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  1. Borges**, I., Tapia**, P., Donnelly-Hermosillo, D.F., & Nelson, F. (2022). How an undergraduate physical science course influences elementary teachers’ longer-intentions to physical science. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Diego, April 22-25.

  2. Hernandez*, T., Donnelly-Hermosillo, D.F., Person E. (2021). Re-taking introductory chemistry with a new course structure: Narratives from underrepresented female chemistry students. Paper presented at the annual meeting of the American Educational Research Association (AERA), Virtual, April 5-9.

  3. Buxner, S., Moreno, D., Horvath, L., Keller, J., Yisak, M., Zhu, B., Sessoms, D., Donnelly-Hermosillo, D., Bailey, E., and Vokos, S. (2021). Research experience enriches teachers’ classroom practices related to science and engineering practices and STEM careers. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST). Virtual, April 7-10.

  4. Moreno*, D., Cruz, A., Buxner, S., Keller, J., Horvath, L., Sessoms, D., Donnelly-Hermosillo, D.F., Bailey, E., & Zhu, B. (2020). Activity theory and identity: A framework for investigating teacher research experiences and classroom practices. National Association for Research in Science Teaching (NARST) Conference. Portland, OR, March 15-18.

  5. Donnelly, D., Click, J., Meadows, S., Nelson, F., & Andrews, D. (2019). Enhancing pre-service elementary teachers’ physical science conceptual knowledge and ownership, European Science Education Research Association (ESERA) conference, Bologna, Italy, August 26-30.

  6. Kamitono**, J., Donnelly, D.F., & Person, E. (2019). Investigating the effects of zoo-inquiry projects on student learning in introductory chemistry laboratories. Paper presented at the annual meeting of the American Educational Research Association (AERA), Toronto, Canada, April 5-9.

  7. Meadows*, S., Click*, J., & Donnelly, D.F. (2019). Conceptual development of pre-service teachers through verification versus guided-inquiry physical science laboratories. Paper presented at the annual meeting of the American Educational Research Association (AERA), Toronto, Canada, April 5-9.

  8. Hinde*, A., & Donnelly, D.F. (2018). Impact of disciplinary and integrated approaches in physical science lectures for future K-8 teachers.  Paper presented at the annual meeting of the American Educational Research Association (AERA), New York City, New York, April 13-17.

  9. Donnelly, D.F. (2017). Improving underrepresented high school chemistry students’ submicrorepresentations through a technology-supported desalinator design project. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Antonio, Texas, April 27-May 1.

  10. Donnelly, D.F., Vitale, J.M, Gerard, G.F., McBride, E., Gogel, H., Applebaum, L., & Linn, M.C. (2016). Accessing students’ diverse repertoire of science ideas from a solar oven design project. Paper presented at the annual meeting of the American Educational Research Association (AERA), Washington D.C., April 8-12.

  11. Gerard, L.F., Vitale, J.M., Donnelly, D.F., & Linn, M.C. (2016). Combining automated scoring and teacher guidance to improve students’ science learning. Paper presented at the annual meeting of the American Educational Research Association (AERA), Washington D.C., April 8-12.

  12. Vitale, J.M., Gerard, L.F., Donnelly, D.F., McBride, E., & Linn, M.C. (2015). Comparing teacher use of logistic and conceptual indicators to guide online science inquiry. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL, April 16-20.

  13. Donnelly, D., O'Reilly, J., & McGarr, O. (2011). Building blocks for PCK: A conceptual framework to support Shulman’s original construct. Paper presented at the biannual meeting of the European Science Education Research Association (ESERA), Lyon, France, September 5-9.

  14. Donnelly, D., McGarr, O., & O’Reilly, J. (2011). The promotion of scientific inquiry in Irish post-primary schools through the use of a virtual chemistry laboratory: Implications for teacher education, in Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3638–3645), Chesapeake, VA: AACE.

  15. Donnelly, D., O'Reilly, J., & McGarr, O. (2010). A practical approach to the promotion of inquiry in chemistry in Irish post-primary schools: a virtual chemistry laboratory, in Proceedings of London International Conference on Education (LICE), London, September 6-8.

Journal Publications

  1. Britter**, M., Donnelly-Hermosillo, D., & Gulacar, O. (2022). Shifts in power relations across group work activities for gas laws. Journal of Chemical Education, 99(7), 2484–2492. https://doi.org/10.1021/acs.jchemed.2c00177

  2. Li*, M., Donnelly-Hermosillo, D.F., Click*, J. (2021). Comparing simulation sequencing in a chemistry online-supported project-based learning unit. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-021-09929-w

  3. Yukhymenko-Lescroart, M. A., Donnelly-Hermosillo, D. F., Cowan, C. C., & Berrett, B. D. (2021). A latent profile analysis of university faculty subtypes for mobile technology integration. Computers and Education Open, 100052. https://doi.org/10.1016/j.caeo.2021.100052

  4. Hansen, A., Connors, P., Donnelly-Hermosillo, D., Full, R., Hove, A., Lanier, H., … Zavaleta, E. (2021). Biology beyond the classroom: Experiential learning through authentic research, design & community engagement. Integrative and Comparative Biology, 61(3), 926–933. https://doi.org/10.1093/icb/icab155

  5. Hernandez*, T., Donnelly-Hermosillo, D. F., Person, E., & Hansen, A. K. (2021). “At least we could give our input”: Underrepresented student narratives on conventional and guided inquiry-based laboratory approaches. Integrative and Comparative Biology, 61(3), 992–1001. https://doi.org/10.1093/icb/icab014

  6. Donnelly-Hermosillo, D. F., Gerard, L. F., & Linn, M. C. (2020). Impact of graph technologies in K-12 science and mathematics education. Computers & Education, 146, 103748. https://doi.org/10.1016/j.compedu.2019.103748 

  7. Wood**, J., & Donnelly-Hermosillo, D. F. (2019). Learning chemistry nomenclature: Comparing the use of an electronic game versus a study guide approach. Computers & Education, 141, 103615. doi:10.1016/j.compedu.2019.103615

  8. Donnelly, D. F., Namdar*, B., Vitale, J. M., Lai, K., & Linn, M. C. (2016). Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts. Journal of Research in Science Teaching, 53(9), 1341–1363. doi:10.1002/tea.21331

  9. Donnelly, D. F., Vitale, J. M., & Linn, M.C (2015). Automated guidance for thermodynamics essays: Critiquing versus revisiting. Journal of Science Education and Technology, 24(6), 861–874. doi:10.1007/s10956-015-9569-1

  10. Donnelly, D. F., & Hume, A. (2015). Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in science. Research in Science & Technological Education, 33(1), 61–87. doi:10.1080/02635143.2014.977782

  11. Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and characteristics of computer-based science inquiry learning environments for precollege students. Review of Educational Research, 84(4), 572–608. doi:10.3102/0034654314546954

  12. Donnelly, D. F., McGarr, O., & O’Reilly, J. (2014). “Just be quiet and listen to exactly what he’s saying”: Conceptualising power relations in inquiry oriented classrooms. International Journal of Science Education, 36(12), 2029–2054. doi:10.1080/09500693.2014.889867

  13. Donnelly, D. F., & Boniface, S. (2013). Consuming and creating: Early-adopting science teachers’ perceptions and use of a wiki to support professional development. Computers & Education, 68(1), 9–20. doi:10.1016/j.compedu.2013.04.023

  14. Donnelly, D., O’Reilly, J., & McGarr, O. (2013). Enhancing the student experiment experience: Visible scientific inquiry through a virtual chemistry laboratory. Research in Science Education, 43(4), 1571–1592. doi:10.1007/s11165-012-9322-1

  15. Donnelly, D., McGarr, O., & O'Reilly, J. (2011). A framework for teachers' integration of ICT into their classroom practice. Computers & Education, 57(2), 1469–1483. doi:10.1016/j.compedu.2011.02.014

Referred Conference Proceedings
Brainstorming

  1. Donnelly-Hermosillo, D., & Person, E. (2022). Development and implementation of a guided-inquiry laboratory structure for an introductory chemistry course, CV-RISER symposium, Merced, CA, July 22-24.

  2. Donnelly-Hermosillo, D., Nelson, F., Andrews, D. (2022). Insights from the Enhancing the Quality of Undergraduate Investigations in Physical Science (EQUIPS) Project, IUSE Summit, Washington DC, June 1-3.

  3. Sangha*, A., Donnelly-Hermosillo, D., & Nelson, F. (2022). Providing pre-service elementary teachers opportunities through guided-inquiry to understand why and how scientific phenomena occur, American Chemical Society National Meeting & Exposition, San Diego, CA, March 20-24.

  4. Dyer, K., & Donnelly-Hermosillo, D. (2021). Making student ratings meaningful to faculty: Faculty creation of a new type of student ratings instrument. Bluenotes Global 2021 Conference, Aug 2-4, Virtual.

  5. Tapia**, P., Borges**, I., & Donnelly-Hermosillo, D. (2020). Physical science in the classroom: Is it happening? Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) Conference, October 19-24, Virtual.

  6. Donnelly, D. (2020). A virtual chemistry lab to enhance research deconstruction. Online Learning Consortium (OLC) Ideate Labs for Online STEM: Innovating STEM Education, August 21st, Virtual.

  7. Sangha*, A., & Donnelly-Hermosillo, D. (2020). Providing pre-service elementary teachers opportunities through guided-inquiry to understand why and how scientific phenomena occur. CSM Virtual Research Showcase. May 8.

  8. Donnelly-Hermosillo, D., & Wood**, J. (2020). Impacts of learning chemistry nomenclature through a study guide or a electronic game: A pre/post comparison study, 2020 Biennial Conference on Chemical Education. Abstract accepted March 31, 2020. Due to the global COVID-19 pandemic, the 2020 Biennial Conference on Chemical Education was terminated on April 2, 2020, by the Executive Committee of the Division of Chemical Education, ACS; and, therefore, this presentation could not be given. 

  9. Hernandez, T., Donnelly-Hermosillo, D., & Person, E. (2020). Using a zoo narrative and inquiry to design an innovative introductory chemistry laboratory, 2020 Biennial Conference on Chemical Education. Abstract accepted March 31, 2020. Due to the global COVID-19 pandemic, the 2020 Biennial Conference on Chemical Education was terminated on April 2, 2020, by the Executive Committee of the Division of Chemical Education, ACS; and, therefore, this presentation could not be given.

  10. Sangha*, A., Donnelly-Hermosillo, D.F., Nelson, F., & Andrews, A. (2019). NGSS aligned assessments and rubrics, California STEAM Symposium, Anaheim, CA, December 9-10.

  11. Donnelly, D., & Person, E. (2019). Helping zoo animals that helps K-5 students learn chemistry, CSTA California Science Education Conference, San Jose, CA, October 18-20.

  12. Hernandez*, T., Donnelly, D.F., Person, E. (2019). An investigation of the impact of a zoo-context chemistry laboratory on undergraduate learning and conservation perspectives, American Chemical Society National Meeting & Exposition, San Diego, CA, August 25-29.

  13. Sangha*, A., Donnelly, D.F., Nelson, F., & Andrews, D. (2019). Measuring the impact of a guided-inquiry laboratory approach on scientific explanations, American Chemical Society National Meeting & Exposition, San Diego, CA, August 25-29.

  14. Wood, J.**, & Donnelly, D. (2019). Learning chemistry nomenclature: Comparing the use of an electronic game versus a study guide approach. American Chemical Society National Meeting & Exposition, San Diego, CA, August 25-29.

  15. Keller, J.M., Buxner, S., Horvath, L., Sessoms, D., & Donnelly, D. (2019). How we built this: Collaborative Track 4 pre-service teacher research experience longitudinal study. Presented at the National Science Foundation National Noyce Conference, Washington, DC, July 10-12.

  16. Moreno*, D., Cruz, A., Buxner, S., Keller, J., Horvath, L., & Donnelly, D. (2019). Research experiences and teacher retention, persistence, and practice: Triangulating teacher accounts with observation and student data, 2019 National Alliance for Broader Impacts Summit. Tucson, AZ, April 30-May 2.

  17. Sangha*, A., & Donnelly, D. (2019). Impact of guided-inquiry approaches in physical science laboratory curriculum for K-8 teachers, American Chemical Society National Meeting & Exposition, Orlando, Fl, March 31 - April 4.

  18. Donnelly, D., Person, E., Kamitono*, J. (2019). Investigating the implementation of zoo-inquiry projects and their effects of student learning in introductory chemistry laboratories, CSU Teaching and Learning Symposium, Fresno, CA, March 8-9.

  19. Sangha*, A., & Donnelly, D. (2019). Impact of a redesigned guided-inquiry curriculum in a physical science laboratory, CSU Teaching and Learning Symposium, Fresno, CA, March 8-9.

  20. Sangha*, A., Key, R., Donnelly, D., Nelson, F., & Andrews, D. (2019). Guided inquiry physical science for pre-service teachers and explanations of physical phenomenon, American Association of Physics Teachers (AAPT) Conference, Provo, UT, July 20-24.

  21. Key, R., Donnelly, D., Meadows*, S., & Click*, J. (2019). Comparison of verification versus guided-inquiry in lab for pre-service teachers, American Association of Physics Teachers (AAPT) Conference, Houston, TX, January 12-15.

  22. Kamitono**, J., Donnelly, D.F, & Person, E. (2018). Pilot investigation of zoo inquiry projects for introductory chemistry laboratories. 255th American Chemical Society National Meeting & Expo, New Orleans, LA, March 18-22.

  23. Key, R., Hinde*, A., & Donnelly, D.F. (2018). A Physical Science phenomena based lecture approach for K-8 teacher preparation, American Association of Physics Teachers (AAPT) Conference, San Diego, CA, January 6-9.

  24. Ayala, C., Donnelly, D.F., Murphy, A., Engdahl, E., Linton, A., Murawski, W., Foley, B., Medina, A., Ross, D., Qualls, J., & Blake, D. (2017)., Investigate, collaborate, & innovate: Building a California State University Maker Initiative, California STEAM Symposium, San Francisco, CA, December 10-11.

  25. Donnelly, D.F., & Hinde, A. (2017). 'I don't like having to be creative. I prefer a method': Addressing tensions for students planning and carrying out investigations. CSTA California Science Education Conference, Sacramento, CA, October 13-15.

  26. Key, R., Hinde*, A., Golden, D., Williams, D., & Donnelly, D.F. (2017). Rebuilding a pre-service elementary teacher integrated Science course (Physics/Chemistry) at Fresno State, American Association of Physics Teachers (AAPT) Conference, Cincinnati, OH, July 22-26.

  27. Keller, J.M., Fulbeck, E., Buxner, S., Sessoms, D., Horvath, L., & Donnelly, D. (2017). A study of the impact of pre­service teacher research experience on effectiveness, persistence, and retention, 2017 Noyce Summit, Washington, DC, July 19-21.

  28. Hinde*, A., & Donnelly, D.F. (2017). Rubric development and application: Phenomena based assessment items aligned with NGSS, Western Regional Noyce Conference (WRNC), Fresno, February 17-19.

  29. Umar*, R., & Donnelly, D.F. (2017). Teachers’ understanding of experimental practices and implications for the NGSS, Western Regional Noyce Initiative (WRNC) Conference, Fresno, CA, February 17-19.

  30. Donnelly, D.F. (2016). NGSS assessment: Identifying and integrating effective technologies, CSTA California Science Education Conference, Palm Springs, CA, October 21-23.

  31. Donnelly, D.F. (2016). Connecting chemistry and engineering: A technology-supported desalination design project, California STEM Symposium, Anaheim, CA, October 10-11.

  32. Donnelly, D.F. (2015). Online and open-source science projects aligned with NGSS, Western Regional Noyce Initiative (WRNI) Conference, San Diego, November 14-15.

  33. Sao Pedro, M. A., Gobert, J. D., Donnelly, D. F., Buckley, B., & Ketelhut, D. J. (2015). Next generation learning and assessment environments for science inquiry practices. American Association for the Advancement of Science (AAAS), San Jose, CA, February 12-16.

  34. Donnelly, D.F., & Hume, A. (2013). Pre-service teachers’ perceptions of a wiki to support Content Representation (CoRe) design, Australasian Science Education Research Association (ASERA), Wellington, New Zealand, July 2-5.

  35. Donnelly, D., Boniface, S., & Hume, A. (2012). Supporting New Zealand teacher professional development through CoRes and PaP-eRs on a wiki, International Conference on Chemistry Education (ICCE), Rome, Italy, July 15-20.

  36. Donnelly, D., O’Reilly, J., & McGarr, O. (2011). The promotion of scientific inquiry in teachers’ practice through ICT: Affordances of a virtual chemistry laboratory, World Conference on Educational Technology Researches (WCETR), Nicosia, Cyprus, July 6-10.

  37. Donnelly, D., O’Reilly, J., & McGarr, O. (2011). Facilitating scientific enquiry in Irish post-primary schools through the use of a virtual chemistry laboratory, FACiLiTATE Conference, Dublin, Ireland, May 27-28.

Idea
Referred Conference/Symposium Presentations

*Graduate Student; **Undergraduate Student

*Graduate Student; **Undergraduate Student

*Graduate Student; **Undergraduate Student

Publications

Book Chapters

  1. Donnelly-Hermosillo, D., Gerard, L., & Linn, M. C. (2023). Designing virtual chemistry visualizations featuring environmental dilemmas to promote equitable knowledge integration. In Y. Dori, C. Ngai, & G. Szteinberg (Eds.), Digital Learning and Teaching in Chemistry (pp. 219–233). The Royal Society of Chemistry. https://doi.org/10.1039/9781839167942-00219

  2. Linn, M. C., Donnelly-Hermosillo, D., & Gerard, L. (2023). Synergies between learning technologies and learning sciences: Promoting equitable secondary school teaching. In N. Lederman, D. Zeidler, & J. S. Lederman (Eds.), Handbook of research on science education (pp. 447–498). Routledge. https://doi.org/10.4324/9780367855758.

  3. Buxner, S., Vokos, S., Keller, J., Good, C., Donnelly-Hermosillo, D., Horvath, L., Sessoms, D., Bailey, E., Citkowicz, M., Yisak, M., Moreno, D.,  Zhu, B., Fulbeck, E., Chen, C., & Pardo, M. (2022). Impacts of the STEM Teacher and Researcher (STAR) Program on Teachers, Students, and Classrooms. American Association for the Advancement of Science (AAAS). https://doi.org/10.1126/aaas.add8017

Notebook
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