Marcia Linn
| Marcia C. Linn | |
|---|---|
 |
|
| Education |
B.A. Psychology & Statistics, Stanford University (1965) |
| Occupation | Professor of Cognition and Development |
| Employer | University of California, Berkeley |
| Website | Homepage, Faculty profile |
B.A. Psychology & Statistics, Stanford University (1965)
M.A. Educational Psychology, Stanford University (1967)
Marcia C. Linn is a professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. Since 1970 she has made significant contributions to the understanding of how computers and technology can be used to support learning and teaching in mathematics and science. Her CV includes an extensive list of presentations and published books, articles, and peer reviewed papers in science education and education technology.
Marcia Linn was born in Milwaukee, Wisconsin to Frances and George Cyrog. Frances became 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’s lifelong interest in science learning stems from growing up as the oldest child in a family enthusiastic about learning. Her father, George, believed everyone could learn about all aspects of science and engineering and implemented this in 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.
Marcia 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. Her research addresses how technology-enhanced curricula, visualizations, and assessments can deepen student understanding of science.
In 1967-68, Marcia was fortunate to work with Jean Piaget and other researchers at the Institute Jean Jacques Rousseau in Geneva, Switzerland. In Geneva, listening to researchers probe students' ideas motivated her to listen closely to the ideas that students bring to a learning situation. Marcia spent time in schools interviewing students and learning to conduct interviews using the Piagetian clinical method. In Geneva, and when she returned to California, Marcia conducted many interviews in which she asked students to explore scientific problems. She learned that student ideas about scientific topics are diverse and often well connected. These interviews formed the basis for her perspective on knowledge integration.
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