Clark A. Chinn

Rutgers, The State University of New Jersey — United States

Social Sciences · Social Sciences

35h-index11.0kcitations179works2.42yr avg
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Research Topics

Education and Critical Thinking Development(70), Educational Strategies and Epistemologies(67), Innovative Teaching and Learning Methods(52), Science Education and Pedagogy(39), Educational Assessment and Pedagogy(8)

Publications179 total

Epistemic rights in tension and accord: Expanding the analysis of source evaluation criteria
Educational Psychologist·2025
Building Student Epistemic Practices through Curriculum Design: Investigating Learning Outcomes and Engagement
Proceedings.·2025Open Access
The Making of Competent Outsiders: Using Epistemic Practices of Science to Enhance Student’s Critical Evaluation of Misleading Scientific Explanations in Classrooms
Proceedings.·2025Open Access
Friendly Controversy: Synergistic Scaffolding for Practices of Providing Peer Critique
Computer-supported collaborative learning/˜The œComputer-Supported Collaborative Learning Conference·2025Open Access
How do source evaluation criteria develop? A microgenetic study of growth of epistemic ideals
Computers in Human Behavior·2025· 6 cited
Regrounding Inquiry-Based Learning in History: A Study of Historians’ Epistemic Processes
Cognition and Instruction·2025· 1 citedOpen Access
Evaluating the Quality of Argumentation: The Role of Epistemic Ideals and Reliable Processes
Cognition and Instruction·2025· 1 cited
Elementary Students' Metacognitive Knowledge of Epistemic Criteria
Journal of Research in Science Teaching·2025· 3 citedOpen Access
Disagreeing softly: Supporting students in managing disagreement in peer critique
International Journal of Computer-Supported Collaborative Learning·2024· 7 citedOpen Access
Scaffolding source evaluation during document-based scientific inquiry: The contributions of document mapping and shared criteria scaffolds
Computers in Human Behavior·2024· 8 cited
The AIR and Apt-AIR Frameworks of Epistemic Performance and Growth: Reflections on Educational Theory Development
Educational Psychology Review·2024· 19 citedOpen Access
Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities
Educational Research Review·2024· 20 citedOpen Access
Exam Implementation of Scientific Epistemic Practices Curricula Through an Adaptive Expertise Lens: A Case Study
Proceedings.·2024Open Access
Resolving Expert Disagreement by Evaluating Misrepresentations
Proceedings.·2024Open Access
Capturing Epistemic Engagement on Social Media
Proceedings.·2024Open Access
Linking Disagreement Reasons and Integrative Conclusions: An Epistemic Script to Promote Integration of Multiple Conflicting Information Based on Disagreement Analysis
Computer-supported collaborative learning/˜The œComputer-Supported Collaborative Learning Conference·2024Open Access
Understanding and Promoting Epistemic Growth: Applying the AIR and Apt-AIR Frameworks
Proceedings.·2024Open Access
Developing Teachers’ Adaptive Expertise for Ambitious Instruction and Disciplinary Learning
Proceedings.·2024Open Access
Recognizing Cherry-Picked Data in Scientific Information: Epistemic Challenge toward Understanding Comprehensive Evidence
Proceedings.·2024Open Access
Students’ Prioritization of Initial and Direct Causal Mechanisms During Model Evaluation
Proceedings.·2024Open Access
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Frequent Co-authors

Ravit Golan Duncan(9), William F. Brewer(9), Ala Samarapungavan(6), Richard C. Anderson(6), Sarit Barzilai(6), Cindy E. Hmelo‐Silver(5), Martha Waggoner(5), Luke A. Buckland(4), Angela M. O’Donnell(3), Karl S. Rosengren(3), Betina A. Malhotra(2), William J. Pluta(2), Hwajin Yi(2), Frank Fischer(2), Ronald W. Rinehart(2), Carol K. K. Chan(1), Theresa S. Jinks(1), Carol Nemeroff(1), Eugene Subbotsky(1), Jacqueline D. Woolley(1)