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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2000
K. Hogan, “Assessing students' systems reasoning in ecology”, J. Biol. Ed., vol. 35, p. 22-28, 2000.
T. Moorcroft, K. H. Desmarais, K. Hogan, and A. R. Berkowitz, “Authentic assessment in the informal setting: how it can work for you”, J. Environ. Ed., vol. 31, p. 20-24, 2000.
C. W. Anderson and K. Hogan, “Designing programs for science learning”, J. Res. Sci. Teach, vol. 37, p. 627-628, 2000.
K. Hogan and J. Fisherkeller, “Dialogue as data: assessing students' scientific reasoning with interactive protocols”, in J. J. Mintzes, J. H. Wandersee, and J. D. Novak (eds.). Assessing Science Understanding: a Human Constructivist View, 2000, p. 95-127.
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.
K. Hogan, “Exploring a process view of students' knowledge about the nature of science”, Sci. Ed., vol. 84, p. 51-70, 2000.
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 and A. R. Berkowitz, “Teachers as inquiry learners”, J. Sci. Teacher Ed., vol. 11, p. 1-25, 2000.
2003
K. Hogan and K. C. Weathers, “Psychological and ecological perspectives on the development of systems thinking”, in A. R. Berkowitz, C. H. Nilon, and K. S. Hollweg (eds.). Understanding Urban Ecosystems: A New Frontier for Science and Education, 2003, p. 233-260.
H. A. Ewing, et al., “The role of modeling in undergraduate education”, in C. D. Canham, J. J. Cole, and W. K. Lauenroth (eds.). Models in Ecosystem Science, 2003, p. 413-427.

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