Siler, S. A. (Submitted). Giving students choice of research question: Effects on science attitudes and learning outcomes.

Klahr, D. & Siler, S. A. (2019). Teaching basic experimental design with an intelligent tutor. In P. Kuhl, S. Lim, S. Guerriero and D. van Damme (Eds.) Developing Minds in the Digital Age: Towards a Science of Learning for 21^st Century Education (pp. 135 –144), Educational Research and Innovation, OECD Publishing, Paris.

Siler, S. A. & Klahr, D. (2016). Effects of terminological concreteness on middle-school students' learning of experimental design. Journal of Educational Psychology, 108(4), 547-562. http://dx.doi.org/10.1037/edu0000072 [1]

Siler, S. A. & Willows, K. J. (2014). Individual differences in the effect of figure concreteness on learning and transfer of a mathematical concept. Learning and Instruction, 33, 170-181. DOI: 10.1016/j.learninstruc.2014.05.001 [2]

Siler, S. A. & VanLehn, K. (2014). Investigating Microadaptation in One-to-One Human Tutoring. The Journal of Experimental Education. DOI: 10.1080/00220973.2014.907224 [11]

Siler, S. A., Klahr, D., & Matlen, B. (2013). Conceptual change when learning experimental design. In Vosniadou, S. (Editor) 2nd Edition of the International Handbook of Research on Conceptual Change, Routledge.

Siler, S. A., Klahr, D., & Price, N. (2012). Investigating the mechanisms of learning from a constrained preparation for future learning activity. Instructional Science, 41(1), 191-216. DOI: 10.1007/s11251-012-9224-7. [4]

Siler, S. A., & Klahr, D. (2012). Detecting, Classifying and Remediating Children’s Explicit and Implicit Misconceptions about Experimental Design. In Proctor, R. W., & Capaldi, E. J. (Eds.), Psychology of Science: Implicit and Explicit Reasoning. New York: Oxford University Press.

Siler, S. A., Klahr, D., Magaro, C., Willows, K., & Mowery, D. (2010). Predictors of transfer of experimental design skills in elementary and middle school children. Proceedings of the 10^th ITS 2010 Conference. Lecture Notes in Computer Science, 6095, 198-208. [5]

Siler, S. A., Mowery, D., Magaro, C., Willows, K., & Klahr, D. (2010). Comparison of a computer-based to a hands-on lesson in experimental design. Proceedings of the 10^th ITS 2010 Conference. Lecture Notes in Computer Science, 6095, 408-410. [19]

Klahr, D., Triona, L. M., & Williams, C. (2007). Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children. Journal of Research in Science teaching, 44(1), 183-203.

Siler, S. A & VanLehn, K. (2009). Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-mediated versus Face-to-face Tutoring. International Journal of Artificial Intelligence in Education, 19, 73-102. [10]

Li, J., Klahr, D., & Siler, S. A. (2006). What Lies Beneath Standards Alignment and Science Achievement Gap? A Blueprint for Managing Content Standards, Accountability Tests, and Everyday Instruction. Science Educator, 15, 1-12.

Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor their students’ understanding accurately? Cognition and Instruction, 22(3), 363-387. [16]

Siler, S. A. & VanLehn, K. (2003). Accuracy of Tutors’ Assessments of their Students by Tutoring Context. In R. Alterman & D. Hirsch, (Eds.), Proceedings of the 25th Annual Meeting of the Cognitive Science Society, Hillsdale, NJ: Erlbaum. [9]

VanLehn, K., Siler, S. A., Murray, C., Yamauchi, T., & Baggett, W. B. (2003) Why do only some events cause learning during human tutoring? Cognition and Instruction, 21(3), 209-249. [14]

Siler, S. A., Rosé, C., Frost, T., VanLehn, K., & Koehler (2002). Evaluating knowledge construction dialogs (KCDs) versus minilessons within Andes2 and alone, ITS2002 Workshop on Empirical Methods for Tutorial Dialogue Systems (pp. 9-15), San Sebastian, Spain. [12]

Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) Learning from human tutoring. Cognitive Science, 25, 471-533. [17]

Erdosne Toth, E., Klahr, D., & Chen, Z. (2000). Bridging research and practice: A cognitively based classroom intervention for teaching experimentation skills to elementary school children. Cognition and instruction, 18(4), 423-459.

Chen, Z., & Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. Child development, 70(5), 1098-1120.

Siler, S. A. (2019). The development of cause-effect relationship understanding as shown in middle school students’ science fair posters. Paper presented at the 2019 American Education Research Association (AERA) conference, Toronto, Ontario, Canada.

Siler, S. A., Klahr, D., Willows, K. & Allegretti, S. (2018). Contextualizing Experimental Design Instruction within Inquiry Science Projects: The ISP Tutor. Poster presented at the Three Rivers Educational Technology Conference (TRETC), Pittsburgh, PA.

Siler, S. A. & Klahr, D. (June, 2014). Do students learn domain-general skills better with domain-general examples? In F. Fischer (Chair), The interplay of domain-specific and domain-general factors in scientific reasoning and argumentation. Symposium conducted at the International Conference of the Learning Sciences (ICLS), Boulder, Colorado.