Publications

The Institute communicates its scientific and educational information in a number of ways. One major outlet is peer-reviewed publications and reports.  Cary Institute staff regularly publish in the best-rated journals in their respective fields.

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Journal Article
K. Hogan and C. A. Corey, “Viewing classrooms as cultural contexts for fostering scientific literacy”, Anthropol. Educat. Quarterly, vol. 32, p. 1-30, 2001.
K. Hogan, “Thinking aloud together: a test of an intervention to foster students' collaborative scientific reasoning”, J. Res. Sci. Teach, vol. 36, p. 1085-1109, 1999.
K. Hogan, “Teaching the science of ecology”, Connect, vol. April, p. 4-5, 1990.
K. Hogan and A. R. Berkowitz, “Teachers as inquiry learners”, J. Sci. Teacher Ed., vol. 11, p. 1-25, 2000.
K. Hogan, “A sociocultural analysis of school and community settings as sites for developing environmental practitioners”, Env. Educ. Res., vol. 8, p. 417-441, 2002.
K. Hogan, “Sociocognitive roles in science group discourse”, Int. J. Sci. Ed., vol. 21, p. 855-882, 1999.
K. Hogan, “Small groups' ecological reasoning while making an environmental management decision”, J. Res. Sci. Teach, vol. 39, p. 341-368, 2002.
K. Hogan and J. Fisherkeller, “Representing students' thinking about nutrient cycling in ecosystems: bidimensional coding of a complex topic”, J. Res. Sci. Teach, vol. 33, p. 941-970, 1996.
K. Hogan, “Relating students' personal frameworks for science learning to their cognition in collaborative contexts”, Sci. Ed., vol. 83, p. 1-32, 1999.
K. Hogan, “Pitfalls of community-based learning: how power dynamics limit adolescents' trajectories of growth and participation”, Teachers College Record, vol. 104, p. 586-624, 2002.
K. Hogan, “The maple trail”, Sci. Child, vol. 27, p. 22-23, 1990.
J. J. Gallagher and K. Hogan, “Intergenerational, community-based learning and science education (editorial)”, J. Res. Sci. Teach, vol. 37, p. 107-108, 2000.
K. Hogan, “Exploring a process view of students' knowledge about the nature of science”, Sci. Ed., vol. 84, p. 51-70, 2000.
K. Hogan, B. K. Nastasi, and M. Pressley, “Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions”, Cognition and Instruction, vol. 17, p. 379-432, 2000.
C. W. Anderson and K. Hogan, “Designing programs for science learning”, J. Res. Sci. Teach, vol. 37, p. 627-628, 2000.
C. A. Anderson and K. Hogan, “Design in science education (editorial)”, J. Res. Sci. Teach, vol. 36, p. 975-976, 1999.

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