In Press and Submitted

Schlager, M., Farooq, U., Fusco, J., Schank, P., & Dwyer, N. (in press). Analyzing online social networking in professional learning communities: Cyber networks require cyber-research tools. Journal of Teacher Education.

2008

Michalchik, V., Kozma, R., Rosenquist, A., & Schank, P. (2008). Representational resources for constructing shared understandings in the high school chemistry classroom. In J. Gilbert, M. Nakhleh, & M. Reiner (eds.). Visualization: Theory and practice in science education, pp. 233-282. New York: Springer.

Ranney, M., Rinne, L., Yarnall, L., Munnich, E., Miratrix, L., & Schank, P. (2008). Designing and assessing numeracy training for journalists: Toward improving quantitative reasoning among media consumers. training for journalists: Toward improving quantitative reasoning among media consumers. In P A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Proceedings of the Eighth International Conference for the Learning Sciences, Volume 2 (pp. 2-246-2-253). International Society of the Learning Sciences, Inc.

Quellmalz, E., Barger, A., Haertel, G., Schank, P., Buckley, B., Gobert, J., Horwitz, P., & Ayala, C. (2008). Exploring the role of technology-based simulations in science assessment: The Calipers project. In Coffey, Douglas, & Sterns (Eds.), Assessing science learning: Perspectives from research and practice. NSTA Press.

2007

Farooq, U., Schank, P., Harris, A., Fusco, J. & Schlager, M. (2007). Sustaining a community computing infrastructure for online teacher professional development: A case study of designing Tapped In. Journal of Computer Supported Cooperative Work, 16(4-5), 397-429. Norwell, MA: Klewer Academic Publishers.

Schank, P., Krajcik, J., & Yunker, M. (2007). Can nanoscience be a catalyst for education reform? In F. Allhoff, P. Lin, J. Moor, J. Weckert (Eds.), Nanoethics: The ethical and social implications of nanotechnology. Hobeken, NJ: Wiley Publishing.

2006

Schank, P., & Wise, A. (2006). Introducing high school students to nanoscale science. Forum on Education of The American Physical Society Summer 2006 Newsletter.

Hamel, L., & Schank, P. (2006). A Wizard for PADI Assessment Design. PADI Technical Report 11. Menlo Park, CA: SRI International.

2005

Hamel, L., & Schank, P. (2005). Participatory, Example-based Data Modeling in PADI. PADI Technical Report 3, Menlo Park, CA: SRI International.

Sabelli, N., Schank, P., Rosenquist, A., Stanford, T., Patton, C., Cormia, R., & Hurst, K.. (2005). Report of the workshop on science and technology education at the nanoscale. Technical Report, Menlo Park, CA: SRI International.

Roschelle, J., Schank, P, Brecht, J., Tatar, D., & Chaudhury, S. R. (2005). From response systems to distributed systems for enhanced collaborative learning. Proceedings of the International Conference on Computers in Education. (pp. 363-370). Amsterdam, The Netherlands: IOS Press.

2004

Schank, P. & Hamel, L. (2004). Collaborative Modeling: Hiding UML and Promoting Data Examples in NEMo. Proceedings of the 2004 ACM Conference on Computer Supported Cooperative Work (pp. 574-577). New York, NY: ACM Press.

2003

Hamel, L., Haertel, G., Kennedy, C., Mislevy, R., Risconscente, M., & Schank, P. (2003). Principled Assessment Design for Inquiry (PADI) object model documentation. PADI Technical Report. SRI International, Menlo Park, CA.

Vermaat, H., Kramers-Pals, H., & Schank, P. (2003). The Use of Animations in Chemical Education. Proceedings of the International Convention of the Association for Educational Communications and Technology, pp. 430-441. Anaheim, CA.

2002

Schank, P., Harris, A., & Schlager, M.S. (2002). Painting a Landscape onto TAPPED IN 2. Presented to the "The Role of Place in Shaping Virtual Community" workshop at the Computer Supported Cooperative Work Conference, New Orleans, LA, November 16-20, 2002.

Schank, P., & Kozma, R. (2002). Learning Chemistry Through the Use of a Representation-Based Knowledge Building Environment. Journal of Computers in Mathematics and Science Teaching, 21(3), 253-279.

Schlager, M.S., Fusco, J., & Schank, P. (2002). Evolution of an On-line Community. In K. Renninger and W. Schumar (Eds.), Building Virtual Communities: Learning and Change in the Cyberspace, Cambridge, UK: Cambridge University Press, 129-158.

2001

Diehl, C., Ranney, M., & Schank, P. (2001). Model-based feedback supports reflective activity in collaborative argumentation. In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning (pp. 189-196) [Proceedings of the First European Conference on Computer-Supported Collaborative Learning], Netherlands: Universiteit Maastricht.

1999

Schank, P., Fenton, J., Schlager, M., & Fusco, J. (1999). From MOO to MEOW: Domesticating technology for online communities. Proceedings of the Third International Conference on Computer Support for Collaborative Learning (pp. 518-526). Mahwah, NJ: Lawrence Erlbaum.

1998

Kozma, R., & Schank, P. (1998). Connecting with the twenty-first century: Technology in support of education reform. In D. Palumbo and C. Dede (Eds.), Association for Supervision and Curriculum Development 1998 Yearbook: Learning and Technology, pp. 3-27. Alexandria, VA: ASCD.

Ranney, M. & Schank, P. (1998). Toward an integration of the social and the scientific: Observing, modeling, and promoting the explanatory coherence of reasoning. In S. Read and L. Miller (Eds.), Connectionist models of social reasoning and social behavior (pp. 245-274). Mahwah, NJ: Lawrence Erlbaum.

Schlager, M., Fusco, J., & Schank, P. (1998). Cornerstones for an on-line community of education professionals.IEEE Technology and Society, Special Issue on Computers in the Classroom: The Internet in K-12, 17 (4), 15-21, 40.

1997

Schlager, M., & Schank, P. (1997). Tapped In: A new on-line community concept for the next generation of Internet technology. In R. Hall, N. Miyake & N. Enyedy (Eds.), Proceedings of the Second International Conference on Computer Support for Collaborative Learning, pp. 231-240. Hillsdale, NJ: Erlbaum.

Kozma, R., & Schank, P. (1997). Virtual Places for Collaborative Science Simulations. in BioQuest Notes, spring 1997.

1996

Schank, P. & Schlager, M. (1996). Facilitating Collaborative Problem Solving with Distant Mentor. CSCW '96 Videos, Demonstrations, and Short Papers, 7-8.

Schank, P. & Schlager, M. (1996). Assessing and supporting remote collaborative problem solving. Proc. 18th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum, pp. 835.

Schlager, M., Schank, P, & Means, B. (1996). Assessing the Impact of Distant Mentor: A System for Supporting Remote Collaborative Problem Solving. SRI International final technical report, SRI Project #4232.

Pirolli, P., Schank, P., Hearst, M., & Diehl, C. (1996). Scatter/Gather browsing communicates the topic structure of a very large text collection. Human Factors in Computing Systems CHI '96, 213-220. New York, NY: Association for Computing Machinery.

1995

Schank, P. (1995). Computational tools for modeling and aiding reasoning: Assessing and applying the Theory of Explanatory Coherence. (Doctoral dissertation, University of California, Berkeley, 1995). Dissertation Abstracts International. [Won the 1995 Outstanding Dissertation Award from UC Berkeley's Graduate School of Education.]

Schank, P, & Ranney, M. (1995). Improved reasoning with Convince Me. Human Factors in Computing Systems CHI '95 Conference Companion, 276-277. New York, NY: Association for Computing Machinery.

Ranney, M., & Schank, P. (1995). Protocol modeling, bifurcation/bootstrapping, and Convince Me: Computer-based methods for studying beliefs and their revision. Behavior Research Methods, Instruments and Computers, 27, 239-243.

Ranney, M., Schank, P., & Diehl, C. (1995). Competence Versus Performance in Critical Reasoning: Reducing the Gap by Using Convince Me. Psychology Teaching Review, 4, 2, 151-164.

1994

Schank, P., Ranney, M., & Hoadley, C. (1994, 1995, in press). Convince Me [Computer program and manual]. In J.R. Jungck, N. Peterson, & J.N. Calley (Eds.), The BioQUEST Library. College Park, MD: Academic Software Development Group, University of Maryland. See also The Convince Me Web Site.

Hoadley, C., Ranney, M., & Schank, P. (1994). WanderECHO: A connectionist simulation of limited coherence. Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society, 421-426, Hillsdale, NJ: Erlbaum.

Ranney, M., Schank, P., & Diehl, C. (1994). Reducing the competence/performance gap with Convince Me, the reasoner's workbench. In A. Trapp & N. Hammond (Eds.), Computers in Psychology Handbook, 54-56. York, England: CTI Centre For Psychology, University of York.

Ranney, M., Schank, P., Hoadley, C., & Neff, J. (1994). I know one when I see one": How (much) do hypotheses differ from evidence? In the Proceedings of the Fifth Annual American Society for Information Science Workshop on Classification Research , 139-156.

Schank, P., Ranney, M., Hoadley, C., Diehl, C., & Neff, J. (1994). A reasoner's workbench for improving scientific thinking: Assessing Convince Me. Proceedings of the International Symposium on Mathematics/Science Education and Technology. Charlottesville, VA: AACE.

1993 and earlier

Ranney, M., Schank, P., Mosmann, A., & Montoya, G. (1993). Dynamic explanatory coherence with competing beliefs: Locally coherent reasoning and a proposed treatment. In T.-W. Chan (Ed.), Proceedings of the International Conference on Computers in Education: Applications of Intelligent Computer Technologies (pp. 101-106).

Schank, P., and Rowe, L. (1993). The design and assessment of a hypermedia course on semiconductor manufacturing. Journal of Educational Multimedia and Hypermedia, 2 (3), 299-320.

Schank, P. & Ranney, M. (1993). Can reasoning be taught? Educator, 7 (1), 16-21. [Special issue on Cognitive Science and Education].

Schank, P., Linn, M., & Clancy, M. (1993). Supporting Pascal programming with an on-line template library and case studies. International Journal of Man-Machine Studies, 38, 1031-1048.

Schank, P., and Ranney, M. (1992). Assessing explanatory coherence: A new method for integrating verbal data with models of on-line belief revision. Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society, 599-604. Hillsdale, NJ: Erlbaum. [David Marr Memorial Prize was awarded to the first author for this article.]

Schank, P., and Ranney, M. (1991). The psychological fidelity of ECHO: Modeling an experimental study of explanatory coherence. Proceedings of the Thirteenth Annual Conference of the Cognitive Science Society, 892-897. Hillsdale, NJ: Erlbaum.