Abstract is missing.
- Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement?Ulrike Magner, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Octav Popescu. 1-8 [doi]
- Social software and knowledge building: supporting co-evolution of individual and collective knowledgeJoachim Kimmerle, Ulrike Cress, Christoph Held, Johannes Moskaliuk. 9-16 [doi]
- The influence of presentation format and subject complexity on learning from illustrated texts in biologyMareike Florax, Rolf Plötzner. 17-24 [doi]
- An invisible preference for intrinsic motivation in computer-mediated communicationBart Rienties, Bas Giesbers, Dirk T. Tempelaar, Mien S. R. Segers, Wim Gijselaers. 25-32 [doi]
- Investigating pre-service elementary teachers' epistemologies when talking about science, enacting science and reflecting on their enactmentLoucas T. Louca, Dora Tzialli, Zacharias C. Zacharia. 33-40 [doi]
- Exploring how novice teachers learn to attend to students' thinking in analyzing case studies of classroom teaching and learningDaniel M. Levin, Jennifer Richards. 41-48 [doi]
- Collaborative productivity as self-sustaining processes in a grade 4 knowledge building communityJianwei Zhang, Richard Messina. 49-56 [doi]
- Extending the self-explanation effect to second language grammar learningRuth Wylie, Kenneth R. Koedinger, Teruko Mitamura. 57-64 [doi]
- Stressed yet motivated: web-based peer assessed competition as an instructional approach in higher educationRonen Hammer, Miky Ronen, Dan Kohen-Vacs. 65-72 [doi]
- Centering a professional learning community on a learning progression for natural selection: transforming community, language, and instructional practiceErin Marie Furtak, Deborah Morrison, Kathleen Henson. 73-80 [doi]
- The epistemography of urban and regional planning 912: appropriation in the face of resistanceElizabeth Bagley, David Williamson Shaffer. 81-88 [doi]
- Assessing the development of expertise in an historical-based science: the case of integrative archeologyInbal Flash-Gvili, Jeff Dodick. 89-96 [doi]
- Teachers collaborating with Wiki: the impact of professional status, language, and ageYael Poyas. 97-104 [doi]
- The use of a digital dance mat for training kindergarten children in a magnitude comparison taskUlrike Cress, Ursula Fischer, Korbinian Moeller, Claudia Sauter, Hans-Christoph Nuerk. 105-112 [doi]
- Teacher-education students' views about knowledge building theory and practiceHuang-Yao Hong, Fei Ching Chen, Ching Sing Chai, Wen-Ching Chan. 113-120 [doi]
- Design-based knowledge building practices in mathematics teachingHuang-Yao Hong, Yu-Han Chang. 121-128 [doi]
- Centering a professional learning community on a learning progression for natural selection: transforming community, language, and instructional practiceErin Marie Furtak, Deborah Morrison, Kathleen Henson. 129-136 [doi]
- Measuring transformative modeling: a framework of formatively assessing students' deep conceptual understanding in physical sciencesJi Shen, Ou Lydia Liu, Hsin-Yi Chang. 137-144 [doi]
- Using changes in framing to account for differences in a teacher's classroom behaviorJennifer Evarts Lineback, Fred Goldberg. 145-152 [doi]
- Explaining across contrasting cases for deep understanding in science: an example using interactive simulationsCatherine C. Chase, Jonathan T. Shemwell, Daniel L. Schwartz. 153-160 [doi]
- Conceptual confusion in the history classroomChava Shane-Sagiv. 161-165 [doi]
- "Let the players play!" & other earnest remarks about videogame authorshipPaul Teske, Teale Fristoe. 166-173 [doi]
- A closer look at the split attention effect: integrated presentation formats for troubleshooting tasksMarkus Huff, Vera Bauhoff, Stephan Schwan. 174-181 [doi]
- Facilitating group learning in science laboratory courses using handheld devicesChen-Wei Chung, Wang-Hsin Kuo, Chen-Chung Liu. 182-189 [doi]
- Examining preservice teachers' ability to attend and respond to student thinkingVicky Pilitsis, Ravit Golan Duncan. 190-198 [doi]
- Changes in teachers' ability to design inquiry-based lessons during a two-year preparation programAugusto Z. Macalalag Jr., Ravit Golan Duncan. 199-206 [doi]
- Effects of on-line collaborative argumentation processes on justificationsJingyan Lu, Ming Ming Chiu, Nancy WaiYing Law. 207-214 [doi]
- Dispositions, disciplines, and marble runs: a case study of resourcefulnessMargaret Carr, Jane McChesney, Bronwen Cowie, Robert Miles-Kingston, Lorraine Sands. 215-221 [doi]
- Reading in the context of online gamesConstance Steinkuehler, Catherine Compton-Lilly, Elizabeth King. 222-229 [doi]
- Group awareness of social and cognitive behavior in a CSCL environmentChris Phielix, Frans J. Prins, Paul A. Kirschner. 230-237 [doi]
- The impact of a media-rich science curriculum on low-income preschoolers' science talk at homeWilliam R. Penuel, Lauren Bates, Shelley Pasnik, Eve Townsend, Lawrence P. Gallagher, Carlin Llorente, Naomi Hupert. 238-245 [doi]
- Scaffolding students in evaluating the credibility of evidence using a reflective web-based inquiry environment on biotechnologyIolie Nicolaidou, Eleni A. Kyza, Frederiki Terzian, Andreas Hadjichambis, Dimitris Kafouris. 246-253 [doi]
- Arguing with peers: examining two kinds of discourse and their cognitive benefitsDavid Shaenfield. 254-260 [doi]
- Eliciting and developing students' ideas and questions in a learner-centered environmental biology unitChristopher J. Harris 0002, Rachel S. Phillips, William R. Penuel. 261-268 [doi]
- Mentor modeling: the internalization of modeled professional thinking in an epistemic gamePadraig Nash, David Williamson Shaffer. 269-276 [doi]
- Where to find the mind: identifying the scale of cognitive dynamicsLuke Conlin, Ayush Gupta, David Hammer. 277-284 [doi]
- Representational technology for learning mathematics: an investigation of teaching practices in Latino/a classroomsPhil Vahey, Teresa Lara-Meloy, Judit Moschkovich, Griselda Velazquez. 285-292 [doi]
- Interpreting elementary science teacher responsiveness through epistemological framingApril Cordero Maskiewicz, Victoria Winters. 293-300 [doi]
- Representational practices in the activity of student-generated representations (SGR) for promoting conceptual understandingOrit Parnafes. 301-308 [doi]
- Tracing knowledge re-organization: a fine grain analytical framework for looking at students' developing explanationsOrit Parnafes. 309-316 [doi]
- Perceptions of the relationship between evolutionary theory and biblical explanations of the origins of life and their effects on the learning of evolution among high school studentsPratchayapong Yasri, Rebecca Mancy. 317-324 [doi]
- Interactional achievement of shared mathematical understanding in a virtual math teamMurat Perit Çakir, Gerry Stahl, Alan Zemel. 325-332 [doi]
- Equity in scaling up SimCalc: investigating differences in student learning and classroom implementationJeremy Roschelle, Jessica Pierson, Susan Empson, Nicole Shechtman, Margie Dunn, Deborah G. Tatar. 333-340 [doi]
- Distributed creativity within a community of student instructional designersRichard West. 341-348 [doi]
- Students' meaning making in a mobile assisted Chinese idiom learning environmentLung-Hsiang Wong, Chee-Kuen Chin, Chee-Lay Tan, May Liu, Cheng Gong. 349-356 [doi]
- Group micro-creativity in online discussions: effects of new ideas and social metacognitionGaowei Chen, Ming Ming Chiu, Zhan Wang. 357-364 [doi]
- disadvantage of prior knowledgeAndrew F. Heckler. 365-371 [doi]
- Tension resolution as pattern for practice transformation in interdisciplinary teamwork in professional developmentPatrick Sins. 372-379 [doi]
- Math engaged problem solving in familiesShelley V. Goldman, Roy Pea, Kristen Pilner Blair, Osvaldo Jimenez, Angela Booker, Lee Martin, Indigo Esmonde. 380-387 [doi]
- Transformative professional development: cultivating concern with others' thinking as the root of teacher identityRachel E. Scherr, Hunter G. Close. 388-395 [doi]
- Scaffolding children's understanding of the fit between organisms and their environment in the context of the practices of scienceKathleen E. Metz. 396-403 [doi]
- Learning physics as coherently packaging multiple sets of signsKristine Lund. 404-411 [doi]
- Digital art-making as a representational processErica Halverson. 412-419 [doi]
- Kindergarten and first-grade students' representational practices while creating storyboards of Honeybees collecting nectarJoshua A. Danish, David Phelps. 420-427 [doi]
- When students speak, who listens?: constructing audience in classroom argumentationLeema K. Berland, Andrea Forte. 428-435 [doi]
- "Ideas first" in collaborative second language (L2) writing: an exploratory studyYun Wen, Wenli Chen, Chee-Kit Looi. 436-443 [doi]
- Large scale analysis of student workbooks: what can we learn about learning?Nicole Shechtman, Jeremy Roschelle. 444-451 [doi]
- Motivation to transfer revisitedAndreas Gegenfurtner, Marja Vauras, Hans Gruber, Dagmar Festner. 452-459 [doi]
- Known knowns and unknown knowns: multiple memory routes to improved numerical estimationDav Clark, Michael Andrew Ranney. 460-467 [doi]
- The role of concretization in acquiring design knowledgeTamar Ronen-Fuhrmann, Yael Kali. 468-475 [doi]
- Representational scripting to support students' online problem-solving performanceBert Slof, Gijsbert Erkens, Paul A. Kirschner. 476-483 [doi]
- Extending students' learning spaces: technology-supported seamless learningWenli Chen, Peter Sen Kee Seow, Hyo-Jeong So, Yancy Toh, Chee-Kit Looi. 484-491 [doi]
- A tempest in a teapot is but a drop in the ocean: action-objects in analogical mathematical reasoningDor Abrahamson. 492-499 [doi]
- Quiet captures: a tool for capturing the evidence of seamless learning with mobile devicesIvica Boticki, Hyo-Jeong So. 500-507 [doi]
- The many dimensions of having a good eye: a methodological reflection of metaphors in visual cognition analysisAndreas Gegenfurtner, Anna Siewiorek. 508-515 [doi]
- Delinquent or criminal?: fostering conceptual understanding of technical terms in computer-mediated collaborative learningElisabeth Paus, Gisela M. Gerhards, Regina Jucks. 516-523 [doi]
- Leading to win: the influence of leadership styles on team performance during a computer game trainingAnna Siewiorek, Andreas Gegenfurtner. 524-531 [doi]
- Validation of a learning progression: relating empirical data to theoryNicole Shea, Ravit Golan Duncan. 532-539 [doi]
- What counts as scientific practice?: a taxonomy of scientists' ways of thinking and doingLori M. Takeuchi. 540-547 [doi]
- Analyzing collaborative knowledge construction in secondary school biologyVanessa L. Peters, James D. Slotta. 548-555 [doi]
- Spatial intelligence and the research: practice challengeMoshe Krakowski, Kristin Ratliff, Louis M. Gomez, Susan Levine. 556-563 [doi]
- Personal beliefs about learning and teaching: comparison of student teachers in the sciences and humanities at different stages of their studiesNatalia Schlichter, Rainer Watermann, Matthias Nueckles. 564-571 [doi]
- A longitudinal approach to appropriation of science ideas: a study of students' trajectories in thermodynamicsOlivia Levrini, Paola Fantini, Barbara Pecori, Marta Gagliardi, Mariateresa Scarongella, Giulia Tasquier. 572-579 [doi]
- Designing assessments to track student progressNamsoo Shin, Shawn Y. Stevens, Joseph Krajcik. 580-587 [doi]
- Discourse as a lens for reframing consideration of learning progressionsAlicia C. Alonzo. 588-595 [doi]
- Examining the role of verbal interaction in team success on a design challengeXornam S. Apedoe, Kristina V. Mattis, Bianca Rowden-Quince, Christian D. Schunn. 596-603 [doi]
- Implementing a lesson plan vs. attending to student inquiry: the struggle of a student-teacher during teaching scienceLoucas T. Louca, Maria Santis, Dora Tzialli. 604-611 [doi]
- "I study features; believe me, I should know!": the mediational role of distributed expertise in the development of student authorityJennifer M. Langer-Osuna, Randi A. Engle. 612-619 [doi]
- Digital video tools in the classroom: empirical studies on constructivist learning with audio-visual media in the domain of historyCarmen Zahn, Karsten Krauskopf, Friedrich W. Hesse, Roy Pea. 620-627 [doi]
- The epistemography of journalism 335: complexity in developing journalistic expertiseDavid Hatfield, David Williamson Shaffer. 628-635 [doi]
- Which science disciplines are pertinent?: impact of epistemological beliefs on students' choicesTorsten Porsch, Rainer Bromme. 636-642 [doi]
- Free, open, online, mathematics help forums: the good, the bad, and the uglyCarla van de Sande. 643-650 [doi]
- Activity-theoretical research on science teachers' expertise and learningCory T. Forbes, Cheryl Ann Madeira, James D. Slotta. 651-658 [doi]
- Using conceptual blending to describe emergent meaning in wave propagationMichael C. Wittmann. 659-666 [doi]
- Adapting workflow technology to design-based research: development of a method for organizing the "messiness" of research in technology-rich online learning environmentsAlan J. Hackbarth, Sharon J. Derry, Brendan R. Eagan, Julia Gressick. 667-674 [doi]
- Coordinating collaborative problem-solving processes by providing part-task congruent representationsBert Slof, Gijsbert Erkens, Paul A. Kirschner. 675-682 [doi]
- Writing and commenting on professional procedures: in search of learning designs promoting articulation between school and workplace learningMonica Gavota, Mireille Bétrancourt, Daniel Schneider. 683-689 [doi]
- Complexity, robustness, and trade-offs in evaluating large scale STEM education programsSusan A. Yoon, Lei Liu. 690-697 [doi]
- Exploring convergence of science ideas through collaborative concept mappingDana Gnesdilow, Anushree Bopardikar, Sarah A. Sullivan, Sadhana Puntambekar. 698-705 [doi]
- Embodied experiences within an engineering curriculumMolly Bolger, Marta Kobiela, Paul Weinberg, Rich Lehrer. 706-713 [doi]
- "Romantic" beats "classic": new insights on the effects of self-regulation on learning by writingIsabel Braun, Susanne Philippi. 714-721 [doi]
- Teacher learning about teacher-parent engagement: shifting narratives and a proposed trajectoryCorey Drake, Angela Calabrese Barton. 722-729 [doi]
- Effects of instructional design integrated with ethnomathematics: attitudes and achievementMelike Kara, Aysenur Yontar Togrol. 730-735 [doi]
- The impact of web-based collaborative inquiry for science learning in secondary educationAnnelies Raes, Tammy Schellens, Bram de Wever. 736-741 [doi]
- Reconceptualizing mathematical learning disabilities: a diagnostic case studyKatherine E. Lewis. 742-749 [doi]
- Sharing educational scenario designs in practitioner communitiesAstrid Wichmann, Jan Engler, Heinz Ulrich Hoppe. 750-757 [doi]
- Preparing for the long tail of teaching and learning toolsCharles Severance, Stephanie D. Teasley. 758-764 [doi]
- Students' use of multiple strategies for spatial problem solvingMike Stieff, Minjung Ryu, Bonnie Dixon. 765-772 [doi]
- What are they talking about?: findings from an analysis of the discourse in peer-led team learning in general chemistryPatrick Brown, Keith R. Sawyer, Regina Frey, Sarah Luesse, Daniel Gealy. 773-777 [doi]
- A web-based reading environment designed to fundamentally extend readers' interaction with informational textsKhusro Kidwai. 778-785 [doi]
- Helping students make controlled experiments more informativeKevin W. McElhaney, Marcia C. Linn. 786-793 [doi]
- Fading instructional scripts: preventing relapses into novice strategies by distributed monitoringChristof Wecker, Frank Fischer. 794-801 [doi]
- Student learning through journal writing in a natural science course for pre-elementary education majorsMichael T. Dianovsky, Donald J. Wink. 802-809 [doi]
- Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scriptsChristof Wecker, Ingo Kollar, Frank Fischer, Helmut Prechtl. 810-817 [doi]
- Disciplinary knowledge, identity, and navigation: the contributions of portfolio constructionJennifer Turns, Brook Sattler, Deborah Kilgore. 818-825 [doi]
- Spatial and temporal embedding for science inquiry: an empirical study of student learningTom Moher, Jennifer Wiley, Allison Jaeger, Brenda López Silva, Francesco Novellis, Deborah Kilb. 826-833 [doi]
- Appropriating conceptual representations: a case of transfer in a middle school science teacherSuparna Sinha, Steven Gray 0001, Cindy E. Hmelo-Silver, Rebecca Jordan, Sameer Honwad, Catherine Eberbach, Spencer Rugaber, Swaroop Vattam, Ashok K. Goel. 834-841 [doi]
- Discipline-specific socialization: a comparative studyIris Tabak, Michael Weinstock, Hilla Zviling-Beiser, Ben Gurion. 842-848 [doi]
- Fostering mathematical inquiry: focus on teacher's interventionsMara V. Martinez, Wenjuan Li. 849-856 [doi]
- The effectiveness of reading comprehension strategies in high school science classroomsPhillip Herman, Kristen Perkins, Martha Hansen, Louis M. Gomez, Kimberley Gomez. 857-864 [doi]
- Making knowledge building moves: toward cultivating knowledge building communities in classroomsKaterine Bielaczyc, John Ow. 865-872 [doi]
- Multiple conceptual coherences in the speed tutorial: micro-processes of local stabilityBrian W. Frank. 873-880 [doi]
- Gaining an insider perspective on learning physics in Hong KongJan van Aalst. 881-888 [doi]
- Using collaborative activity as a means to explore student performance and understandingMarcela Borge, John M. Carroll. 889-896 [doi]
- First-year engineering students' environmental awareness and conceptual understanding with participatory game design as knowledge elicitationMelissa Dyehouse, Nicole Weber, Jun Fang, Constance Harris, Annette Tomory, Johannes Strobel. 897-904 [doi]
- "I don't know - I'm just genius!": distinguishing between the process and the product of student algebraic reasoningJose Francisco Gutierrez. 905-912 [doi]
- Contingent identification in a biomedical engineering classroomVanessa Svihla. 913-920 [doi]
- An overview of CSCL methodologiesHeisawn Jeong, Cindy E. Hmelo-Silver. 921-928 [doi]
- A visualization of group cognition: semantic network analysis of a CSCL communityLi Sha, Christopher Teplovs, Jan van Aalst. 929-936 [doi]
- The effects of physical and virtual manipulatives on students' conceptual learning about pulleysElizabeth Gire, Adrian Carmichael, Jacquelyn J. Chini, Amy Rouinfar, Sanjay Rebello, Garrett W. Smith, Sadhana Puntambekar. 937-943 [doi]
- Children learning literate practices in spritingTara Rosenberger Shankar. 944-951 [doi]
- Using knowledge space theory to analyze concept mapsLaura A. Cathcart, Mike Stieff, Gili Marbach-Ad, Ann C. Smith, Kenneth A. Frauwirth. 952-959 [doi]
- Analyzing equality of participation in collaborative inquiry: toward a knowledge communityHedieh Najafi, James D. Slotta. 960-967 [doi]
- The construction, refinement, and early validation of the equipartitioning learning trajectoryJere Confrey, Alan Maloney. 968-975 [doi]
- Finding transactive contributions in whole group classroom discussionsHua Ai, Marietta Sionti, Yi-Chia Wang, Carolyn Penstein Rosé. 976-983 [doi]
- Magnetism as a size dependent property: a cognitive sequence for learning about magnetism as an introduction to nanoscale science for middle and high school studentsDavid Sederberg, Lynn A. Bryan. 984-991 [doi]
- From show, to room, to world: a cross-context investigation of how children learn from media programmingThérèse E. Dugan, Reed Stevens, Siri Mehus. 992-999 [doi]
- Arts and learning: a review of the impact of arts and aesthetics on learning and opportunities for further researchKylie A. Peppler, Heidi J. Davis. 1000-1007 [doi]
- Space and time in classroom networks: mapping conceptual domains in mathematics through collective activity structuresTobin White. 1008-1015 [doi]
- Sequential effects of high and low guidance on children's early science learningBryan J. Matlen, David Klahr. 1016-1023 [doi]
- Comparing pedagogical approaches for the acquisition and long-term robustness of the control of variables strategyMichael A. Sao Pedro, Janice D. Gobert, Juelaila J. Raziuddin. 1024-1031 [doi]
- A critique of how learning progressions research conceptualizes sophistication and progressTiffany-Rose Sikorski, David Hammer. 1032-1039 [doi]
- Dynamics of disciplinary understandings and practices of attending to student thinking in elementary teacher educationJanet Coffey, Ann R. Edwards, Carla Finkelstein. 1040-1047 [doi]
- Software-based scaffolding: supporting the development of knowledge building discourse in online coursesNobuko Fujita, Christopher Teplovs. 1048-1054 [doi]
- Seeing algebraic thinking in the classroom: a study of teachers' conceptualizations of algebraJanet Walkoe. 1055-1062 [doi]
- Conceptual change and epistemic growth through reflective assessment in computer-supported knowledge buildingCarol K. K. Chan, Ivan C. K. Lam. 1063-1070 [doi]
- Talking with your mouth full: the role of a mediating tool in shaping collective positioningKate T. Anderson, Melissa Gresalfi. 1071-1078 [doi]
- Fostering meaningful scientific argumentation practices through ongoing classroom interactionsXiaowei Tang, Janet Coffey. 1079-1086 [doi]
- Knowledge transmission and engineering teachingAmy Zhang, Monica Cardella. 1087-1094 [doi]
- Listen to each other: how the building of norms in an elementary science classroom fosters participation and argumentationSuna Ryu, William A. Sandoval. 1095-1102 [doi]
- Interactional arrangements for learning about science in early childhood: a case study across preschool and home contextsSiri Mehus, Reed Stevens, Linda Grigholm. 1103-1110 [doi]
- Promoting learning in complex systems: effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environmentDeniz Eseryel, Victor Law. 1111-1118 [doi]
- Made by hand: gestural practices for the building of complex concepts in face-to-face, one-on-one learning arrangementsStephanie Scopelitis, Siri Mehus, Reed Stevens. 1119-1126 [doi]
- Micros and me: leveraging home and community practices in formal science instructionCarrie Tzou, Philip Bell. 1127-1134 [doi]
- Playing with food: moving from interests and goals into scientifically meaningful experiencesTamara L. Clegg, Christina M. Gardner, Janet L. Kolodner. 1135-1142 [doi]
- Science learning as the objectification of discourseValerie Otero. 1143-1150 [doi]
- "Getting others' perspectives": a case study of creative writing environments and mentorshipAlecia Marie Magnifico. 1151-1157 [doi]
- Cross-disciplinary practice in engineering contexts: a developmental phenomenographical perspectiveRobin Adams, Tiago Forin, Saranya Srinivasan, Llewellyn Mann. 1158-1165 [doi]