Technical Report 1, 2003	92	2003
BioKIDS: An animated conversation on the development of complex reasoning in science NB Songer The Cambridge handbook of the learning sciences, 355-369, 2006	80	2006

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