JOURNAL PUBLICATIONS
*Geier, R., Blumenfeld, P., Marx, R., Krajcik, J., Fishman, B., & Soloway, E. (2006). Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curriculum in the Context of Urban Reform. Journal of Research in Science Teaching, (in press).
* Smith, C. L., Wiser, M., Anderson, C. W., Krajcik, J., (in press). Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic Molecular. Theory Measurement: Interdisciplinary Research and Perspectives.
*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.
*Tal, T., Krajcik, J.S., Blumenfeld, P (2006). Urban Schools Teachers Enacting Project-Based Science. Journal of Research in Science Teaching, (in press).
*Wu, H., Krajcik, J. S. (2006). Inscriptional Practices in Two Inquiry-Based Classrooms: A Case Study of Seventh Graders' Use of Data Tables and Graphs. Journal of Research in Science Teaching, 43(1), 63 - 96.
* Davis, E.A. & Krajcik, J.S, (2005) Designing Educative Curriculum Materials to Promote Teacher Learning. Educational Researcher, 34(3), 3 -14.
* Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40(4), 235-244.
*Hug, B., Krajcik, J.S., Marx, R.W., (2005). Using Innovative Learning Technologies to Promote Learning and Engagement in an Urban Science Classroom. Urban Education, 40, 446-472.
*Schneider, R. M., Krajcik, J., Blumenfeld, P. (2005). "Enacting Reform-based Science Materials: The Range of Enactments in Reform Classrooms." Journal of Research in Science Teaching, Vol. 42.
*Marx, R.W., Blumenfeld, P.C., Krajcik, J.S., Fishman, B., Soloway, E., Geier, R., Revital, T.T. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063 - 1080).
*Fortus, D., Dershimer. C.R., Krajcik, J.S., Marx, R.W., (2004). Design-Based Science and Student Learning. Journal of Research in Science Teaching, 41(10), 1081 - 1110.
*Rivet, A.E., Krajcik, J.S., (2004). Achieving Standards in Urban Systemic Reform: An Example of a Sixth Grade Project-Based Science Curriculum. Journal of Research in Science Teaching, 41(7),669 -692.
*Zhang, B., Krajcik, J. S., Sutherland, L.M., Wang, L., Wu, J., Qiang, Y. (in press). Opportunities and challenges of China's inquiry-based education reform in middle and high schools: Perspective of science teachers and teacher educators. International Journal of Science and Mathematics Education.
*Fortus, D., Dershimer, R. C., Krajcik, J. S., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-Based Science and Real-World Problem-Solving. International Journal of Science Education.
*Quintana, C., Reiser, B.J., Davis, E.A., Krajcik, J., Fretz, E., Duncan, R., Kyza, E., Edelson, D., & Soloway, E. (2004). "A scaffolding design framework for software to support science inquiry". Journal of the Learning Sciences, 13(3), 337-386.
*Fishman, B., Marx, R., Blumenfeld, P., Krajcik, J. S., & Soloway, E. (2004). Creating a framework for research on systemic technology innovations. Journal of the Learning Sciences, 13(1), 43-76.
+Fishman, B., & Krajcik, J. S. (2003). What does it mean to create sustainable science curriculum innovations? Science Education, 87(4), 564-573.
*Novak, A. M., Gleason, C., Mahoney, J. & Krajcik, J. S. (2002). Inquiry through portable technology. Science Scope. National Science Teachers Association Publication, 26(3), 18 - 21.
*Hoffman, J., Wu, H-K, Krajcik, J. S., & Soloway, E. (2003). The Nature of Middle School Learners' Science Content Understandings with the Use of On-line Resources. Journal of Research in Science Teaching, 40(3).
*Fretz, E. B., Wu, H.-K., Zhang, B., Krajcik, J. S., Davis, E. A., & Soloway, E. (2002). An Investigation of software scaffolds as they support modeling practices, Research in Science Education, 32(4), 567-589.
+Krajcik, J.S. (2002). The Value and Challenges of Using Learning Technologies to Support Students in Learning Science. Research in Science Education, 32(4), 411-415.
*Zemabal, S., Krajcik, J. S., & Blumenfeld, P. (2002). Elementary students teachers' science content representations. Journal of Research in Science Teaching, 39(6), 443-463.
*Schneider, R.M. & Krajcik, J. (2002). Supporting science teacher learning: The role of educative curriculum materials. Journal of Science Teacher Education, 13 (3), 221-245.
*Schneider, R.M., Krajcik, J., Marx, R., & Soloway, E. (2001). Performance of student in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 38(7), 821 - 842.
*Wu, H.-K., Krajcik, J. S., & Soloway, E. (2001). Promoting conceptual understanding of chemical representations: students' use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821 - 842.
*Blumenfeld, P., Fishman, B., Krajcik, J., Marx, R.W & Soloway, E. (2000). Creating useable innovations in systemic reform: Scaling-up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149 - 164.
*Singer, J., Marx, R.W., Krajcik, J., & Clay Chambers, J. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35(3), 165 - 178.
*Wallace, R. , Kupperman, J., Krajcik, J., Soloway, E. (2000). Science on the Web: Students On-line in a Sixth Grade Classroom. Journal of Learning Sciences, 9(1), 75-104.
*Zembal-Saul, C., Blumenfeld, P., Krajcik, J. (2000). Influence of guided cycles of planning, teaching, and reflection on prospective elementary teachers' science content representations. Journal of Research in Science Teaching, 37, 318-339.
*Crawford, B., Marx, R., Krajcik, J. (1999). Developing Collaboration in a Middle School Project-Based Science Classroom. Science Education, 83(6), 701-723.
*Krajcik, J.S., Blumenfeld, P., Marx, R.W., Bass, K.M., Fredricks, J., & Soloway, E. (1998). Middle school students' initial attempts at inquiry in project-based science classrooms. Journal of the Learning Sciences. 7(3&4),313-350.
*Stratford, S. J., Krajcik, J., Soloway, E. (1998). Secondary students' dynamic modeling processes: analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology , 7(3), 215-234.
*Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E., (1998). New technologies for teacher professional development. Teaching and Teacher Education, 14(1), 33-52.
*Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E., (1997). Enacting project-based science: Challenges for practice and policy. Elementary School Journal. 97, 341-358.
*Blumenfeld, P.C., & Marx, R.W., Krajcik, J. S., & Soloway, E. (1996). Learning with peers: From small group cooperation to collaborative communities. Educational Researcher. 25 (8), 37-40.
*Jackson, S., Stratford, S.J., Krajcik, J.S. and Soloway, E. (1996). Making system dynamics modeling accessible to pre-college science students. Interactive Learning Environments, 4(3), 233-257.
*Krajcik, J., Soloway, E., Blumenfeld, P. C., Marx, R. W., Ladewski, B. L., Bos, N. D. & Hayes, P. J. (1996) The Casebook of Project Practices--An example of an interactive multimedia system for professional development. Journal of Computers in Mathematics and Science Teaching, 15(1/2), 119-135.
*Jackson, S., Stratford, S.J., Krajcik, J.S. and Soloway, E. (1996). A learner-centered tool for students building models. Communications of the ACM, 39(4), 48 - 50.
*Blumenfeld, P.C., Hicks, L., & Krajcik, J.S. (1996). Teaching educational psychology through instructional planning. Educational Psychologist, 31(1), 51-62.
*Bos, N., Krajcik, J.S., and Patrick, H. (1995). Telecommunications for teachers: supporting reflection and collaboration among teaching professionals. Journal of Computers in Mathematics and Science Teaching, 14,(12), 187 -202.
*Nakhleh, M. B., Krajcik, J. S. (1994). The effect of level of information as presented by different technologies on students' understanding of acid, base and pH concepts. Journal of Research in Science Teaching, 31(10), 1077-1096.
*Krajcik, J., Blumenfeld, P., Marx,, R. W., & Soloway, E. (1994). A collaborative model for helping science teachers learn project-based instruction. Elementary School Journal, 94(5), 483-498.
*Blumenfeld, P.C., Krajcik, J, Marx, R.W. & Soloway, E. (Authors are listed in alphabetical order). (1994). Lessons Learned: A collaborative model for helping teachers learn project-based instruction. Elementary School Journal, 94(5), 539-551.
*Ladewski, B.L., Krajcik, J.S., & Harvey, C. (1994). A middle grade science teacher's emerging understanding of project-based instruction. Elementary School Journal, 94(5), 499-516.
*Marx, R. W., Blumenfeld, P.C., Krajcik, J, Blunk, M., Crawford, B., Kelly B., and Meyer, K. (1994) Enacting Project-based Science: Experiences of four middle grade teachers. Elementary School Journal, 94(5), 499-516.
*Clermont, C., Borko, H. and Krajcik, J. S. (1994) A comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31(4), 419-441.
*Nakhleh, M. B., & Krajcik, J. S. (1993). A protocol analysis of the influence of technology on students actions, verbal commentary, and thought process during the performance of acid-base titrations. Journal of Research in Science Teaching, 30(9), 1149-1168.
*Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 30(1), 21 - 45.
+Layman, J.W. & Krajcik, J.S. (1992). The microcomputer and practical work in science laboratories. In David Layton (Ed.), Innovations in Science and Technology Education, Vol IV, UNESCO, Paris.
*Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J. S., Guzdial, M. & Palincsar, A. (1991). Motivating project-based learning. Educational Psychologist, 26(3 & 4), 369 - 398.
*Starr M. & Krajcik, J. (1990). Concept maps as a heuristic for science curriculum development: Toward improvement in process and product. Journal of Research in Science Teaching, 27(9), 987-100.
*Krajcik, J. S., & Penick, J. E. (1989). Evaluation of a model science teacher education program. Journal of Research in Science Teaching, 26(9), 795-810.
*Yager, R. E. & Krajcik, J. S. (1989). Success of students in a college physics courses with and without experiencing a high school course. Journal of Research in Science Teaching, 26(7), 599-608.
*Krajcik, J. S., Simmons, P. S., & Lunetta, V. N. (1988). A research strategy for the dynamic study of students' concepts and problem solving strategies using science software. Journal of Research in Science Teaching, 25(2), 147-155.
*Yager, R. E., Snider, B. & Krajcik, J. S. (1988). Relative success in college chemistry for students who experienced a high school course in chemistry and those who had not. Journal of Research in Science Teaching, 25(5), 387-396.
*Krajcik, J. S., & Berg, C. (1987). Exemplary software in the science classroom. School Science and Mathematics, Special Issue-Technology, 87(6), 494-500.
*Krajcik, J. S., & Yager, R. E. (1987). High school chemistry as preparation for college chemistry. Journal of Chemical Education, 64(5), 443-435.
*Krajcik, J. S., & Haney, R. (1987). Reasoning patterns necessary for success in high school chemistry. School Science and Mathematics, 87(1), 25-32.
*Krajcik, J. S., Simmons, P. E., & Lunetta, V. N. (1986). Research on computers in science learning. Journal of Research in Science Teaching, 23(5), 465-470.