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Honey, R., & Grotzer, T.A. (2009, April).  Cultural Diversity in the Classroom: Salish/Kootenai Students’ Perceptions of Ecosystem Relationships.  Poster presented at the National Association of Research in Science Teaching (NARST) Annual International Conference, Garden Grove, CA.

Grotzer, T.A. (in press). Learning to understand the forms of causality implicit in scientific explanations. Studies in Science Education.

Grotzer, T.A., & Basca, B.B. (in press). Helping students to grasp the underlying causal structures when learning about ecosystems: How does it impact understanding? Journal of Biological Education.

Mittlefehldt, S., & Grotzer, T.A. (2003, March). Using metacognition to facilitate the transfer of causal models in learning density and pressure. Paper presented at the National Association of Research in Science Teaching (NARST) Conference, Philadelphia, PA.

Grotzer, T.A. (2002). Expanding our vision for educational technology: Procedural, conceptual, and structural knowledge. Educational Technology, 42(2) 52-59.

Basca, B.B. & Grotzer, T.A. (2001, April). Focusing on the nature of causality in a unit on pressure: How does it affect students understanding? Paper presented at the annual conference of the American Educational Research Association, Seattle, WA.

Bell, B., Carroll, R., & Grotzer, T.A. (2000, April). How causal models can help or hinder an understanding of force and motion concepts. Presentation made at at the National Science Teachers Association (NSTA) Conference, Orlando.

Bell-Basca, B., Grotzer, T.A., Donis, K., & Shaw, S. (2000, April). Using domino and relational causality to analyze ecosystems: Realizing what goes around comes around. Paper presented at the National Association of Research in Science Teaching, New Orleans, LA.

Donis, K., & Grotzer, T.A. (2000, April). Teaching about domino and cyclic causality to help students understand ecosystems. Presentation made at at the National Science Teachers Association (NSTA) Conference, Orlando.

Edgar, M., & Grotzer, T.A. (2000, April). Causal dimensions that create difficulty in understanding evolution. Paper presented at the National Association for Research in Science Teaching (NARST) Conference, New Orleans, LA.

Grotzer, T.A. (2000, April). How conceptual leaps in understanding the nature of causality can limit learning: An example from electrical circuits. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.

Grotzer, T.A. & Perkins, D.N. (2000, April). A taxonomy of causal models: The conceptual leaps between models and students’ reflections on them. Paper presented at the annual conference of the National Association for Research in Science Teaching, New Orleans, LA.

Grotzer, T.A. & Sudbury, M. (2000, April). Moving beyond underlying linear causal models of electrical circuits. Paper presented at the annual conference of the National Association for Research in Science Teaching, New Orleans, LA.

Houghton, C., Record, K., Bell, B., & Grotzer, T.A. (2000, April). Conceptualizing density with a relational systemic model. Paper presented at the National Association for Research in Science Teaching (NARST) Conference, New Orleans, LA.

Perkins, D.N. & Grotzer, T.A. (2000, April). Models and moves: Focusing on dimensions of causal complexity to achieve deeper scientific understanding. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.

Sudbury, M., Grotzer, T.A., & Bell, B. (2000, April). Helping students learn about electricity by examining their causal stories. Presentation made at at the National Science Teachers Association (NSTA) Conference, Orlando.

Grotzer, T. & Bell, B. (1999). Negotiating the funnel: Guiding students toward understanding elusive generative concepts. In L. Hetland & S. Veenema (Eds.), The Project Zero Classroom: Views on Understanding. Cambridge, MA: Project Zero, Harvard Graduate School of Education.