BOOK, HANDBOOK, AND MONOGRAPH CHAPTERS
(* designates refereed chapters; + designates solicited chapters)

+*McNeill, K. L. & Krajcik, J. (in press). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In Lovett, M & Shah, P (Eds.) Thinking with data: The proceedings of the 33rd Carnegie symposium on cognition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Sutherland, L., M. McNeill, K. L., Krajcik, J. & Colson, K. (2006). Supporting students in developing scientific explanations. In Linking science and literacy in the K-8 classroom. Washington, DC: National Science Teachers Association.

*McNeill, K. L. & Krajcik, J. (accepted). 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.

Krajcik, J.S. & Blumenfeld, P. (2006). Project-based learning. In Sawyer, R. K. (Ed.), the Cambridge handbook of the learning sciences. New York: Cambridge.

Blumenfeld, P.C., Kempler, T.M., Krajcik, J.S. & Blumenfeld, P. (2006). Motivation and Cognitive Engagement in Learning Environments. In Sawyer, R. K. (Ed.), the Cambridge handbook of the learning sciences. New York: Cambridge.

*Harris, C. J., McNeill, K. L., Lizotte, D. L., Marx, R. W. & Krajcik, J. (2006). Usable assessments for teaching science content and inquiry standards. Peers Matter, Washington, DC: National Science Teachers Association.

Krajcik, J.S.. & Mamlok-Naaman, R., (in press). Using driving questions to motivate and sustain student interest in learning science. In Tobin, K (Ed.), Teaching and Learning Science: An Encyclopedia, Westport, CT: Greenwood Publishing Group.

Mamlok-Naaman, R., Fortus, D., Dershimer, R.C., Krajcik, J., & Marx, R.W. (2006). How do I design a cellular phone that is safer to use? In: P. Nentwig & D. Waddington (Eds.). Setting into Perspective: Context-based science education. Munster: Waxmann.

+Novak, A. & Krajcik, J. S. (2005). "Using Learning Technologies to Support Inquiry in Middle School Science. " In Flick, L. & Lederman, N. (Eds) Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education. Netherlands: Kluwer Publishers.

Moje, E. B., Peek-Brown, D., Sutherland, L. M., Marx, R. W., Blumenfeld, P., Krajcik, J. (2004). Explaining explanations: Developing scientific literacy in middle-school project-based science reforms. In D. Strickland & D. E. Alvermann, (Eds.), Bridging the Gap: Improving Literacy Learning for Preadolescent and Adolescent Learners in Grades 4-12 (pp. 227-251). New York : Teachers College Press.

Quintana, C., Soloway, E., & Krajcik, J. (2003). "Issues and Approaches for Developing Learner-Centered Technology". In M. Zelkowitz (Ed.), Advances in Computers, Academic Press, (Vol. 57, pp. 271-321). New York: Academic Press.

Quintana, C., Norris, C., Krajcik, J., & Soloway, E. (2002). "A Framework for Understanding the Development of Educational Software". To appear in A. Sears & J. Jacko (Eds.), Handbook of Human-Computer Interaction, Lawrence Erlbaum & Associates.

Krajcik, J. (2001). Supporting Science Learning in Context: Project Based Learning. In Tinker, R., & Krajcik, J.S. (Eds.), Portable Technologies: Science Learning in Context, Netherlands: Kluwer Publishers.

Krajcik, J. & Starr, M. (2001). Learning Science Content in a Project-based Environment In Tinker, R., & Krajcik, J.S. (Eds), Portable Technologies: Science Learning in Context, Netherlands: Kluwer Publishers.

*Quintana, C., Carra, A., Krajcik, J., & Soloway, E. (2001). "Learner-Centered Design: Reflections and New Directions". In J. Carroll (Ed.) HCI in the New Millennium, Addison-Wesley.

+Quintana, C., Krajcik, J., & Soloway, E. (2001). "Exploring a Description and Methodology for Learner-Centered Design". In W. Heinecke & L. Blasi (Eds.), Methods of Evaluating Educational Technology, Information Age Publishing.

+Quintana, C., Krajcik, J., Norris, C., and Soloway, E. (2003) "A Framework for Understanding the Development of Educational Software". In J. Jacko and A. Sears (Eds.) Handbook of Human-Computer Interaction, Lawrence Erlbaum and Associates.

+Krajcik, J. S., Mamlok, R., & Hug, B. (2000). Modern Content and the Enterprise of Science: Science Education in the Twentieth Century. In Corno, L (Ed.), Education Across a Century: The Centennial Volume. One-hundredth Yearbook of the National Society for the Study of Education, University of Chicago Press, Chicago, IL.

+Krajcik, J., Blumenfeld, B., Marx, R. and Soloway. E. (2000). Instructional, Curricular, and Technological Supports for Inquiry in Science Classrooms. In Minstell, J. Van Zee, E. (Eds.) Inquiry into inquiry: Science learning and Teaching, American Association for the Advancement of Science Press, Washington, D.C., pgs. 283 -315.

+ Jackson, S., Krajcik, J., Soloway, E. (2000). Model-It: A Design Retrospective. In Jacobson, M. and Kozma, R (Eds.), Advanced Designs For The Technologies Of Learning: Innovations in Science and Mathematics Education. Hillsdale, NJ: Erlbaum.

+ Wisnudel-Spitulnik, M., Krajcik, J., Soloway, E. (2000). Construction of Models to Promote Scientific Understanding. In Feurzeig, W & Roberts, N. (Eds.), Modeling and Simulations in Science and Mathematics Education, Springer, NY.

+Blumenfeld, P., Krajcik, J., Marx, R.W., & Soloway, E. (2000). Promising new instructional practices. In New Teachers for a New Century. San Francisco: McCutchan.

*Krajcik, J.S., Soloway, E., Blumenfeld, P., & Marx, R.W. (1998). Scaffolded Technology Tools to Promote Teaching and Learning in Science. 1998 ASCD Yearbook: Learning and Technology.

+Spitulnik, M. W., Zembal, C., & Krajcik, J. (1998). Using hypermedia to represent student understanding: Science learners and preservice teachers. In G. D. Phye (Ed.), Teaching Science for Understanding: A human constructivist view. San Diego, CA: Academic Press.

+Marx, R.W., Freeman, J.G., Krajcik, J.S., & Blumenfeld, P.C. (1997). The professional development of science teachers. In B. Fraser and K. Tobin (Eds.). International Handbook of Science Education. Dordrecht, The Netherlands: Kluwer.

+ Spitulnik, M. W., Stratford, S., Krajcik, J., & Soloway, E. (1997). Using technology to support student's artifact construction in science. In K. Tobin (Ed.), International Handbook of Science Education. Netherlands: Kluwer Publishers.

+Blumenfeld, P.C., & Marx, R.W., Patrick, H., & Krajcik, J. S. (1996). Teaching for understanding. In B.J. Biddle, T.L. Good, and I.F. Goodson (Eds.). International Handbook of Teachers and Teaching. Dordrecht, The Netherlands: Kluwer.

+Soloway, E., Krajcik, J.S., Blumenfeld, P. & Marx, R.W. (1996). Technological support for teachers transitioning to project-based science practices. In T. Koschmann (Ed), CSCL: Theory and Practice of an Emerging Paradigm. Lawrence Erlbaum Assoc.

+Magnusson, S., Krajcik, J. S., Borko, H. (1996). Nature, sources and development of pedagogical eontent knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds), Science Teacher's Knowledge Bases, The 1994 Association for the Education of Teachers in Science Yearbook.

*Krajcik, J. S., Blumenfeld, P., Starr, M., Palinscar, A., and Coppola, B. (1993). Integrating knowledge bases: An upper elementary teacher preparation program emphasizing the teaching of science. In Rubba, P. (Ed.), Excellence in Science Teaching, The 1993 Association for the Education of Teachers in Science Yearbook.

*Krajcik, J. S. (1993). Learning science by doing science. In Yager, R. (Editor), What Research Says to the Science Teacher: Science, Society and Technology. Washington, D.C.: National Science Teacher Association.

+Krajcik, J. S. & Layman, J. W. (1992). Microcomputer-based laboratories in the science classroom. In Lawrenz, F., Cochran, K., Krajcik, J., & Simpson, P. (Editors), Research Matters To the Science Teacher. Manhattan, KS: National Association of Research in Science Teaching.

+Krajcik, J. S. (1991). Developing students' understandings of chemical concepts. In Glynn, S. H., Yeany, R. H., & Britton, B. K. (Eds.), The Psychology of Learning Science. Hillsdale: Erlbaum. Krajcik, J. S. (1990). Reactant to problem solving. In Crawley, F. E., Koballa, T. and Shrigley, B. (Editors), 1988 Review of Research in Science Education. New York: John Wiley & Son, Inc.

+Krajcik, J. S. (1990). Microcomputer based laboratories in biology teaching. In Simmons, P. E. (Ed), The Role of Computers in Biology Teaching. Washington, D.C.: National Biology Teachers Association.

Penick, J. E.,& Krajcik, J. S. (1984). Critique of exemplary chemistry programs. In Penick, J. E. and Krajcik, J. S. (Eds.), Focus on Excellence: Middle/Junior High School. Volume 2, Number 2. Washington, D. C.: The National Science Teachers Association.

Penick, J. E., & Krajcik, J. S. (1984). Middle/junior high school: an analysis. In Penick, J. E. and Krajcik, J. S. (Eds.), Focus on Excellence: Middle/Junior High School (Vol 2, No. 2). Washington, D. C.: The National Science Teachers Association.

Books and Monographs:

Krajcik, J.S., Czerniak, C., & Berger, C. (2002). Teaching Science In Elementary And Middle School Classrooms: A Project-Based Approach, Second Edition. McGraw-Hill: Boston, MA.

Tinker, R., & Krajcik, J.S. (Eds) (2001). Portable Technologies: Science Learning in Context. Netherlands: Kluwer Publishers. October, 2001.

Krajcik, J.S., Czerniak, C., & Berger, C. (1999). Teaching Children Science: A Project-Based Approach. McGraw-Hill: Boston, MA.

Lawrenz, F., Cochran, K., Krajcik, J., & Simpson, P. (Editors) (1992). Research Matters To the Science Teacher. Manhattan, KS: National Association of Research in Science Teaching.

Penick, J. E., & Krajcik, J. S. (Eds) (1984). Focus on Excellence: Middle/Junior High School (Vol. 2, Number 2). Washington, D. C.: The National Science Teachers Association.

Penick, J. E., & Krajcik, J. S. (Eds) (1984). Focus on Excellence: Chemistry (Volume 3, Number 2). Washington, D.C.: The National Science Teachers Association.

Proceedings:

*Geier, R., Blumenfeld, P., Marx, R., Krajcik, J., Fishman, B., Soloway, E. (2004). Standardized Test Outcomes of Urban Students Participating in Standards and Project Based Science Curricula. International Conference of the Learning Sciences. 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.

*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.

*Rivet, A. & Krajcik, J. (2002). Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science. In P. Bell, R. Stevens, & T. Satwicz (Eds.), Keeping Learning Complex: The Proceedings of the Fifth International Conference for the Learning Sciences (ICLS). Mahwah, NJ: Earlbaum.

*Schneider, R. M., Krajcik, J., & Blumenfeld, P. (2002). Designing materials to support teachers in reform. The Fifth International Conference of the Learning Sciences. In P. Bell, R. Stevens, & T. Satwicz (Eds.), Keeping Learning Complex: The Proceedings of the Fifth International Conference for the Learning Sciences (ICLS). Mahwah, NJ: Earlbaum.

*Quintana, C., Reiser, B., Davis, E. A., Krajcik, J., Golan, R., Kyza, E., Edelson, D., & Soloway, E. (2002). "Evolving a Scaffolding Design Framework for Designing Educational Software". In P. Bell, R. Stevens, & T. Satwicz (Eds.), Keeping Learning Complex: The Proceedings of the Fifth International Conference for the Learning Sciences (ICLS). Mahwah, NJ: Earlbaum.

*Hug, B. & Krajcik, J. (2002) Students, scientific practices using a scaffolded inquiry sequence. In P. Bell, R. Stevens, & T. Satwicz (Eds.), Keeping Learning Complex: The Proceedings of the Fifth International Conference for the Learning Sciences (ICLS). Mahwah, NJ: Earlbaum.

*Singer, J., Krajcik, J., and Marx, R. (2000). The Design and Evaluation of Classroom Supports for Seamless Integration of a Dynamic Modeling Tool. In Fishman, B. and O'Connor-Divelbiss, S. (Eds.) Proceedings of the International Conference of Learning Science, Lawrence Erlbaum Associates, NJ.

*Schneider, R. M., Krajcik, J. & Marx, R. (2000). The Role of Educative Curriculum Materials in Reforming Science Education. In Fishman, B. and O'Connor-Divelbiss, S. (Eds.) Proceedings of the International Conference of Learning Science, Lawrence Erlbaum Associates, NJ.

*Quintana, C., Krajcik, J., & Soloway, E. (2000). "Exploring a Structured Definition for Learner-Centered Design". In B. Fishman & S. O'Conner-Divilbiss (Eds.), Proceedings of ICLS 2000, (Ann Arbor, MI), Lawrence Erlbaum & Associates.

Wu, H.-K., Krajcik, J. S., Soloway, E. (2000). Using Technology to Support the Development of Conceptual Understanding of Chemical Representations. In B. Fishman & S. O'Conner-Divilbiss (Eds.), Proceedings of ICLS 2000, (Ann Arbor, MI), Lawrence Erlbaum & Associates.

*Quintana, C., Fretz, E., Krajcik, J., & Soloway, E. (2000). "Assessment Strategies for Learner-Centered Software". In B. Fishman & S. O'Conner-Divilbiss (Eds.), Proceedings of ICLS 2000, (Ann Arbor, MI), Lawrence Erlbaum & Associates.

+Krajcik, J. & Spitulnik, M.W. (1996). Integrating new technological tools for better teaching and learning. Proceedings of Syllabus 96. Sunnyvale, CA: Syllabus Press.

Spitulnik, M. W., & Krajcik (1996). Integrating technology into science methods courses. In B. Robin, J. D. Price, J. Willis, D. A. Willis (Eds.). Proceedings of SITE 96 Society for Information Technology and Teacher Education. Charlottesville, VA: Association for the Advancement of Computing in Education.

Krajcik, J. S. & Lunetta, V. N. (1987). A research strategy for the dynamic study of students' concepts using computer simulations. In Novak, J. D. (Ed.), Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, New York.

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