K. Hogan

The role of modeling in undergraduate education
Ewing, Holly A., K. Hogan, Felicia Keesing, H. Bugmann, Alan R. Berkowitz, L. Gross, J. Oris, and J. Wright. 2003. “The Role of Modeling in Undergraduate Education”. In C. D. Canham, J. J. Cole, and W. K. Lauenroth (eds.). Models in Ecosystem Science, 413-27. Princeton University Press, Princeton, New Jersey.
Psychological and ecological perspectives on the development of systems thinking
Hogan, K., and Kathleen C. Weathers. 2003. “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, 233-60. Springer-Verlag New York, Inc.
Small groups' ecological reasoning while making an environmental management decision
Hogan, K. 2002. “Small groups’ Ecological Reasoning While Making an Environmental Management Decision”. J. Res. Sci. Teach 39: 341-68.
A sociocultural analysis of school and community settings as sites for developing environmental practitioners
Hogan, K. 2002. “A Sociocultural Analysis of School and Community Settings As Sites for Developing Environmental Practitioners”. Env. Educ. Res. 8: 417-41.
Pitfalls of community-based learning: how power dynamics limit adolescents' trajectories of growth and participation
Hogan, K. 2002. “Pitfalls of Community-Based Learning: How Power Dynamics Limit adolescents’ Trajectories of Growth and Participation”. Teachers College Record 104: 586-624.
Collective metacognition: the interplay of individual, social, and cultural meanings in small groups' reflective thinking
Hogan, K. 2001. “Collective Metacognition: The Interplay of Individual, Social, and Cultural Meanings in Small groups’ Reflective Thinking”. In F. Columbus (ed.). Advances in Psychology Research VII. Nova Science Publishers, Huntington, NY.
Viewing classrooms as cultural contexts for fostering scientific literacy
Hogan, K., and C. A. Corey. 2001. “Viewing Classrooms As Cultural Contexts for Fostering Scientific Literacy”. Anthropol. Educat. Quarterly 32: 1-30.
Cognitive comparisons of students' systems modeling in ecology
Hogan, K., and D. Thomas. 2001. “Cognitive Comparisons of students’ Systems Modeling in Ecology”. J. Sci. Educ. Technol 10: 319-45.
Comparing the epistemological underpinnings of students' and scientists' reasoning about conclusions
Hogan, K., and M. Maglienti. 2001. “Comparing the Epistemological Underpinnings of students’ and scientists’ Reasoning about Conclusions”. J. Res. Sci. Teach 38: 663-87.
Dialogue as data: assessing students' scientific reasoning with interactive protocols
Hogan, K., and J. Fisherkeller. 2000. “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, 95-127. Academic Press, Inc., New York.