Ruth Wylie

Finn, E., & Wylie, R. (2021). Collaborative imagination: A methodological approach. Futures, 132, 102788.

Mawasi, A.*, Nagy, P., Finn, E., & Wylie, R. (2021). Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective. Journal of Science Education and Technology, 1-11.

Clark, S., & Wylie, R. (2021). Surviving a Cultural Genocide: Perspectives of Indigenous Elders on the Transfer of Traditional Values. Journal of Ethnic and Cultural Studies, 8(2), 316-346.

Gould, D. Knowlton, K., & Wylie, R. (2021).  My Robot Can Fly: An Integrated STEM Lesson for Preschoolers to Learn About Structure, Function, Biomimicry, and Science-in-Society. Science and Children, 58(5).

Mawasi, A.*, Nagy, P., Finn, E., & Wylie, R. (2021).  Using Frankenstein-Themed Science Activities for Science Ethics Education: An exploratory study. Journal of Moral Education, 1-17. 

Nagy, P. †, Wylie, R., Eschrich, J., & Finn, E. (2019). Facing the Pariah of Science: The Frankenstein Myth as a Social and Ethical Reference for Scientists. Science and Engineering Ethics (26), 737–759.

Talbot, R. M., Wylie, R., Dutilly, E., and Nielsen, R. (2018). The Relationship between Format and Cognitive Depth of Science Teacher-Generated Questions. Research in the Schools, 25(1), 35–46.

Nagy, P. †, Wylie, R., Eschrich, J., and Finn, E. (2018). The enduring influence of a dangerous narrative: How scientists can mitigate the Frankenstein myth. Journal of Bioethical Inquiry, 15(2), 279-292.

Chi, M.T.H., Adams, J.A., Bogusch, E.B., Bruchok, C., Kang, S., Lancaster, M., Levy R., Li, N., McEldoon, K., Stump, G.S., Wylie, R., Xu, D., and Yaghmourian, D.L. (2018). Translating the ICAP Theory of Cognitive Engagement into Practice. Cognitive Science, 42, 1777-1832.

Nagy, P. †, Wylie, R., Eschrich, J., and Finn, E. (2017). Why Frankenstein is a stigma among scientists. Science and Engineering Ethics, 1-17.

Roll, I., and Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582-599.

Chi, M.T.H. and Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.

* Indicates first author is a student. † Indicates first author is a postdoctoral scholar.