Abstract is missing.
- Concept mapping versus summary writing as instructional devices for understanding complex business problemsBärbel Fürstenau, Jeannine Ryssel, Janet Kunath. 14-16 [doi]
- Matching representational tools' ontology to part-task demands to foster problem-solving in business economicsBert Slof, Gijsbert Erkens, Paul A. Kirschner. 16-18 [doi]
- Direct and indirect means of scaffolding the effective use of studentgenerated CMs in economics educationCarmela Aprea, Hermann G. Ebner. 18-20 [doi]
- The teen empowerment through reading, research, and action (TERRA) projectDarin Stockdill. 22-23 [doi]
- Historical reasoning on the internet: how do students read and learn about socially controversial issues in new literacy environments?Byeong-Young Cho. 23-24 [doi]
- Reading like a historian: a document-based history curriculum intervention with adolescent struggling readersAvishag Reisman. 24 [doi]
- Constructing history in middle schools: a social semiotic analysis of texts used in three history classroomsAmy Alexandra Wilson. 24-28 [doi]
- Computer mediation of collaborative mathematical explorationGerry Stahl. 30-33 [doi]
- Brokering as a mechanism for the social production of meaningChris Rasmussen, Michelle Zandieh, Megan Wawro. 33-35 [doi]
- Distinctiveness of teachers' discourse patterns and their impact on students' emergent and subsequent argumentative activitiesRina Hershkowitz, Baruch Schwarz, Shirly Azmon. 35-36 [doi]
- Broadening the scope of research on epistemic cognition: implications from epistemology and philosophy of scienceClark A. Chin. 38-40 [doi]
- Implications of philosophy for assessing epistemic cognitionLuke A. Buckland. 40-42 [doi]
- Underdetermination in philosophy of science and science educationAla Samarapungavan. 42-44 [doi]
- Studying the interaction between learner characteristics and inquiry skills in microworldsJanice D. Gobert, Michael A. Sao Pedro, Juelaila J. Raziuddin. 46-47 [doi]
- Educational data mining methods for studying student behaviors minute by minute across an entire school yearRyan Shaun Joazeiro de Baker, Adriana M. J. B. de Carvalho, Jay Raspat, Vincent Aleven, Albert T. Corbett, Kenneth R. Koedinger, Mihaela Cocea, Arnon Hershkovitz. 47-48 [doi]
- Deciphering the complex nature of log-file data collected during self-regulated learning with MetaTutorRoger Azevedo, Amy M. Witherspoon, Amber Chauncey, Mihai C. Lintean, Zhiqiang Cai, Vasile Rus, Arthur C. Graesser. 48 [doi]
- Analysis of students' actions during online invention activities - seeing the thinking through the numbersIdo Roll, Vincent Aleven, Kenneth R. Koedinger. 49-52 [doi]
- The learning sciences as a setting for learningMichael A. Evans, Martin Packer, Reed Stevens, Cody Maddox, Keith Sawyer, Jorge Larreamendy. 53-60 [doi]
- A cognitive apprenticeship for science literacy based on journalismJoseph L. Polman, E. Wendy Saul, Alan Newman, Cathy Farrar, Nancy Robb Singer, Eric Turley, Laura Pearce, Jennifer Hope, Glenda McCarty, Cynthia Graville. 61-68 [doi]
- Trail guide self-perception and domain-expert identity at an environmental reserveEmily Evans. 70 [doi]
- Life maps and the multi-contextual development of undergraduate leadership identityElizabeth Faber. 71-72 [doi]
- Identity tensions among teachers as online professional development participants and novice bloggersCynthia Carter Ching. 72-73 [doi]
- From home to school and back again: intersecting trajectories of identification in a student's development as a writerDeborah A. Fields. 73-76 [doi]
- Understanding a future with multiple pasts: projects on metahistorical understandingD. Kevin O'Neill, Yifat Ben-David Kolikant, Joseph L. Polman, Josh Radinsky. 77-84 [doi]
- Assessment and inquiry; issues and opportunitiesTon de Jong, Pascal Wilhelm. 86-87 [doi]
- Participatory assessment: supporting engagement, understanding, and achievement in scientific inquiryDaniel T. Hickey, Michael K. Filsecker, Eun Ju Kwon. 87-88 [doi]
- Engaging students with assessment: inquiry cartoonsShaaron Ainsworth. 88-89 [doi]
- Measuring inquiry: new methods, promises & challengesJody Clarke-Midura, Michael Charles Mayrath, Chris Dede. 89-92 [doi]
- st century curriculumSasha A. Barab, Melissa Gresalfi, Anna Arici, Patrick Pettyjohn, Adam Ingram-Goble. 93-100 [doi]
- LearnLab India: towards "in vivo" international comparative education researchCarolyn Penstein Rosé, Matthew Kam. 102-103 [doi]
- Knowledge building international project (KBIP): a nested network of learning and knowledge creationThérèse Laferrière, Nancy WaiYing Law. 103-104 [doi]
- Supporting and measuring global information literacy through cross-cultural studies of web searchNeema Moraveji. 104-105 [doi]
- Comparative informatics: investigating cultural and linguistic influences in computer supported collaborative learningRavi K. Vatrapu. 105-106 [doi]
- Language and literacy learning in developing communities via cellphonesMatthew Kam. 106-108 [doi]
- Paper 1: learning to "see" sound: meaning-making about sound through architectural diagrams among elementary school Black boysChristopher G. Wright. 111-112 [doi]
- Paper 2: history in schools, teachers, and students: identities and meaning making in middle school social studiesEli Tucker-Raymond. 112-114 [doi]
- Paper 3: a writer's way: one teacher's experience learning to see her students' intellectual strengthsFolashade Cromwell Solomon. 115-116 [doi]
- Development of a content analysis approach for collaboration in a wiki environmentBram de Wever, Hilde van Keer. 117-119 [doi]
- Analyzing student collaborations in a wiki-based science curriculumVanessa L. Peters, James D. Slotta. 119-120 [doi]
- Does scale matter: using different lenses to understand collaborative knowledge buildingElizabeth S. Charles, Nathaniel Lasry, Chris Whittaker. 120-121 [doi]
- PLearning through collaborative creation of shared knowledge objects: technological support and analytic challengesCrina Damsa, Patrick Sins, Bert Reijnen. 122-124 [doi]
- Topobo: programming by example to create complex behaviorsHayes Raffle. 126-127 [doi]
- LilyPad Arduino: rethinking the materials and cultures of educational technologyLeah Buechley. 127-128 [doi]
- Connecting the science classroom and tangible interfaces: the bifocal modeling frameworkPaulo Blikstein. 128-130 [doi]
- Tangible programming in formal and informal educational environmentsMichael S. Horn. 130-132 [doi]
- A multi-institutional analysis of interactions supported by a LMSAndrew E. Krumm, Steven Lonn. 134-135 [doi]
- Commuter vs. residential: LMS perceptions & use on two campusesSteven Lonn, Andrew E. Krumm. 135-137 [doi]
- How does LMS use affect instructional time?Tanya Cleveland Solomon, Kara Makara. 137-138 [doi]
- The gifts we give ourselves: embedding disciplinary tools in LMSDiana Perpich. 138-140 [doi]
- Understanding families' educational decision-making along extended learning pathwaysLeah A. Bricker, Heather Toomey Zimmerman, Suzanne Reeve, Philip Bell, Brigid Barron. 141-148 [doi]
- Statistical discourse analysis of young children's peer tutoring at computersChristine Wang, Ming Ming Chiu, Cynthia Carter Ching. 150-151 [doi]
- Automated adaptive support for peer tutoring in high-school mathematicsErin Walker, Nikol Rummel, Kenneth R. Koedinger. 151-153 [doi]
- Human guidance of synchronous discussions: a nascent school practiceBaruch B. Schwarz, Christa S. C. Asterhan. 153-155 [doi]
- Buds, flowers and fruit: potentialities for guidance in collaborative argumentation-based learningMichael J. Baker. 155-156 [doi]
- Shifting between person, structure and settlement scales in anthropological field workJasmine Y. Ma, Rogers Hall, Kevin Leander. 158-159 [doi]
- Changing the structure of planning participation by moving across scalesKatie H. Taylor, Rogers Hall, Kevin Leander. 160-161 [doi]
- Modality and scale at AirMedNathan C. Phillips, Kevin Leander. 161-163 [doi]
- How can selection and drawing support learning from dynamic visualizations?Marcia C. Linn. 165-166 [doi]
- Improving learning by drawingShaaron Ainsworth. 167-168 [doi]
- Drawing inferences about students' mental models of dynamic processes depicted in scientific drawings: the role of gestures and speechMitchell J. Nathan, Chelsea V. Johnson. 168-169 [doi]
- Interactive drawing tools to support modeling of dynamic systemsWouter R. van Joolingen, Lars Bollen. 169-171 [doi]
- A modest proposal: a design framework to unify educational discourseRich Halverson, Erica Rosenfeld Halverson. 173-175 [doi]
- Using the design framework as a metarepresentation to facilitate teacher-researcher collaborationDana Gnesdilow, Jen Scott Curwood. 175 [doi]
- Artifact families: an affordance of the design frameworkMichelle Bass. 175-176 [doi]
- Branching up, out or off: how features become affordancesAnne Karch. 176-178 [doi]
- Freezing time: what mathematics and science teachers "see" while teachingBruce L. Sherin, Miriam Gamoran Sherin. 180-181 [doi]
- Science and mathematics teachers' in-the-moment noticing: attending to student thinking within a lesson and beyondAdam A. Colestock, Rosemary S. Russ. 181-183 [doi]
- Supporting video club conversations using teacher-selected video clipsMelissa J. Luna, Martha Mulligan, Miriam Gamoran Sherin, Janet Walkoe. 183-186 [doi]
- Learning about complex systems: the role of perceptual signatures and agent-level mechanisms in understanding emergence: an example in learning electricityPratim Sengupta, Uri Wilensky. 189-190 [doi]
- Seeing change in the world from different levels: understanding the mathematics of complex systemsMichelle Hoda Wilkerson-Jerde, Uri Wilensky. 190-192 [doi]
- Theoretical and methodological implications of complexity: learning as an emergent phenomenon: methodological implicationsManu Kapur, Michael J. Jacobson. 192-193 [doi]
- Ontologies as scale free networks: implications for theories of conceptual changeMichael J. Jacobson, Manu Kapur. 193-194 [doi]
- Paper 1: ideological dimensions of place: (re)creating an urban areaGiovanna Scalone, Philip Bell. 196-199 [doi]
- Paper 2: "the coal plant could give people jobs, but at the same time, it could pollute the air" science learning as participation with and in a placeShari Rose. 199-200 [doi]
- Paper 3: "my place in puget sound": leveraging youths' sense of place in ocean sciences educationCarrie Tzou. 200-202 [doi]
- Supporting young new media producers across learning spaces: a longitudinal study of the digital youth networkBrigid Barron, Amber Levinson, Caitlin Kennedy Martin, Véronique Mertl, Daniel Stringer, Kimberly Austin, Nichole Pinkard, Kimberly Richards, Kimberly Gomez. 203-210 [doi]
- Socio-cognitive conflict and learning: past and presentFabrizio Butera, Céline Darnon. 212-213 [doi]
- On competitive and co-constructive dialectical argumentationChrista S. C. Asterhan, Baruch B. Schwarz, Ruth Butler. 213-215 [doi]
- Investigating the impact of dialectical interaction on engagement, affect, and robust learningTimothy J. Nokes, John M. Levine, Dan Belenky, Soniya Gadgil. 215-218 [doi]
- How high school students reason about the tree of life: a developmental perspectiveBrenda Phillips, Laura R. Novick, Kefyn Catley. 221-222 [doi]
- Inventing a representation of relatednessCamillia Matuk, David H. Uttal. 222-223 [doi]
- Can children read trees?Shaaron Ainsworth, Jessica Saffer. 224-225 [doi]
- Improving undergraduates' approaches to understanding tree thinkingKristy Halverson. 225-226 [doi]
- Investigating the role of physical and virtual experiments in developing integrated understanding of thermal conductivity and equilibriumHsin-Yi Chang, Kun-Chen Tsai. 229-230 [doi]
- SURGE: intended and unintended learning in digital gamesDouglas B. Clark, Brian C. Nelson, Cynthia M. D'Angelo, Kent Slack, Mario Martinez-Garza. 230-231 [doi]
- Promoting links and developing students' criteria for visualizations by prompting judgments of fidelityJennifer L. Chiu. 230 [doi]
- How do interactive graphing tools help students interpret virtual experiments about car collisions?Kevin W. McElhaney. 231-232 [doi]
- Using interactive models to support content learning through scientific reasoningKeisha Varma. 232-233 [doi]
- Transformative modeling in learning current electricity: a case study of preservice teachersJi Shen, Rutchelle Enriquez. 232 [doi]
- Abstraction and re-representation in visualizations: understanding where the learning occursEric N. Wiebe, Mike Carter, James Minogue, Lauren Madden, John Bedward. 233-234 [doi]
- Exploring drawing and critique to enhance learning from visualizationsHelen Z. Zhang. 234-235 [doi]
- The educative and scalable functions of authoring tools to support inquiry-based science learningItay Asher, Samira Nasser, Lina Ganaim, Iris Tabak, Vassilis Kollias, Eleni A. Kyza, Iolie Nicolaidou, Frederiki Terzian, Andreas Hadjichambis, Dimitris Kafouris, Andreas Redfors, Lena Hansson, Maria Rosberg, Sascha Schanze, Ulf Saballus. 236-243 [doi]
- The role of embodiment and symbolization in supporting physics learning with games and virtual worlds for young childrenNoel Enyedy. 245 [doi]
- Model based reasoning & use in massively multiplayer online gamesConstance Steinkuehler. 245-246 [doi]
- taiga curriculum in quest atlantisDaniel T. Hickey, Eun Ju Kwon, Michael K. Filsecker. 246 [doi]
- SURGE: intended and unintended science learning in gamesDouglas B. Clark, Mario Martinez-Garza, Brian C. Nelson, Cynthia M. D'Angelo, Kent Slack. 247 [doi]
- Learning argumentation through a role-playing game-based curriculumMing-Fong Jan, Kurt Squire. 247-248 [doi]
- Virtual environment-based assessments of science content and inquiry: the SAVE science projectBrian C. Nelson, Younsu Kim, Cecile Foshee, Diane Jass Ketelhut, Catherine C. Schifter, Deepti Mudegowder, David Majerich, Melanie Wills, Angela Shelton, Patric McCormack, Tera Kane, Zoe Freeman. 248-249 [doi]
- MUVEs and meta-knowledgeJody Clarke-Midura, Eugenia Garduno. 249-251 [doi]
- GameBuilder: does reduced software complexity allow more time on task?Eric Klopfer, Chuan Zhang, Judy Perry, Josh Sheldon. 249 [doi]
- Teacher perspectives on cumulative learningLibby Gerard. 253-254 [doi]
- Promoting cumulative learningMarcia C. Linn. 253 [doi]
- Eliciting energy ideas in thermodynamicsHilary Swanson. 254-255 [doi]
- Redesigning plate tectonics for cumulative learningElissa Sato. 255 [doi]
- Redesigning global climate change for cumulative learningTammie Visintainer, Vanessa Svihla. 255-256 [doi]
- New assessments of cumulative learning in photosynthesisKihyun (Kelly) Ryoo. 256-257 [doi]
- Measuring cumulative understanding: item formatsHee-Sun Lee. 257 [doi]
- Measuring cumulative learning across disciplinesVanessa Svihla. 257-259 [doi]
- Technologies and tools to support informal science learningHeather Toomey Zimmerman, David E. Kanter, Kirsten Ellenbogen, Leilah Lyons, Steven J. Zuiker, Tom Satwicz, Sandra Toro Martell, Matthew Brown, Sherry Hsi, Brian K. Smith, Molly Phipps, Robert Jordan, Jennifer Weible, Chris Gamrat, Ben Loh, Joyce Ma. 260-266 [doi]
- FormulaT Racing: combining gaming culture and intuitive sense of mechanism for video game designNathan R. Holbert, Uri Wilensky. 268-269 [doi]
- I don't do science: urban minority girls' science identity development in an informal authentic science context270-271 [doi]
- Expertise in engineering learning: examining engineering students' collaborative inquiry of computer systemsYuen-Yan Chan. 272-273 [doi]
- Multi-touch tabletop computing for early childhood mathematics: 3d interaction with tangible user interfacesMichael A. Evans, Elisabeth Drechsel, Eric Woods, Guoqiang Cui. 274-275 [doi]
- Students' plausibility perceptions of human-induced climate changeDoug Lombardi, Gale M. Sinatra. 276-277 [doi]
- Finding the "learning" in biology students' use of Learning Management SystemsSteven Lonn. 278-279 [doi]
- Analyzing people's views of science though their categorization of television science programsPryce Davis. 280-281 [doi]
- An analysis of the interactional patterns in one-to-one and one -to- many collaborative concept mapping activitiesChiu Pin Lin, Lung-Hsiang Wong, Tzu-Chien Liu, Yin-juan Shao. 282-283 [doi]
- Teachers' concepts of spatial scale: an intercultural comparison between Austrian, Taiwanese, and US-American teachersM. Gail Jones, Manuela Paechter, Grant Gardner, Iris Yen, Amy Taylor, Thomas Tretter. 284-285 [doi]
- Sources of evidence for embedded assessment in immersive gamesBrian Nelson, Benjamin Erlandson, Andre Denham. 286-287 [doi]
- Do social skills play a role in collaborative project-based learning? impact of the distribution of perceived social skills within learning groups in a Computer Supported Collaborative Learning- setting: an empirical pilot studyMichele P. Notari. 288-289 [doi]
- The use of animations and online communication tools to support mathematics teachers in the practice of teachingVu Minh Chieu, Patricio G. Herbst, Michael Weiss. 290-291 [doi]
- Pre-implementation technology acceptance model: in the case of a university-based electronic portfolio systemJeng-Yi Tzeng. 292-293 [doi]
- Aggregation in the blogosphereRichard Alterman, Johann Ari Larusson. 294-295 [doi]
- DevInfo GameWorks: supporting inquiry-based game designJeff Kupperman, Beth Robertson, Shawn Baglin. 296-297 [doi]
- "Oh god, please don't let me hurt them!": assessing self-regulated learning in medical school educationTed Hanss, Stephanie D. Teasley. 298-299 [doi]
- Finding essential complexity for learning in virtual worldsBenjamin E. Erlandson, Brian C. Nelson, Andre R. Denham. 300-301 [doi]
- Overherd: designing information visualizations to make sense of student's online discussionsLibby Hemphill, Stephanie D. Teasley. 302-303 [doi]
- Out-of-school virtual worlds based programs: a cross-case analysisConstance Steinkuehler, Esra Alagoz. 304-305 [doi]
- Improving the language ability of deaf signing children through an interactive American sign language-based video gameKimberly A. Weaver, Harley Hamilton, Zahoor Zafrulla, Helene Brashear, Thad Starner, Peter Presti, Amy Bruckman. 306-307 [doi]
- Using the activity model of inquiry to develop undergraduate students' views of the scientific inquiry processSara Marchlewicz, Donald Wink. 308-309 [doi]
- Cutting the distance in distance learning: perspectives on effective online learning environmentsErica C. Boling, Mary Hough, Hindi Krinsky, Hafiz Saleem, Maggie Stevens. 310-311 [doi]
- What makes a "good" scientific question?: supporting independent student-driven inquiryJulia Svoboda, Cynthia Passmore. 312-313 [doi]
- Anomalous graph data and claim revision during argumentationLeema K. Berland, Victor R. Lee. 314-315 [doi]
- Understanding formative instruction by designR. Benjamin Shapiro, Peter Samuelson Wardrip. 316-317 [doi]
- The effect of curricular elements on student interest in science318-319 [doi]
- Using design personas to inform refinements to software for science learningPatrik Lundh, Britte Haugan Cheng, William R. Penuel, Aasha Joshi. 320-321 [doi]
- Learning to categorize word problems: effects of practice schedulesBrian Gane, Richard Catrambone. 322-323 [doi]
- How does the use of analogical mapping as a scaffold for science learners' argumentation support their learning and talking about science?324-325 [doi]
- Community knowledge advancement and individual learningNancy Law, Johnny Yuen, Jing Leng, Wing Wong. 326-327 [doi]
- Moving towards learning with one-to-one laptop: a longitudinal case study on tools, people, and institutionsArnan Sipitakiat. 328-329 [doi]
- Using a designed, online games based affinity space as a quasi-natural ethnographic context and experiment labConstance Steinkuehler, Elizabeth King, Esra Alagoz, Yoonsin Oh, Sarah Chu, Bei Zhang, Aysegul Bakar, Crystle Martin. 330-331 [doi]
- Facilitation of reform based teacher identity development in pre-service teachers using post-activity reflection debriefsMichael Occhino. 332-333 [doi]
- Structural validation of a feedback perceptions questionnaireJan-Willem Strijbos, Ron J. Pat-El, Susanne Narciss. 334-335 [doi]
- Designing environments to encourage collaborative creativity: two case studies in higher education336-337 [doi]
- Teachers' understanding of partitioning when modeling fraction arithmeticChandra Hawley Orrill, Andrew Izsák, Erik Jacobson, Zandra de Araujo. 338-339 [doi]
- Putting the pieces together: the challenge and value of synthesizing disparate graphs in inquiry-based science learningItay Asher, Samira Nasser, Lina Ganaim, Iris Tabak. 340-341 [doi]
- The design and evaluation of educative just-in-time teacher supports in a web-based environmentHebbah El-Moslimany, Ravit Golan Duncan, Janice McDonnell, Sage Lichtenwalner. 342-343 [doi]
- Students' investigations with physical activity data devicesVictor R. Lee, Maneksha DuMont. 344-345 [doi]
- A dual-level approach for investigating design in online affinity spacesSean C. Duncan. 346-347 [doi]
- Designing for an informal learning environment: towards a participatory simulation design process for public policy planningChandan Dasgupta, Leilah Lyons, Moira Zellner, Andrew Greenlee. 348-349 [doi]
- Online science classroom collaborations: a comparison of domestic and international learning communitiesSteven Kerlin, Elizabeth Goehring, William Carlsen. 350-351 [doi]
- Mathematics at play352-353 [doi]
- Gamestar Mechanic and quest to learn354-355 [doi]
- The role of student agency and sustained inquiry on collaboration and learning of science practices356-357 [doi]
- Reviving Dewey's "reflective thinking" framework for the design of problems in virtual learning environment-based assessments of content and inquiryDavid M. Majerich, Diane Jass Ketelhut, Catherine C. Schifter, Brian C. Nelson, Younsu Kim. 358-359 [doi]
- Developing an iMVT pedagogy for science learningBaohui Zhang, Xiaoxuan Ye, See Kit Foong, Peichun Chia. 360-361 [doi]
- Units of length: a notational system for conceptual understanding of size and scaleCesar Delgado. 362-363 [doi]
- Using a comparison task to support prospective educators' interpersonal skill developmentJoan M. T. Walker, Benjamin Dotger. 364-365 [doi]
- Argumentation at the table-talk level of middle school students participating in scientific cafésGerald P. Niccolai, Zeynab Badreddine, Christian Buty. 366-367 [doi]
- Effects of case-based professional development on teacher technological pedagogical content knowledgeChrystalla Mouza. 368-369 [doi]
- Learning in mathematics: effects of procedural and conceptual instruction on the quality of student interactionDejana Diziol, Nikol Rummel, Hans Spada, Stephanie Haug. 370-371 [doi]
- Beyond epistemological deficits: incorporating flexible epistemological views into fine-grained cognitive dynamicsAyush Gupta, Andy Elby. 372-373 [doi]
- NetLogo HotLink Replay: a tool for exploring, analyzing and interpreting mathematical change in complex systemsMichelle Hoda Wilkerson-Jerde, Uri Wilensky. 374-375 [doi]
- The impact of using video games and/or virtual environments in pre-service elementary teacher science educationJanice L. Anderson. 376-377 [doi]
- The identity formation of youth with disabilities across academic disciplines and social contexts378-379 [doi]
- The role of definition in supporting mathematical activityMarta Kobiela, Rich Lehrer. 380-381 [doi]
- all teachers: supporting teachers in learning to learn onlineRebecca Schneider. 382-383 [doi]
- SURGE: integrating Vygotsky's spontaneous and instructed concepts in a digital game?Douglas B. Clark, Brian C. Nelson, Cynthia A. D'Angelo, Kent Slack, Mario Martinez-Garza. 384-385 [doi]
- th grade students appreciate subjectivity and uncertainty in scienceGeorgia Michael, Nicos Papadouris, Eleni A. Kyza, Constantinos P. Constantinou. 386-387 [doi]
- Mapping topological relationships in contextJon Boxerman, Bruce Sherin. 388-389 [doi]
- Children learning science through engineering: an investigation of four engineering-design-based curriculum modulesKristen B. Wendell, Kathleen G. Connolly, Christopher G. Wright, Linda Jarvin, Chris Rogers. 390-391 [doi]
- Robot diaries: encouraging and enabling technological creativityDebra Bernstein. 392-393 [doi]
- Patterns of interaction and everyday knowledge sharing in social network environmentsPriya Sharma, Susan M. Land, Robert Jordan, Jeff Swain, Brian K. Smith. 394-396 [doi]
- Small groups, big mistakes: the emergence of faulty rules during a collaborative board gameMatthew Berland, Victor R. Lee, Maneksha DuMont. 397-398 [doi]
- Investigating teacher growth in the context of content innovationSao-Ee Goh, Susan A. Yoon. 399-400 [doi]
- Formative feedback handheld tools for teachers401-402 [doi]
- The effect of teachers' beliefs and curricular enactments on student learning in high school scienceKatherine L. McNeill, Diane Silva Pimentel, Eric Strauss. 403-404 [doi]
- Broadening participation through scaffoldingShelley Stromholt, Andrew Shouse, Philip Bell. 405-406 [doi]
- Impasses to innovation in the development and design of new media curriculumKimberly Richards, Kimberley Gomez. 407-408 [doi]
- Math anxiety in middle school math teachers: implications for teacher practice and professional developmentNicole Shechtman. 409-410 [doi]
- Incorporating affect in an engineering student's epistemological dynamicsBrian A. Danielak, Ayush Gupta, Andrew Elby. 411-412 [doi]
- Reflection tools in modeling activitiesNora Siewiorek, Mary Besterfield-Sacre, Larry J. Shuman, Eric Hamilton. 413-414 [doi]
- From visualization to logical necessity, through argumentative designNaomi Prusak, Rina Hershkowitz, Baruch B. Schwarz. 415-416 [doi]
- Using social network analysis to understand online homeschool network interactionsChristopher Steinmeier, Susan A. Yoon. 417-418 [doi]
- Improvising in music: a learning biography study to reveal skill acquisitionIwan G. J. H. Wopereis, Jeroen J. G. van Merriënboer, Paul A. Kirschner. 419-420 [doi]
- Virtual Math Teams: an online tool for collaborative learning in the mathematics disciplinesBaba Kofi Weusijana, Jimmy Xiantong Ou, Gerry Stahl, Stephen Weimar. 421-422 [doi]
- Student conceptions of number in solutions chemistryStephanie A. C. Ryan, Donald J. Wink. 423-424 [doi]
- The video mosaic: design and preliminary researchCindy E. Hmelo-Silver, Carolyn A. Maher, Grace Agnew, Marjory Palius, Sharon J. Derry. 425-426 [doi]
- From Gettysburg to the Cuban Missile Crisis: designing for historical reenactments with TwitterTom Caswell, Marion Jensen, Victor R. Lee, Brett E. Shelton. 427-428 [doi]
- The CORDTRA analysis tool in action: experiences and suggestionsAndri Ioannou-Nicolaou, Agni Stylianou-Georgiou. 429-430 [doi]
- Validity evidence for games as assessment environments431-432 [doi]
- Leveraging multiple representations to support knowledge integration in plate tectonics433-434 [doi]
- th grade students use when constructing scientific explanations in biodiversityHayat Hokayem, Amelia Gotwals. 435-436 [doi]
- The function of mathematical terminology: the case of 'slope'Darrell Earnest. 437-438 [doi]
- An investigation into students' interpretations of submicroscopic representationsShawn Y. Stevens, Namsoo Shin. 439-440 [doi]
- The "other" curriculum: constructing success and failure in a game-based learning environmentAsmalina Saleh, Steven John Zuiker. 441-442 [doi]
- Knowledge building for historical reasoning in Grade 4Monica Resendes, Maria Chuy. 443-444 [doi]
- Learning inter-related concepts in mathematics from videogamesHee Seung Lee, Belinda J. Thompson, Keith J. Holyoak, James W. Stigler. 445-446 [doi]
- Robotics and environmental sensing for low-income populations: design principles, impact, technology, and resultsArnan Sipitakiat, Paulo Blikstein. 447-448 [doi]
- Model-evidence link diagrams: a scaffold for model-based reasoningLuke A. Buckland, Clark A. Chinn. 449-450 [doi]
- Rhythm games and learningMatthew Gaydos. 451-452 [doi]
- Building creativity: collaborative learning and creativity in a virtual gaming environmentKylie A. Peppler, Maria Solomou. 453-454 [doi]
- Predicting social influence and project influence in Online Communities of CreatorsElisabeth Sylvan. 455-457 [doi]
- Neighborhood investigations and game design using mobile mediaJames Mathews, Mark Wagler. 458-459 [doi]
- Student understandings of solutionsStephanie A. C. Ryan, Donald J. Wink, Susan R. Goldman, James Pellegrino. 460-461 [doi]
- Connecting brain and learning sciences: an optical brain imaging approach to monitoring development of expertise in UAV pilotingMurat Perit Çakir, Hasan Ayaz, Justin Menda, Kurtulus Izzetoglu, Banu Onaral. 462-463 [doi]
- Reasoning about the seasons: middle school students' use of evidence in explanationsJulia Plummer, Lori Agan. 464-465 [doi]
- Activating childhood expertise to engage with disciplinary conceptsSasha Palmquist. 466-467 [doi]
- Facilitation, teaching, and assistance at the intersection of the learning sciences and informal science educationLisa Bouillion Diaz, Jean Creighton, Catherine Eberbach, Dean Grosshandler, Leslie R. Herrenkohl, Sandra Toro Martell. 468-469 [doi]
- Unpacking the design process in design-based researchMing-Fong Jan, Yam San Chee, Ek Ming Tan. 470-471 [doi]
- Knowledge eCommons: merging computer conferencing and wikisJim Hewitt, Earl Woodruff. 472-473 [doi]
- st century assessment: redesigning to optimize learningVanessa Svihla, Drue Gawel, Megan Brown, Allison Moore, Nancy Vye, John D. Bransford. 474-475 [doi]
- Development of engineering design modules for middle school students: design principles and some initial resultsJames Van Haneghan, Susan Pruet, Rhonda Waltman. 476-477 [doi]
- Coordination and contextuality: revealing the nature of emergent mathematical understanding by means of a clinical interviewMariana Levin, Rozy Brar. 478-479 [doi]
- Student progress in understanding energy concepts in photosynthesis using interactive visualizationsKihyun (Kelly) Ryoo, Marcia C. Linn. 480-481 [doi]
- A photograph-based measure of students' beliefs about mathLee Martin, Pamela Gourley-Delaney. 482-483 [doi]
- Identity in informal game-based learning environmentsBen DeVane. 484-485 [doi]
- Exploring intersections between online and offline affinity space participationElizabeth King. 486-487 [doi]
- Explanation as a guide to learningCristine H. Legare, Tania Lombrozo. 489-490 [doi]
- The role of explanation in discovery and generalization: evidence from category learningJoseph J. Williams, Tania Lombrozo. 490-491 [doi]
- Teachers' pedagogical content knowledge of students' science writing and talkKatherine L. McNeill, Amanda M. Knight. 491-492 [doi]
- Disentangling conceptual and epistemic influences on scientific explanationWilliam A. Sandoval, Jarod Kawasaki, Tina Stanford, Sara Carriere, Bladimir Lopez-Prado. 492-493 [doi]
- Toward an emphasis on evidence and explanation in K-5 science teachingCarla Zembal-Saul. 492 [doi]
- Towards a taxonomy of explanations in science educationBarbara White, Jennifer L. Chiu, Lauren Barth-Cohen, Beat Schwendimann, Eric Berson, Jennifer King Chen, Hillary Swanson. 493-495 [doi]
- Productive multivocality in the analysis of collaborative learningDan Suthers, Kristine Lund. 497-498 [doi]
- Three perspectives on technology support in inquiry learning: personal inquiry, mobile collaboratories and emerging learning objectsAstrid Wichmann, Heinz Ulrich Hoppe, Daniel Spikol, Marcelo Milrad, Stamatina Anastopoulou, Mike Sharples, Roy Pea, Heidy Maldonado, Ton de Jong. 499-500 [doi]
- It's about time: purpose, methods, and challenges of temporal analyses of multiple data streamsBritte Haugan Cheng, Inge Molenaar, Ming Ming Chiu, Vanessa Svihla, Alyssa Friend Wise, Vanessa L. Peters, Katerina Zourou. 501-502 [doi]
- Engineering learningAditya Johri, Barbara Olds. 503-504 [doi]
- Collaborative learning with interactive surfaces: an interdisciplinary agendaMichael A. Evans, Jochen Rick. 505-506 [doi]
- Striking a balance between free and guided exploration - conceptualizing support for exploratory learning environmentsIdo Roll, Manolis Mavrikis, Sergio Gutiérrez Santos. 507-508 [doi]
- Growing the learning sciences: brand or big tent? implications for graduate educationMitchell J. Nathan, Nikol Rummel, Kenneth E. Hay. 509-510 [doi]
- Hands-on introduction to creating intelligent tutoring systems without programming using the cognitive tutor authoring tools (CTAT)Vincent Aleven, Jonathan Sewall. 511-512 [doi]