Abstract is missing.
- Design of agent tutee's question prompts to engage student's role-playing as tutor in a learning-by-teaching agent environmentChee-Kit Looi, Longkai Wu. 3-10 [doi]
- Identification-interpretation/evaluation-response: a framework for analyzing classroom-based teacher discourse in scienceLoucas T. Louca, Dora Tzialli, Zacharias C. Zacharia. 11-18 [doi]
- Students' analysis of multiple sources for agreements and disagreementsFlori H. Manning, Susan R. Goldman, Yasuhiro Ozuru, Kimberly A. Lawless, Kimberley Gomez, Jason Braasch. 19-26 [doi]
- Enhancing and scaling-up design-based research: the potential of e-researchLina Markauskaite, Peter Reimann. 27-34 [doi]
- Restructuring activity and place: augmented reality games on handheldsJohn Martin, James Mathews, Ming-Fong Jan, Christopher Holden. 35-42 [doi]
- How can we take into account student conceptions of the facial angle in a palaeontology laboratory work?Patricia Marzin, Erica de Vries. 43-50 [doi]
- Impacts of students' experimentation using a dynamic visualization on their understanding of motionKevin W. McElhaney, Marcia C. Linn. 51-58 [doi]
- Bringing representational practice from log to lightRichard Medina, Daniel D. Suthers. 59-66 [doi]
- Promoting the drawing of inferences in collaboration: insights from two experimental studiesAnne Meier, Hans Spada. 67-74 [doi]
- Development of a learning progression for the particle model of matterJoi D. Merritt, Joseph Krajcik, Yael Shwartz. 75-81 [doi]
- Learning and participation in a persistent whole-classroom seismology simulationTom Moher. 82-90 [doi]
- Effects of knowledge interdependence with the partner on visual and action transactivity in collaborative concept mappingGaëlle Molinari, Mirweis Sangin, Marc-Antoine Nüssli, Pierre Dillenbourg. 91-98 [doi]
- Learning and knowledge building with wikis: the impact of incongruity between people's knowledge and a wiki's informationJohannes Moskaliuk, Joachim Kimmerle, Ulrike Cress. 99-106 [doi]
- CASS-methods and tools for investigating higher education knowledge practicesHanni Muukkonen, Kai Hakkarainen, Mikko Inkinen, Kirsti Lonka, Katariina Salmela-Aro. 107-114 [doi]
- Rapid collaborative knowledge building: lessons learned from two primary science classroomsFoo-Keong Ng, Chee-Kit Looi, Wenli Chen. 115-123 [doi]
- Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learnMatthias Nückles, Sandra Hübner, Alexander Renkl. 124-131 [doi]
- Mere belief in social action improves complex learningSandra Y. Okita, Jeremy Bailenson, Daniel L. Schwartz. 132-139 [doi]
- Mathematics teachers' abilities to use and make sense of drawn representationsChandra Hawley Orrill, Susan Sexton, Soo Jin Lee, Cheryl Gerde. 140-147 [doi]
- Situated multimedia learning for older adults: exploring the benefits of age-specific instructional designCordula Orth, Theo J. Bastiaens. 148-155 [doi]
- From mastery to utilisation: appropriation of tools for collaboration in learning situationsMaarten Overdijk, François-Xavier Bernard, Wouter van Diggelen, Michael J. Baker. 156-163 [doi]
- Friendship ties and exclusionary ties in classroom: the social structure among eight years old childrenTuire Palonen, Marita Neitola, Kaarina Laine. 164-171 [doi]
- Do we really mean the same? the relationship between word choices and computer mediated cooperative learningElisabeth Paus, Regina Jucks. 172-179 [doi]
- The mediating role of coherence in curriculum implementationWilliam R. Penuel, Barry J. Fishman, Lawrence P. Gallagher, Christine Korbak, Bladimir Lopez-Prado. 180-187 [doi]
- New literacies and the learning sciences: a framework for understanding youths' media arts practicesKylie A. Peppler, Yasmin B. Kafai. 188-195 [doi]
- Developing a design culture in a computer clubhouse: the role of local practices and mediatorsKylie A. Peppler, Yasmin B. Kafai. 196-203 [doi]
- Enhancing students' knowledge of biodiversity in a situated mobile learning scenario: using static and dynamic visualizations in field tripsVanessa D. I. Pfeiffer, Sven Gemballa, Barbara Bizer, Halszka Jarodzka, Birgit Imhof, Katharina Scheiter, Peter Gerjets. 204-212 [doi]
- Epistemological sensitisation causes deeper elaboration during self-regulated learningStephanie Pieschl, Rainer Bromme, Torsten Porsch, Elmar Stahl. 213-220 [doi]
- History learning with textual or visual tasks: student dialogueMaaike Prangsma, Carla A. M. van Boxtel, Gellof Kanselaar, Paul A. Kirschner. 221-228 [doi]
- The importance of navigation support and reading order on hypertext learning and cognitive loadMari Carmen Puerta Melguizo, R. Ignacio Madrid, Herre van Oostendorp. 229-236 [doi]
- Students' sense-making with visual data in small-group argumentationJoshua Radinsky, Susan Goldman, Melissa Singer. 237-245 [doi]
- Designing and assessing numeracy training for journalists: toward improving quantitative reasoning among media consumersMichael Andrew Ranney, Luke F. Rinne, Louise Yarnall, Edward Munnich, Luke Miratrix, Patricia K. Schank. 246-253 [doi]
- Students' motivations and their contributions to virtual learningBart Rienties, Dirk T. Tempelaar, Piet Van den Bossche, Wim Gijselaers, Mien S. R. Segers. 254-261 [doi]
- How to design educational technologies?: the development of an instructional-modelTamar Ronen-Fuhrmann, Yael Kali. 262-270 [doi]
- Cognitive complexity in mathematics teaching and learning: emerging findings in a large-scale experimentJeremy Roschelle, Nicole Shechtman, Stephen Hegedus, Jessica Pierson, Michelle McLeese, Deborah G. Tatar. 271-278 [doi]
- Reframing research on intuitive science knowledgeRosemary S. Russ, Bruce Sherin. 279-286 [doi]
- How learners use awareness cues about their peer's knowledge?: insights from synchronized eye-tracking dataMirweis Sangin, Gaëlle Molinari, Marc-Antoine Nüssli, Pierre Dillenbourg. 287-294 [doi]
- Extending the joint problem space: time and sequence as essential features of knowledge buildingJohann W. Sarmiento, Gerry Stahl. 295-302 [doi]
- Student behavior and epistemological framing: examples from collaborative active-learning activities in physicsRachel E. Scherr, David Hammer. 303-310 [doi]
- The modality effect in multimedia learning: theoretical and empirical limitationsAnne Schüler, Katharina Scheiter, Peter Gerjets, Ralf Rummer. 311-318 [doi]
- Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examplesSilke Schworm, Pia Bradler, Alexander Renkl. 319-326 [doi]
- Towards a framework for seamless learning environmentsPeter Sen Kee Seow, Baohui Zhang, Hyo-Jeong So, Chee-Kit Looi, Wenli Chen. 327-334 [doi]
- Giving the head a hand: constructing a microworld to build relationships with ideas in balance controlArnan Sipitakiat, David Cavallo. 335-342 [doi]
- A blended model for knowledge communities: embedding scaffolded inquiryJames D. Slotta, Vanessa L. Peters. 343-350 [doi]
- Integrating synchronous and asynchronous support for group cognition in online collaborative learningGerry Stahl, Murat Perit Çakir. 351-358 [doi]
- Case based learning with worked examples in medicine: effects of errors and feedbackRobin Stark, Veronika Kopp, Martin Fischer. 359-365 [doi]
- Expertise & spatial reasoning in advanced scientific problem solvingMike Stieff, Sonali Raje. 366-373 [doi]
- The scientific method and scientific inquiry: tension as in teaching and learningXiaowei Tang, Janet Coffey, Dan Levin, David Hammer. 374-381 [doi]
- Playing with virtual peers: bootstrapping contingent discourse in children with autismAndrea Tartaro, Justine Cassell. 382-389 [doi]
- The rest of the story: understanding small-group case interpretation performance and capability in middle-school project-based inquiry classroomsJakita Owensby Thomas. 390-397 [doi]
- The value of multiple representations for learning about complex systemsKate Thompson. 398-406 [doi]
- Characterising knowledge construction through a process analysis of dialoguesMichael Tscholl, John Dowell. 407-414 [doi]
- Effective feedback: guidelines for improving performanceJody S. Underwood. 415-422 [doi]
- The influence of verbal elaboration on subsequent learning: an experimental study in a PBL-settingFloris M. Van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. van der Vleuten, Henk G. Schmidt. 423-429 [doi]
- The good Samaritan effect: a lens for understanding patterns of participationCarla van de Sande, Gaea Leinhardt. 430-437 [doi]
- Conditions for learning from animationsHerre van Oostendorp, Michiel J. Beijersbergen, Sam Solaimani. 438-445 [doi]
- Introducing a representational tool of the trade in middle schoolErica de Vries, Alix Geronimi, Jacques Baillé. 446-453 [doi]
- Re-inventing maths problem design: using guided collaborative critique (GCC) in chat environmentsJuan Dee Wee, Chee-Kit Looi. 459-466 [doi]
- Cutting through layers of the BBC "Onion street": children's use of homework message boards out-of-schoolYang Yang, Charles K. Crook, Claire O'Malley. 467-474 [doi]
- The effect of disciplinary identity on interdisciplinary learning during scientific group meetingsAnat Yarden, Nir Esterman. 475-482 [doi]
- Constructive use of authoritative sources in science meaning makingJennifer Yeo, Seng Chee Tan. 483-490 [doi]
- Advancing a new perspective on decision-making about socio- scientific issues: the study of memes and memetic processesSusan A. Yoon. 491-498 [doi]
- The game ontology project: supporting learning while contributing authentically to game studiesJosé Pablo Zagal, Amy Bruckman. 499-506 [doi]
- Questioning and responding in online small groups engaged in collaborative math problem solvingNan Zhou, Alan Zemel, Gerry Stahl. 507-515 [doi]
- Designing for the epistemological entailments of physics through game-centered dialogical activity cyclesSteven J. Zuiker, Kate T. Anderson, Lai Har Judy Lee, Yam San Chee. 516-523 [doi]