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  2. Clingan-Siverly, S., Demir-Lira, Ö. E., Lira, M., & Stieff, M. (2026). Differential motor system activation in chemistry problem solving: Gesture-based versus model-based instruction. Mind, Brain, and Education, 20(3), Article e70056. https://doi.org/10.1111/mbe.70056

  3. Estapa, A., Herbst, E., Wangler, J., Humaidi, M. A., & Lira, M. (2026). Preservice teachers’ pedagogical decisions in virtual simulated teaching: Effects of a structured digital feedback intervention. Journal of Digital Learning in Teacher Education. Advance online publication. https://doi.org/10.1080/21532974.2026.2672947

  4. Lira, M., & Stieff, M. (2026). It’s not “just” an equation: How students dynamically coordinate mechanistic and mathematical schemas with complex equations. Cognition and Instruction, 44(2), 153–189. https://doi.org/10.1080/07370008.2026.2613238
  5. Tang, X., Lira, M., & Lindgren, R. (2026). Haptic experiences shift students’ representational gestures and knowledge resources. Journal of Research in Science Teaching, 63(2), 138-160. https://doi.org/10.1002/tea.70033
  6. Kim, T., Nisar, H., Lindgren, R., Zhang, J., Tang, X., Lira, M., & Talhan, A. (2024). Beyond the screen: Gestural perspective-taking with a biochemistry simulation. In Extended abstracts of the 2024 CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery. https://doi.org/10.1145/3613905.3650816
  7. Lira, M., Holder, K. H., & Gardner, S. M. (2024). Why ask why? Toward coordinating knowledge of proximate and ultimate explanations in physiology. Advances in Physiology Education, 48(3), 431–445. https://doi.org/10.1152/advan.00057.2022
  8. Lira, M., & McElroy-Heltzel, S. E. (2024). Intellectual humility and the learning sciences: Can self-reports and behavioral measures coexist to understand civic engagement? Frontiers in Psychology, 15, Article 1451306. https://doi.org/10.3389/fpsyg.2024.1451306
  9. Stieff, M., Scopelitis, S., & Lira, M. (2022). Disciplining perception: Spatial thinking in organic chemistry through embodied actions. In N. Graulich & G. V. Shultz (Eds.), Student reasoning in organic chemistry: Research advances and evidence-based instructional practices (pp. 232–247). Royal Society of Chemistry. https://doi.org/10.1039/9781839167782-00232
  10. Lira, M., & Gardner, S. M. (2020). Leveraging multiple analytic frameworks to assess the stability of students’ knowledge in physiology. CBE—Life Sciences Education, 19(1), Article ar3. https://doi.org/10.1187/cbe.18-08-0160
  11. Lira, M., & Stieff, M. (2018). Using gesture analysis to assess students’ developing representational competence. In K. L. Daniel (Ed.), Towards a framework for representational competence in science education (pp. 205–228). Springer. https://doi.org/10.1007/978-3-319-89945-9_10
  12. Stieff, M., Origenes, A., DeSutter, D., Lira, M., Banevicius, L., Tabang, D., & Cabel, G. (2018). Operational constraints on the mental rotation of STEM representations. Journal of Educational Psychology, 110(8), 1160–1174. https://doi.org/10.1037/edu0000258
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  14. Stieff, M., Lira, M., & Scopelitis, S. (2016). Gesture supports spatial thinking in STEM. Cognition and Instruction, 34(2), 80–99. https://doi.org/10.1080/07370008.2016.1145122
  15. Stieff, M., Scopelitis, S., Lira, M., & DeSutter, D. (2016). Improving representational competence with concrete models. Science Education, 100(2), 344–363. https://doi.org/10.1002/sce.21203