| Marcia C. Linn | |
| Education: | B.A. Psychology & Statistics, Stanford University (1965) M.A. Educational Psychology, Stanford University (1967) Ph.D. Educational Psychology, Stanford University (1970) |
| Occupation: | Professor of Cognition and Development |
| Work Institution: | University of California, Berkeley |
| Website: | Homepage, Faculty profile |
| Thesis Title: | Effects of a training procedure on matrix performance and on transfer tasks |
| Thesis Year: | 1970 |
| Doctoral Advisor: | Lee Cronbach |
Marcia C. Linn (née Cyrog) is an American professor specializing in personal development and cognitive processes. Linn specializes in education in mathematics, science, and technology at the Graduate School of Education at the University of California, Berkeley.
Linn was born in Milwaukee, Wisconsin, to Frances and George Cyrog. Frances was the principal of Sorenson School in Whittier, California. George was a supervisor in the postal service as well as a rockhound who founded the Whittier Gem and Mineral Society. Marcia claims her interest in science stems from her parents. Her father, George, believed everyone could learn about science and engineering. He effectuated this belief in his own life through his hobby of collecting rocks and minerals. Her mother, Frances, developed a philosophy for individualized reading instruction starting when she taught elementary school and continuing as she became an elementary school principal.[1]
Linn received a B.A. in Psychology and Statistics (1965), an M. A. in Educational Psychology (1967), and a Ph.D. in Educational Psychology (1970) from Stanford University working under the mentorship of Lee Cronbach.
In 1967–68, Linn worked with Jean Piaget and other researchers at the Institute Jean Jacques Rousseau in Geneva, Switzerland. In Geneva, Linn spent time in schools interviewing students using the Piagetian clinical method. When she returned to California, Linn conducted many interviews in which she asked students to explore scientific problems which formed the basis for her perspective on knowledge integration.
Linn was a Research Psychologist at the Lawrence Hall of Science (1970–1987) and led the ACCEL program, a National Science Foundation-funded research project that investigated the cognitive consequences of computer environments for learning. She won an Apple Wheels for the Mind grant in 1985 for The Computer as Lab Partner, a project to bring Apple computers equipped with sensing probes into schools. With Robert Tinker, she developed the first Microcomputer-based Labs and probeware for middle school science.[2] From 1989 to 1996, Marcia was director of the Instructional Technology Program at the UC Berkeley.
In 1983, she was Fulbright Professor at the Weizmann Institute of Science in Rehovot, Israel. The project Assessing the Cognitive Consequences of Computer Environments for Learning documented the uses of personal computers in classrooms. In 1986, she received a three-year grant from the National Science Foundation to study Autonomous Learning Materials for Pascal Courses and studied programming instruction.
In 1995–1996, 2001–2002, and 2010–2011, Linn was a fellow at the Center for Advanced Study in Behavioral Sciences in Stanford, California. In 2008–2009, she was President of the International Society for the Learning Sciences. Linn is a member of the National Academy of Education and a Fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Association for Psychological Science. She has served as Chair of the AAAS Education Section and as President of the International Society of the Learning Sciences. Her board services include the American Association for the Advancement of Science board, the Graduate Record Examination Board of the Educational Testing Service, the James S. McDonnell Foundation Cognitive Studies in Education Practice board, and the Directorate for Education and Human Resources at the National Science Foundation.
Linn's books include Computers, Teachers, Peers (2000), Internet Environments for Science Education (2004), Designing Coherent Science Education (2008), WISE Science (2009), and Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration (2011). Her research on how students learn computer science and middle-school science led her to describe the knowledge integration framework.[3]
She currently directs the NSF-funded Technology-Enhanced Learning in Science (TELS) center and the Web-based Inquiry Science Environment (WISE).[4]
In 1983, she won one of two grants awarded by the National Institute of Education. Other awards include the National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education[5] and the Council of Scientific Society Presidents first Educational Research Award.[6]