Abstract is missing.
- ForewordPaul A. Kirschner, Frans J. Prins, Vincent Jonker, Gellof Kanselaar. [doi]
- From design experiments to formative interventionsYrjö Engeström. 3-24 [doi]
- Artifacts and aberrations: on the volatility of design research and the serendipity of insightDor Abrahamson, Tobin White. 27-34 [doi]
- An exploration of tool support for categorical codingAnjo Anjewierden, Hannie Gijlers. 35-42 [doi]
- Task-oriented coaching for teaching instructional planning: a design-based research approachCarmela Aprea. 43-51 [doi]
- Discursive approach for studying contexts in students' collaborative activityMaarit Arvaja. 52-59 [doi]
- Processes of argumentation and explanation in conceptual change: results from protocol analyses of peer-to-peer dialogueChrista S. C. Asterhan. 60-67 [doi]
- Investigating the influence of transitory information and motivation during instructional animationsPaul Ayres, Amina Youssef. 68-75 [doi]
- Considering semiotic ideologies in the design of literacy learning software for multilingual youth and adults in rural South AfricaAndrew Babson. 76-84 [doi]
- Using technology-enhanced boundary objects to develop techno-mathematical literacies in manufacturing industryArthur Bakker, Phillip Kent, Richard Noss, Celia Hoyles. 85-92 [doi]
- Using geographic information systems to support student learning through urban ecologyMike Barnett, Meredith Houle. 93-100 [doi]
- From newcomer enculturation to fertile zones of cultural encounter: a bidimensional metaphor for schoolingYifat Ben-David Kolikant. 101-108 [doi]
- The role of place in science learning among urban middle school students: science as a context and toolAngela Calabrese Barton, Miyoun Lim, Edna Tan. 109-127 [doi]
- Computer mediated discussions: effects of the previous messages' evaluations, knowledge content, social cues and personal information on the current messageGaowei Chen, Ming Ming Chiu. 128-135 [doi]
- Eual opportunity tactic: an approach to moderating the differences in ability perceptionHercy N. H. Cheng, Winston M. C. Wu, Tak-Wai Chan. 136-143 [doi]
- Effects of social metacognition on micro-creativity: statistical discourse analyses of group problem solvingMing Ming Chiu. 144-152 [doi]
- The use of iPods in education: a cognitive perspectiveGeraldine Clarebout, Joke Coens, Jan Elen. 153-158 [doi]
- International analysis of students' knowledge structure coherenceDouglas B. Clark, Cynthia M. D'Angelo, Sharon Schleigh, Muhsin Menekse. 159-166 [doi]
- Student and teacher regulation of learning in technology-enhanced science instructionStephanie B. Corliss, Michele W. Spitulnik. 167-174 [doi]
- Student participation in disciplinary discourses: when the teacher takes a step back, who takes a step forward?Lindsay L. Cornelius. 175-182 [doi]
- The interaction between groups and individuals: the challenge of statistically analysing cooperative learningUlrike Cress. 183-190 [doi]
- When do diagrams enhance learning? A framework for designing relevant representationsJodi L. Davenport, David Yaron, David Klahr, Kenneth R. Koedinger. 191-198 [doi]
- Elementary teachers' ideas about effective science teaching: a longitudinal studyElizabeth A. Davis. 199-206 [doi]
- Identifying variables and constructing relations: effects of multiple images and texts stimuliBillie Eilam, Yael Poyas. 207-215 [doi]
- Establishing collaborations in design-based research projects: insights from the origins of the MMAP projectRandi A. Engle. 216-223 [doi]
- A design-based approach to experimental design: investigating hypotheses about how framing influences transferRandi A. Engle, Sharla Roberts, Phi D. Nguyen, Pamela Yee. 224-231 [doi]
- Knowing and throwing mudballs, hearts, pies, and flowers: a connective ethnography of gaming practicesDeborah A. Fields, Yasmin B. Kafai. 232-239 [doi]
- Understanding elementary students' emergent dialogical argumentation in scienceSeau Yoon Foo, Chee-Kit Looi. 240-247 [doi]
- Rethinking analysis of progressive discourse in online learning: an activity theory perspectiveNobuko Fujita, Clare Brett. 248-256 [doi]
- Design thinking in gamestar mechanic: the role of gamer experience on the appropriation of the discourse practices of game designersIvan Alex Games, Kurt Squire. 257-264 [doi]
- Gender, institutional structure and learning in an engineering collegeLari Garrison, Reed Stevens, Andrew Jocuns. 265-272 [doi]
- Considerations for the development of a preparation for future learning assessmentDrue Gawel, Rachel S. Phillips, Vanessa Svihla, Nancy Vye, John D. Bransford. 273-280 [doi]
- Making your views known: the importance of anonymity before and after classroom debatesGiulia Gelmini-Hornsby, Shaaron Ainsworth, Marie Buda, Charles K. Crook, Claire O'Malley. 281-288 [doi]
- Learning with ecosystem models: a tale of two classroomsSteven Gray 0001, Cindy E. Hmelo-Silver, Lei Liu, Rebecca Jordan, Heisawn Jeong, Russell Schwartz, Heather Finkelstein, Daniel Wolsten, Marylee Demeter, Suparna Sinha. 289-296 [doi]
- Designing for dispositionsMelissa Gresalfi, Adam Ingram-Goble. 297-304 [doi]
- Leadership in small online collaborative learning groups: a distributed perspectiveJulia Gressick, Sharon J. Derry. 305-312 [doi]
- Towards a dynamic model of learners' ontologies in physicsAyush Gupta, David Hammer, Edward F. Redish. 313-318 [doi]
- Examining the effectiveness of a multimedia case-based environment for teaching technology integration to Korean preservice teachersIn Sook Han, Charles K. Kinzer. 319-326 [doi]
- Productive dialog during collaborative problem solvingRobert G. M. Hausmann, Brett van de Sande, Carla van de Sande, Kurt VanLehn. 327-334 [doi]
- The effects of computer-supported collaborative learning on students' writing performanceTracy Hayes, Xun Ge. 335-341 [doi]
- Metacognitive support for reading in science classroomsPhillip Herman, Louis M. Gomez, Kimberley Gomez, Adam Williams, Kristen Perkins. 342-349 [doi]
- First things first: design principles for worthwhile educational videogamesDaniel T. Hickey, Sasha A. Barab, Adam Ingram-Goble, Steven J. Zuiker. 350-357 [doi]
- Concept mapping for learning from text: evidence for a worked-out-map-effectTatjana S. Hilbert, Matthias Nückles, Sandra Matzel. 358-365 [doi]
- Introducing people knowledge into science learningHuang-Yao Hong, Xiaodong Lin. 366-373 [doi]
- Principle-based design to foster adaptive use of technology for building community knowledgeHuang-Yao Hong, Marlene Scardamalia, Richard Messina, Chewlee Teo. 374-381 [doi]
- Exploring changes in network structures during online discussionsTarja-Riitta Hurme, Koen Veermans, Tuire Palonen, Sanna Järvelä. 382-389 [doi]
- In the eyes of experts: teaching dynamic features in biology by modeling experts' eye movement strategies to novicesHalszka Jarodzka, Katharina Scheiter, Peter Gerjets, Sven Gemballa. 390-397 [doi]
- Creating a participatory learning environment in large lecture classes using pen-based computingAditya Johri, Vinod K. Lohani. 398-405 [doi]
- Th!nklets for mathematics education: re-using computer games characteristics in educational softwareVincent Jonker, Monica Wijers. 406-413 [doi]
- Real arguments about a virtual epidemic: conversations and contestations in a tween gaming clubYasmin B. Kafai, Jacqueline Wong. 414-421 [doi]
- Considering gender in digital games: implications for serious game designs in the learning sciencesYasmin B. Kafai. 422-429 [doi]
- Learning from Krumping: collective agency in dance performance culturesYasmin B. Kafai, Kylie A. Peppler. 430-437 [doi]
- Rethinking pedagogy: using multi-user virtual environments to foster authentic science learningDiane Jass Ketelhut, Jody Clarke, Brian C. Nelson, Geordie Dukas. 438-445 [doi]
- Learning from complex cognitive tasks: comparing groups to individualsFemke Kirschner, Fred Paas, Paul A. Kirschner. 446-452 [doi]
- Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talking aren't the sameIngo Kollar, Frank Fischer, James D. Slotta. 453-460 [doi]
- Fostering epistemological beliefs and conceptual change in chemistry using knowledge buildingIvan C. K. Lam, Carol K. K. Chan. 461-468 [doi]
- The potential for developing algebraic thinking from purposeful guessing and checkingMariana Levin. 469-476 [doi]
- Collaborative scientific conceptual change in simulation-supported learning environmentLei Liu, Cindy E. Hmelo-Silver. 477-484 [doi]