- CURRENT COURSES
- PSY 390Sec 44 Adv Research Apprent
- PSY 599Sec 44 Dr Rsch Psychology
- PSY 400Sec 44 Independent Study
- PSY 499Sec 44 Masters Thesis
- PSY 290Sec 44 Sp:Rsch Apprenticesh
- RESEARCH INTERESTS
- Development of scientific reasoning; Scientific literacy; Students' understanding of scientific concepts; Inductive inference
- Ph D Psychology - 1999
- University of Alberta
- Edmonton, Alberta
- Dissertation/Thesis topic: A Network Interpretation Approach to the Balance Scale Task
- Other Psychology - 1992
- University of Regina
- Regina, Saskatchewan
- Dissertation/Thesis topic: Semantic versus Episodic Memory Revisited
- SELECTED PUBLICATIONS
- Schwichow, M., Zimmerman, C., Croker, S., & Härtig, H. (2016). What students learn from hands-on activities. Journal of Research in Science Teaching, ,53, 980-1002.
- Schwichow, M., Croker, S., Zimmerman, C., Höffler, T., & Härtig, H. (2016). The control-of-variables strategy: A meta-analysis. Developmental Review, 39, 37-63.
Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle and M. Sackes (Eds.), Research in early childhood science education. (pp. 143–165). Springer.
Zimmerman, C. (2014). Developing scientific thinking in the context of video games: Where to next? In F. Blumberg (Ed.), Learning by playing: Frontiers of video gaming in education (pp. 54-68). Oxford University Press.
- Zimmerman, C. & Croker, S. (2014). Cognitive dynamics on the balance scale task. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 3161-3166). Austin, TX: Cognitive Science Society.
- Zimmerman, C. & Croker, S. (2014). A prospective cognition analysis of scientific thinking and the implications for teaching and learning science. Journal of Cognitive Education and Psychology, 13, 245-257.
- Shelvin, K. H., Rivadeneyra, R., & Zimmerman, C. (2014). Stereotype threat in African American children: The role of Black identity and stereotype awareness. International Review of Social Psychology, 27,175-204.
Morris, B.J., Croker, S., Zimmerman, C., Gill, D., & Romig, C. (2013). Gaming science: The “gamification” of scientific thinking. Frontiers in Psychology, 4, Article 607.doi: 10.3389/fpsyg.2013.00607
- Zimmerman, C. & Croker, S. (2013). Learning science through inquiry. In G. Feist & M. Gorman (Eds.), Handbook of the Psychology of Science. Springer.
- Morris, B. J., Croker, S., Masnick, A. M., & Zimmerman, C. (2012). The emergence of scientific reasoning. In H. Kloos, B. J. Morris, & J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition. Rijeka, Croatia: InTech.
Zimmerman, C., & Pretz, J. (2012). The interaction of implicit versus explicit processing and problem difficulty in a scientific discovery task. In R. Proctor and J. Capaldi (Eds.), The Psychology of Science: Implicit and Explicit Processes (pp. 228-252). Oxford University Press.
Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science, 333, 971-975.
- Reiher, J., Croker, S. & Zimmerman, C. (2016, February) Predicting parent endorsement of evidence-based interventions for children with ASD. National Association of School Psychologists 2016 Annual Convention. New Orleans, LA
- FUNDED GRANTS