Katherine L. McNeill
associate professor teacher education, special education, curriculum and instruction department
Ph.D., University of Michigan
Science education; supporting students in scientific inquiry, explanation and argumentation; design and enactment of science curriculum materials.
SELECTED REFEREED JOURNAL ARTICLESMcNeill, K. L., González-Howard, M., Katsh-Singer, R. & Loper, S. (in press). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching.
González-Howard, M., McNeill, K. L. & Ruttan, N. (2015). What’s our three-word claim?: Supporting English language learning students’ engagement in scientific argumentation. Science Scope, 38(9). 10-16.
McNeill, K. L. & Knight, A. M. (2013). Teachers' pedagogical content knowledge of scientific argumentation : The impact of professional development on k-12 teachers. Science Education, 97, 936-972.
McNeill, K. L., Pimentel, D. S., & Strauss, E. G. (2013). The impact of high school science teachers’ beliefs, curricular enactments, and experience on student learning during an inquiry-based urban ecology curriculum. International Journal of Science Education, 35(15), 2608-2644.
McNeill, K. L. (2011). Elementary students’ views of explanation, argumentation and evidence and abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793-823.
Berland, L. K. & McNeill, K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94(5), 765-793.
McNeill, K. L. & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203-229.
McNeill, K. L. & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain specific and domain general knowledge in writing arguments to explain phenomena. The Journal of the Learning Sciences, 18(3), 416-460.
McNeill, K. L. (2009). Teachers’ use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93(2), 233-268.
McNeill, K. L. & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers’ instructional practices on student learning. Journal of Research in Science Teaching, 45(1), 53-78.
McNeill, K. L., Lizotte, D. J, Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15(2), 153-191.
SELECTED BOOK CHAPTERS
Krajcik, J. & McNeill, K. L. (2015). Developing and assessing scientific explanation tasks. In Gunstone, R. (Ed.). Encyclopedia of science education, pp. 285-291. Springer Dordrecht, Heidelberg, New York, London.
McNeill, K. L. & Martin, D. M. (2013). Claims, evidence and reasoning. In Froschauer, L. (Ed.). A year of inquiry: A collection for elementary educators. (pp. 170-175). Arlington, VA: National Science Teachers Association Press.
McNeill, K. L. & Krajcik, J. (2008). Assessing middle school students’ content knowledge and reasoning through written scientific explanations. In Coffey, J., Douglas, R., & Stearns, C. (Eds.), Assessing Science Learning: Perspectives from Research and Practice. (pp. 101-116). Arlington, VA: National Science Teachers Association Press.
Zembal-Saul, C., McNeill, K. L., & Hershberger, K. (2013).What’s your evidence? Engaging k-5 students in constructing explanations in science. New York, NY: Pearson Allyn & Bacon.
McNeill, K. L. & Krajcik, J. (2012). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. New York, NY: Pearson Allyn & Bacon.
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