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EDUCATION Ph.D., University of Michigan EXPERTISE/INTERESTS Science education; supporting students in scientific inquiry, explanation and argumentation; design and enactment of science curriculum materials. REFEREED JOURNAL ARTICLES Hug, B. & McNeill, K.L. (in press). First and second hand experiences in science: Does data type influence classroom conversation? International Journal of Science Education. McNeill, K.L. & Krajcik, J. (in press). Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning. Journal of Research in Science Teaching. Krajcik, J., McNeill, K.L. & Reiser, B. (in press). Learning-goals-driven design model: Curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education. McNeill, K. L. & Krajcik, J. (in press). Teacher instructional practices to support students writing scientific explanations. In Luft, J., Gess-Newsome, J. & Bell, R. (Eds.). Science as inquiry in the secondary setting. Washington, DC: National Science Foundation. McNeill, K. L., Lizotte, D. J, Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153-191. BOOK CHAPTERS McNeill, K.L. & Krajcik, J. (in press). Assessing middle school students' content knowledge and reasoning through written scientific explanations. In Coffey, J., Douglas, R., & Binder, W. (Eds), Science Assessment: Research and Practical Approaches. Arlington, VA: National Science Teachers Associatin Press. McNeill, K.L. & Krajcik, J. (in Press). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft, J., Bell, R. & Gess-Newsome, J. (Eds.)Science as inquiry in the secondary setting. Arlington, VA: National Science Teachers Association Press. Krajcik, J., Slotta, J., McNeill, K.L. & Reiser, B. (in press). Designing learning environments to support students constructing integrated understandings. In Kali, Y., Roseman, J.E., & Linn, M.C. (Eds.). Designing coherent science education. McNeill, K. L. & Krajcik, J. (2007). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In Lovett, M & Shah, P (Eds.) Thinking with data (p. 233-265). New York, NY: Taylor & Francis Group, LLC. Harris, C. J., McNeill, K. L., Lizotte, D. L., Marx, R. W. & Krajcik, J. (2006). Usable assessments for teaching science content and inquiry standards. In McMahon, M., Simmons, P., Sommers, R., DeBaets, D., & Crowley, F. (Eds.), Assessment in science: Practical experiences and education research (pp. 67-88). Arlington, VA: National Science Teachers Association Press. Sutherland, L. M., McNeill, K. L., Krajcik, J. & Colson, K. (2006). Supporting students in developing scientific explanations. In Douglas, R., Klentschy, M.P., Worth, K., & Binder, W. (Eds.), Linking science and literacy in the K–8 classroom (pp.163-181). Arlington, VA: National Science Teachers Association Press. Lizotte, D. J., McNeill, K. L., & Krajcik, J. (2004). Teacher practices that support students’ construction of scientific explanations in middle school classrooms. In Y. Kafai, W. Sandoval, N. Enyedy, A. Nixon & F. Herrera (Eds.), Proceedings of the sixth international conference of the learning sciences (pp. 310-317). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. SELECTED CONFERENCE PRESENTATIONS McNeill, K. L. & Kuhn, L. (2006, April). Sequencing and supporting complex scientific inquiry practices in instructional materials for middle school students: Explanation and argumentation. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA. Krajcik, J. & McNeill, K. L. (2006, April). Designing middle school science curriculum materials to foster students’ developing deep understanding of key learning goals. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA. McNeill, K. L. & Krajcik, J. (2006, April). Supporting students’ construction of scientific explanation through generic versus context-specific written scaffolds. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Krajcik, J. & McNeill, K. L. (2006, February). Supporting secondary students in scientific practices: Using evidence, creating models and constructing explanations. Paper presented at To Think and Act Like A Scientist: The Roles of Inquiry, Research, and Technology, Lubbock, TX. McNeill, K. L., Lizotte, D. J., & Krajcik, J. (2005, April). Identifying teacher practices that support students’ explanations in science. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Fogleman, J. & McNeill, K. L. (2005, April). Comparing teachers’ adaptations of an inquiry-oriented chemistry unit. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Hug, B. & McNeill, K. L. (2005, April). Students’ discussions of data: Affordances and constraints of first and second hand experiences. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX. McNeill, K. L., Lizotte, D. J, Krajcik, J., & Marx, R. W. (2004, April). Supporting students’ construction of scientific explanations using scaffolded curriculum materials and assessments. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. McNeill, K. L., Lizotte, D. J, Harris, C. J., Scott, L. A., Krajcik, J., & Marx, R. W. (2003, March). Using backward design to create standards-based middle-school inquiry-oriented chemistry curriculum and assessment materials. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
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