Table of Contents

• Mathematics Learning in a Racial Context: Unpacking Students' Reasoning about "Asians are Good at Math"Niral Shah. [doi]
• Facilitating Teachers' Integrated Technological Pedagogical Content KnowledgeHsin-Yi Chang. [doi]
• Irreducible Complexity: How Do Causal Bayes Nets Theories of Human Causal Inference Inform the Design of a Virtual Ecosystem?M. Shane Tutwiler, Tina A. Grotzer. [doi]
• Learning How to Create: Toward A Learning Sciences of Art and DesignR. Keith Sawyer. [doi]
• Semiosis Process in Joint Didactic ActionGérard Sensevy, Dominique Forest. [doi]
• Iterative Technology-based Design with Deaf/Hard of Hearing Populations: Working with Teachers to Build a Better Educational GameBrett E. Shelton, Mary Ann Parlin, Jon Scoresby, Vonda Jump, Claudia Pagliaro. [doi]
• Towards Teaching Analytics: Repertory Grids for Formative AssessmentRavi Vatrapu, Peter Reimann 0001, Abid Hussain. [doi]
• Beyond the Screen: Game-Based Learning As A Nexus of IdentificationBen DeVane. [doi]
• A Teacher's Journey in Knowledge Building PedagogyNancy Law, Johnny Yuen, Hidy Tse. [doi]
• Using Innovation with Contrasting Cases to Scaffold Collaborative Learning and TransferSeungyon Ha, David A. Sears. [doi]
• Asking for Too Much Too Early? Promoting Mechanistic Reasoning in Early Childhood Science And Mathematics EducationLoucas Louca 0002, Chrystalla Papademetri-Kachrimani. [doi]
• Collaborative Reading Comprehension with Communication Robots as Learning PartnerJun Oshima, Ritsuko Oshima, Naomi Miyake. [doi]
• Participatory Learning and Assessment in e-Learning ContextsDaniel T. Hickey, Andrea S. Gomoll, Rebecca C. Itow. [doi]
• Creating and Sustaining Online Communities of Practice for Science Teachers' Professional Development: Overcoming the BarriersYiannis Georgiou, Eleni A. Kyza, Andri Ioannou-Nicolaou. [doi]
• Exploring Connectedness: Applying ENA to Teacher KnowledgeChandra Hawley Orrill, David Williamson Shaffer. [doi]
• The Impacts of Flexible Grouping in a Mobile-Assisted Game-based Chinese Character Learning ApproachLung-Hsiang Wong, Ching-Kun Hsu, Jizhen Sun, Ivica Boticki. [doi]
• Improving Students' Scientific Reasoning Skills via Virtual Experiments and Worked ExamplesShiyu Liu, Keisha Varma. [doi]
• Scripting Science Inquiry Learning in CSCL ClassroomsAnnelies Raes, Tammy Schellens, Bram de Wever, Ingo Kollar, Christof Wecker, Frank Fischer 0001, Mike Tissenbaum, Jim Slotta, Vanessa L. Peters, Nancy Butler Songer. [doi]
• Design-Based Implementation Research of Spreadable Educational Practices within the Participatory Learning and Assessment Network (PLAnet)Rebecca C. Itow, Daniel T. Hickey. [doi]
• Two Models of Authenticity: Signature Pedagogy, Problem Based Learning, and Cultural ContextMoshe Krakowski. [doi]
• Becoming a Writer: Examining Preschoolers' Interactions, Modes of Participation, and Use of Resources at the Writing CenterAmy Gillespie, Deborah Rowe. [doi]
• Combining Knowledge And Interaction Perspectives to Decipher Learning During A Clinical InterviewShulamit Kapon. [doi]
• Theoretical Issues: Indicators of Decentralized and Centralized Causality as a Gauge for Students Understanding of Complex SystemsLauren Barth-Cohen. [doi]
• Supporting Learners to Conceptualize the Vast Range of Imperceptible Smallness with Temporal-aural-visual RepresentationsMinyoung Song, Chris Quintana. [doi]
• Robot Facilitation as Dynamic Support for Collaborative LearningNaomi Miyake, Sandra Okita, Carolyn Penstein Rosé. [doi]
• Challenges of Teaching through Web-Based Inquiry: A Longitudinal Case Study of A Veteran High School TeacherEleni A. Kyza, Iolie Nicolaidou. [doi]
• Establishing a Mathematical Practice in a Middle School ClassroomMarta Kobiela, Rich Lehrer. [doi]
• Designing Video Games that Encourage Players to Integrate Formal Representations with Informal PlayNathan R. Holbert, Uri Wilensky. [doi]
• Identity and Digital Media Production in the College ClassroomErica Halverson, Michelle Bass. [doi]
• Breeding Birds to Learn about Artificial Selection: Two Birds with One Stone?Aditi Wagh, Uri Wilensky. [doi]
• Learners as Informants of Educational Game DesignBeaumie Kim, Lynde Tan, Mi Song Kim. [doi]
• Consequential Feedback as a Means of Supporting Student Engagement and UnderstandingMelissa S. Gresalfi, Jacqueline Barnes. [doi]
• Using Heuristic Worked Examples and Collaboration Scripts to Help Learners Acquire Mathematical Argumentation SkillsIngo Kollar, Stefan Ufer, Elisabeth Lorenz, Freydis Vogel, Kristina M. Reiss, Frank Fischer 0001. [doi]
• Picture-Based Science Attitudes AssessmentEmily Johnson, Amy Bolling, Robb Lindgren. [doi]
• Scaffolding and Assessing Knowledge Building among Chinese Tertiary Students Using EportfoliosChunlin Lei, Carol K. K. Chan. [doi]
• Design Research in Early Literacy within the Zone of Proximal ImplementationSusan McKenney, Paul Kirschner, Joke Voogt. [doi]
• Making Technology Visible: Connecting the Learning of Crafts, Circuitry and Coding in Etextiles by Youth DesignersYasmin B. Kafai, Deborah A. Fields, Kristin A. Searle. [doi]
• The Use of Text and Process Mining Techniques to Study the Impact of Feedback on Students' Writing ProcessesRafael A. Calvo, Anindito Aditomo, Vilaythong Southavilay, Kalina Yacef. [doi]
• How to Schedule Multiple Graphical Representations? A Classroom Experiment With an Intelligent Tutoring System for FractionsMartina A. Rau, Nikol Rummel, Vincent Aleven, Laura Pacilio, Zelha Tunc-Pekkan. [doi]
• Resources for Reasoning: Use of Video and Text in a CSCL EnvironmentCindy E. Hmelo-Silver, Carolyn A. Maher, Marjory Palius, Robert Sigley. [doi]
• Re-presenting Complex Scientific Phenomena Using Agent-Based Modeling in Engineering EducationPaulo Blikstein. [doi]
• Matchballs - A Casual Game for Learning and Domain Ontology EnrichmentSabrina Ziebarth, Nils Malzahn, Heinz Ulrich Hoppe. [doi]
• What a Long Strange Trip It's Been: A Comparison of Authors, Abstracts, and References in the 1991 and 2010 ICLS ProceedingsVictor R. Lee, Lei Ye, Mimi Recker. [doi]
• Improving Middle School Students' Understanding of Core Science Ideas Using Coherent CurriculumJoseph Krajcik, Sung-Youn Choi, Namsoo Shin, LeeAnn M. Sutherland. [doi]
• Relationships between Representational Characteristics, Students' Education Levels, and Beliefs of ModelsSilvia Wen-Yu Lee, Hsin-Yi Chang, Hsin-Kai Wu. [doi]
• Epistemic Mentoring in Virtual and Face-to-Face EnvironmentsElizabeth Bagley, David Williamson Shaffer. [doi]
• Fostering Teachers' Use of Talk Moves to Promote Productive Participation in Scientific PracticesWilliam R. Penuel, Yves Beauvineau, Angela Haydel DeBarger, Savitha Moorthy. [doi]
• Metacognizing Across Self And Socio DialecticsAzilawati Jamaludin, David Wei Loong Hung. [doi]
• Bifocal Biology: Combining Physical and Virtual Labs to Support Inquiry in Biological SystemsTamar Fuhrmann, Daniel Greene, Shima Salehi, Paulo Blikstein. [doi]
• Inter-Identity Technologies for LearningRobb Lindgren, Roy Pea. [doi]
• Evaluating Claims in Popular Science Media: Nature of Science Versus Dynamic Epistemological KnowledgePryce Davis, Rosemary S. Russ. [doi]
• Predicting Idea Co-Construction in Speech Data using Insights from SociolinguisticsGahgene Gweon, Mahaveer Jain, John W. McDonough, Bhiksha Raj, Carolyn Penstein Rosé. [doi]
• Methods of analysis for identifying patterns of problem solving processes in a computersupported collaborative environmentShannon Kennedy-Clark, Kate Thompson. [doi]
• SMILE - Smartphones in A University Learning Environment: A Classroom Response SystemCelia Kaendler, Linus Feiten, Katrin Weber, Michael Wiedmann, Manuel Buehrer, Sebastian Sester, Bernd Becker 0001. [doi]
• Improving Americans' Modest Global Warming Knowledge in the Light of RTMD (Reinforced Theistic Manifest Destiny) TheoryMichael Andrew Ranney, Dav Clark, Daniel L. Reinholz, Sarah Cohen. [doi]
• Investigating the Relative Difficulty of Various Complex Systems Ideas in BiologySao-Ee Goh, Susan A. Yoon, Joyce Wang, Zhitong Yang, Eric Klopfer. [doi]
• The Role of Gesture in Solving Spatial Problems in STEMMatthew Lira, Mike Stieff, Stephanie Scopelitis. [doi]
• Embodied Artifacts and Conceptual PerformancesDragan Trninic, Dor Abrahamson. [doi]
• Unpacking traces of collaboration from multimodal data of collaborative concept mapping at a tabletopRoberto Martínez Maldonado, Judy Kay, Kalina Yacef, Beat Schwendimann. [doi]
• Peer Collaboration and Mediation in Elementary Students' Lamp Designing ProcessKaiju Kangas, Pirita Seitamaa-Hakkarainen. [doi]
• Stability and Change in Achievement Goals and TransferErkka Laine, Andreas Gegenfurtner. [doi]
• Critical Aspects in Learning with TechnologiesChing Sing Chai, Huang-Yao Hong, Joyce Hwee Ling Koh, Naomi Miyake, Chwee Beng Lee, Choon Lang Quek, Peter Reimann 0001. [doi]
• Gathering Evidence of Scientific Argumentation Practices: From Pre-Kindergarten to High SchoolTiffany Lee, Hiroki Oura, Giovanna Scalone, Kari Shutt, John D. Bransford, Andrew Shouse, Katie Van Horne, Nancy Vye, Maureen Munn, Randy Knuth. [doi]
• Scaffolding Collaborative Sensemaking during Critique of Explanations in Technology-Enhanced Science CurriculumElissa Sato, Vanessa Svihla. [doi]
• Computer Input Capabilities that Stimulate Diagramming and Improved Inferential Reasoning in Low-performing StudentsSharon L. Oviatt, Kumi Hodge, Andrea Miller. [doi]
• Building Upon What Is Already There: The Role of Prior Knowledge, Background Information, and Scaffolding in Inquiry LearningChristof Wecker, Ard W. Lazonder, Jennifer L. Chiu, Cheryl Ann Madeira, Jim Slotta, Yvonne Mulder, Ton de Jong, Alexander Rachel, Hartmut Wiesner, Peter Reimann 0001. [doi]
• Design-Based Research in Practice: A Technology-Based Classroom Experiment that Explores How Students Use Virtual Manipulatives to Order Groups of FractionsMaria Mendiburo, Gautam Biswas, Ted S. Hasselbring. [doi]
• Advancing Understanding Using Nonaka's Model of Knowledge Creation and Problem-Based LearningMeng Yew Tee, Shuh Shing Lee. [doi]
• Understanding Influence in Collaborative Group Work: The Importance of ArtifactsLesley Dookie, Indigo Esmonde. [doi]
• Visible Spending: Information Visualization of Spending Behavior and the Thought-Act GapEmily S. Lin, Holly A. Taylor. [doi]
• Building Bridges between Learning Analytics, Educational Data Mining and Core Learning Sciences PerspectivesPaulo Blikstein, Marcelo Worsley, Bruce Sherin, Ryan Baker 0001, Matthew Berland, Taylor Martin, Ido Roll, Vincent Aleven, Ken Koedinger, Arnon Hershkovitz. [doi]
• A Microgenetic Analysis of How Expansive Framing Led to Transfer with One Struggling StudentDiane P. Lam, Xenia S. Meyer, Randi A. Engle, Lloyd Goldwasser, Kathleen Zheng, Erica Naves, Danny Tan, Richard Hsu, Hernan Rosas, Sarah Perez. [doi]
• A Data-driven Path Model of Student Attributes, Affect, and Engagement in a Computerbased Science Inquiry MicroworldArnon Hershkovitz, Ryan Baker 0001, Janice D. Gobert, Adam Nakama. [doi]
• Engaging in Design: Reflections of Young Paper EngineersRobert A. Rouse, Richard Lehrer. [doi]
• Young Children's Everyday Inquiry: A Field Study of a Young Girl's Play Across ContextsDanielle Keifert. [doi]
• Using the Idea Manager to Promote Coherent Understanding of Inquiry InvestigationsKevin W. McElhaney, Camillia Matuk, David Miller, Marcia C. Linn. [doi]
• Examining the Adequacy of Students' Priors and Teacher's Role in Attention to Critical Features in Designing for Productive FailurePee Li Leslie Toh, Manu Kapur. [doi]
• Can Technology-Based Gaze Replays of Experts Model Diagnostic Performance of Novices? A Test in Medical EducationMarko Seppänen, Andreas Gegenfurtner. [doi]
• Bidirectional artifact analysis: A method for analyzing creative processesAlecia Marie Magnifico, Erica Rosenfeld Halverson. [doi]
• Audience Effects: A Bidirectional Artifact Analysis of Adolescents' Creative WritingAlecia Marie Magnifico. [doi]
• Adolescent Profiles of Knowledge And Epistemic Beliefs in the Context of Reading Multiple TextsLeila Ferguson, Ivar Bråten, Helge I. Strømsø, Øistein Anmarkrud. [doi]
• Agent-Based Computer Models for Learning About Climate Change and Process Analysis TechniquesNick Kelly, Michael J. Jacobson, Lina Markauskaite, Vilaythong Southavilay. [doi]
• Engaging Middle School-Aged Students in Classroom Science and Mathematics: Implications for Design and ResearchKimberley Pressick-Kilborn, Melissa S. Gresalfi, K. Ann Renninger, Jessica Bachrach, Nicole Shechtman, Britte Cheng, Patrik Lundh, Gucci Trinidad, Richard Walker. [doi]
• From Tacit Knowing to Explicit Explanation: Mining Student Designs for Evidence of Systems ThinkingMelissa S. Gresalfi, Leon Gordon, Sinem Siyahhan. [doi]
• Memetic Processes as Conceptual Framework for Idea Improvement in Knowledge BuildingKarsten Krauskopf, Johanna Bertram, Ya-Ping Hsiao, Stefan Huber, Katherine A. Panciera, Nicole Sträfling, Astrid Wichmann, Jan van Aalst. [doi]
• Measuring Sophistication of Epistemic Beliefs Using Rasch AnalysisJohan L. H. van Strien, Monique Bijker, Saskia Brand-Gruwel, Henny P. A. Boshuizen. [doi]
• Investigating Emergent Dynamics to Understand Interactions in Small Professional Development GroupsSusan A. Yoon. [doi]
• Technology for Learning: Moving from the Cognitive to the Anthropological StanceMichael Eisenberg. [doi]
• Instructional Approaches to Promote Conceptual ChangeStella Vosniadou, Naomi Miyake, Marcia C. Linn, Stellan Ohlsson, David G. Cosejo, Michael J. Jacobson, Douglas B. Clark. [doi]
• Changing Explanations about Sand Dune MovementLauren Barth-Cohen. [doi]
• Learning to Graph: A Comparison Study of Using Probe or Draw Tools in a Web-Based Learning EnvironmentLibby F. Gerard, Amber Zertuche, Marcia C. Linn. [doi]
• The Future of Assessment: Measuring Science Reasoning and Inquiry Skills Using Simulations and Immersive EnvironmentsJodi L. Davenport, Edys S. Quellmalz, Jody Clarke-Midura, Chris Dede, Janice D. Gobert, Kenneth R. Koedinger, Marty McCall, Michael J. Timms. [doi]
• Inquiry in the Kindergarten Science: Helping Kindergarten Teachers to Implement Inquiry-Based TeachingLoucas T. Louca, Dora Tzialli, Constantinos Constantinou. [doi]
• Promoting Teacher Candidates' Awareness for Teaching Dilemmas: A Field ExperimentElisabeth Wegner, Iris Kaufmann, Matthias Nückles. [doi]
• New Evidence on Productive Failure - Building on Students' Prior Knowledge is Key!Katharina Westermann, Nikol Rummel. [doi]
• Effectiveness of Combining Worked Examples And Deliberate Practice for High School GeometryMariya Pachman, John Sweller, Slava Kalyuga. [doi]
• Embedded Phenomena for Knowledge Communities: Supporting complex practices and interactions within a community of inquiry in the elementary science classroomRebecca Cober, Cresencia Fong, Alessandro Gnoli, Brenda López Silva, Michelle Lui, Cheryl Ann Madeira, Colin McCann, Tom Moher, Jim Slotta, Mike Tissenbaum. [doi]
• Finding the Common Thread: Learners' Intuitive Knowledge of General Patterns that Apply Across DomainsHillary Swanson. [doi]
• Multiple Trajectories for Understanding EcosystemsCatherine Eberbach, Cindy E. Hmelo-Silver, Rebecca Jordan, Suparna Sinha, Ashok K. Goel 0001. [doi]
• Challenging Assumptions: using sliding window visualizations to reveal time-based irregularities in CSCL processesGregory Dyke, Rohit Kumar 0001, Hua Ai, Carolyn Penstein Rosé. [doi]
• Examining System Dynamics Models Together: Using Variation Theory to Identify Learning Opportunities in Online CollaborationAnindito Aditomo, Kate Thompson, Peter Reimann 0001. [doi]
• The Authority of Ideas: How Students Become Influential in Linguistically Heterogeneous Small Group DiscussionsJennifer M. Langer-Osuna. [doi]
• Situating epistemological developmentWilliam A. Sandoval. [doi]
• The Impact of Structural Characteristics of Concept Maps on Automatic Quality MeasurementHeinz Ulrich Hoppe, Jan Engler, Stefan Weinbrenner. [doi]
• Multiple Solutions and Their Diverse Justifications to the Service of Learning in Early Geometrical Problem SolvingNaomi Prusak, Rina Hershkowitz, Baruch B. Schwarz. [doi]
• Is Computer Support More Significant than Collaboration in Promoting Self-Efficacy and Transfer?Andreas Gegenfurtner, Marja Vauras, Koen Veermans. [doi]
• Enhancing Students' Understanding of What Ideas Are for Knowledge BuildingChieh-Hsin Chiu, Huang-Yao Hong. [doi]
• Understanding How Learners Grapple with Wicked Problems in Environmental ScienceBrian Slattery, Chandan Dasgupta, Tia Shelley, Leilah Lyons, Emily Minor, Moira Zellner. [doi]
• You're It! Body, Action, and Object in STEM LearningDor Abrahamson, Carmen Petrick, David DeLiema, Mina C. Johnson-Glenberg, David Birchfield, Tatyana Koziupa, Caroline Savio-Ramos, Julie Cruse, Robb Lindgren, Cameron L. Fadjo, John B. Black, Michael Eisenberg. [doi]
• Assessing Interests in the Service of Supporting Personalized Learning Through Networked ResourcesBrigid Barron, Robert B. W. Ely, Mary D. Ainley, K. Ann Renninger. [doi]
• The Role of Technologies in Facilitating Collaborative EngagementSuparna Sinha, Karlyn R. Adams-Wiggins, Toni Kempler Rogat, Cindy E. Hmelo-Silver. [doi]
• High School Students' Epistemic Engagement in Producing Documentaries about Public Science ConcernsDavid DeLiema, Jarod N. Kawasaki, William A. Sandoval. [doi]
• A Case Study of P2PU: New Models for Open and Peer-Focused LearningMonica Resendes, Stian Håklev. [doi]
• Technology Supports in CSCLHeisawn Jeong, Cindy E. Hmelo-Silver. [doi]
• Characterizing Collaboration with Metapragmatics: Using PreK Virtual Manipulatives on a Multi-Touch TabletopMichael A. Evans, Kamala Russell, Michaela Hnizda, David McNeill. [doi]
• Physical Activity Data Use by Technoathletes: Examples of Collection, Inscription, and IdentificationVictor R. Lee, Joel Drake. [doi]
• Connecting Visitors to Exhibits through Design: Exploring United States census data with CoCensusJessica Roberts, Leilah Lyons, Joshua Radinsky, Francesco Cafaro. [doi]
• The Knowledge connections AnalzerJan van Aalst, Carol K. K. Chan, Stella Wen Tian, Christopher Teplovs, Yuen-Yan Chan, Wing-San Wan. [doi]
• Social Network Analysis for Knowledge Building: Establishment of Indicators for Collective Knowledge AdvancementJun Oshima, Yoshiaki Matsuzawa, Ritsuko Oshima, Carol K. K. Chan, Jan van Aalst. [doi]
• Ontological Stances and Systems Thinking in the Favela and AsfaltoIzabel Duarte Olson. [doi]
• Multi-Touch Technology to Support Multiple Levels of Collaborative Learning in the ClassroomEmma Mercier, Steve Higgins, Elizabeth Burd, Andrew Joyce-Gibbons. [doi]
• Use of A CSCW Platform by Trainers and Trainees. Trace Analysis: Multimodal Analysis Vs Data Mining approachJean Simon, Henri Ralambondrainy. [doi]
• What to Look for and What to Do: Novice Teachers' Abilities for Noticing and Responding to Their Students' In-Class InquiryLoucas Louca 0002, Thea Skoulia, Dora Tzialli. [doi]
• Contribution of Motivational Orientations to Student Outcomes in a Discovery-Based Program of Game Design LearningRebecca B. Reynolds, Ming Ming Chiu. [doi]
• Developing a Technology-Enhanced Scientific Inquiry Curriculum in a Primary School: Outcomes of the School-Based SupportYau-yuen Yeung, Zhihong Wan, Wing Mui Winnie So. [doi]
• Dimensions of Scaffolding in Technology-Mediated Discovery Learning EnvironmentsMark J. W. Lee, Barney Dalgarno. [doi]
• Finding Voices and Emerging Agency in Classroom LearningTuck Leong Lee, Beaumie Kim, Mi Song Kim, Jason Wen Yau Lee. [doi]
• Understanding Teachers' Cultural Models about TechnologyJen Scott Curwood. [doi]
• Distributing Practice: Challenges and Opportunities for Inquiry LearningVanessa Svihla, Marcia C. Linn. [doi]
• Redesigning Classroom Learning Spaces: When Technology Meets Pedagogy and When They ClashElizabeth S. Charles, Nathaniel Lasry, Chris Whittaker. [doi]
• Working With Teenagers to Design Technology That Supports Learning About Energy in Informal ContextsKaterina Avramides, Brock Craft, Rosemary Luckin, Janet Read. [doi]
• The SunBay Digital Mathematics Project: An Infrastructural and Capacity-Based Approach to Improving Mathematics Teaching and Learning at ScaleCharles Vanover, George Roy, Zafer Ünal, Vivian Fueyo, Phil Vahey. [doi]
• Fifth and Seventh Graders' Patterns of Understanding About Cells and Heredity in a Technology-Enhanced CurriculumDante Cisterna, Michelle Williams, Joi D. Merritt. [doi]
• Hybrid Spaces for Science EducationOle Smørdal, Jim Slotta, Ingeborg Krange, Tom Moher, Francesco Novellis, Alessandro Gnoli, Brenda López Silva, Michelle Lui, Alfredo Jornet Gil, Cecilie Flo Jahreie. [doi]
• Improving Revision in Wiki-based Writing: Coordination Pays offAstrid Wichmann, Marina Becker, Nikol Rummel. [doi]
• An Eye For Detail: Techniques For Using Eye Tracker Data to Explore Learning in Computer-Mediated EnvironmentsMarcelo Worsley, Paulo Blikstein. [doi]
• Exploratory Study on the Physical Tool-based Conceptions of Learning of Young Students in a Technology-Rich Primary SchoolLung-Hsiang Wong, Mingfong Jan, Yancy Toh, Ching Sing Chai. [doi]
• Students' Intuitive Understanding of Promisingness and Promisingness Judgments to Facilitate Knowledge AdvancementBodong Chen, Marlene Scardamalia, Monica Resendes, Maria Chuy, Carl Bereiter. [doi]
• Processes of decision-making with adaptive combinations of wiki and chat toolsKate Thompson, Nick Kelly. [doi]
• Everyday Interactions and Activities: Field Studies of Early Learning Across SettingsReed Stevens, Lauren Penney, Danielle Keifert, Pryce Davis, Siri Mehus, RichLehrer. [doi]
• Kitchen Chemistry: Supporting Learners' Decisions in ScienceJason C. Yip, Tamara L. Clegg, Elizabeth Bonsignore, Helene Gelderblom, Becky Lewittes, Mona Leigh Guha, Allison Druin. [doi]
• ChemVLab+: Evaluating a Virtual Lab Tutor for High School ChemistryJodi L. Davenport, Anna N. Rafferty, Michael J. Timms, David Yaron, Michael Karabinos. [doi]
• Weaving Together Parts to Achieve A Whole: Gestural Activity for the Coordination of Information in the Teaching and Learning of ChemistryStephanie Scopelitis, Mike Stieff. [doi]
• Legitimate Peripheral Participation in Academic Communities of Practice â€" How Newcomers' Learning is Supported in Student CouncilsJulia Eberle, Karsten Stegmann, Frank Fischer 0001. [doi]
• Tracing Ideas and Participation in an Asynchronous Online Discussion across Individual and Group Levels over TimeAlyssa Friend Wise, Ying-Ting Hsiao, Farshid Marbouti, Yuting Zhao. [doi]
• Unraveling Idea Development in Discourse TrajectoriesIassen Halatchliyski, Aileen Oeberst, Martina Bientzle, Franziska Bokhorst, Jan van Aalst. [doi]
• Effects of Argumentation Scaffolds and Problem Representation on Students' Solutions and Argumentation Quality in PhysicsCarina M. Rebello, Eleanor C. Sayre, N. Sanjay Rebello. [doi]
• Learning Progressions, Learning Trajectories, and EquityCésar Delgado, Karisma Morton. [doi]
• UltraLite Collaboration: A Low-Cost Toolkit to Promote Collaborative Learning in the ClassroomClaire Rosenbaum, Paulo Blikstein, Patricia K. Schank, Ken Rafanan, Jeremy Roschelle. [doi]
• Teacher-Education Students' Beliefs in Science Teaching in a Knowledge Building EnvironmentChih-Hsuan Chang, Huang-Yao Hong. [doi]
• Automatically extract interpretable topics from online discussionYonghe Zhang, Nancy Law, Yanyan Li, Ronghuai Huang. [doi]
• Commercial Development of e-Learning Materials for Science and Mathematics Subjects in Hong Kong: Preliminary EvaluationYau-yuen Yeung, Irene Chung-man Lam. [doi]
• Supporting Student Learning using Conversational Agents in a Teachable Agent EnvironmentJames Segedy, John S. Kinnebrew, Gautam Biswas. [doi]
• Effects of Computer-Supported Collaboration Scripts on Domain-Specific and Domain- General Learning Outcomes: A Meta-AnalysisFreydis Vogel, Ingo Kollar, Frank Fischer 0001. [doi]
• Locating the Development of Interest: Tools for Studying the Mutual Constitution of Persons and Cultural Practices in PlacesWilliam R. Penuel, John H. Falk, Lynn D. Dierking, Ben Kirshner, Julie Haun-Frank, Adam J. York. [doi]
• How a Power Game Shapes Expressing Opinions in a Chat and in an Argument Graph during a Debate: A Case StudyGaëlle Molinari, Kristine Lund. [doi]
• Investigating Teacher Change in Creating Classroom Knowledge Building CommunitiesKaterine Bielaczyc, Sunhee Paik, John Ow. [doi]
• Synthesizing Quantitative Predictors for Interaction in an Asynchronous Online CourseDaniel Zingaro, Murat Öztok, Jim Hewitt. [doi]
• Using Adaptive Learning Technologies to Personalize Instruction: The Impact of Interest-Based Scenarios on Performance in AlgebraCandace Walkington, Milan Sherman. [doi]
• Scaffolding a Knowledge Community for High School PhysicsMike Tissenbaum, Jim Slotta. [doi]
• The Power of Improvement Networks to Transform Educational Inquiry: A Preliminary ExplorationJonathan Dolle, Peter Samuelson Wardrip, Jennifer Russell, Louis Gomez, Anthony Bryk. [doi]
• Alternative Spaces for Engagement: Performance and conversation in the Connected ClassroomRachel Perry, Matthew Kearney. [doi]
• Learning Innovation Diffusion as Complex Adaptive Systems through Model Building, Simulation, Game Play and ReflectionsJun-Song Huang, Manu Kapur. [doi]
• Using the Learner-Generated Drawing Strategy: How Much Instructional Support Is Useful?Annett Schmeck, Luisa Amelie Friedrich, Maria Opfermann, Detlev Leutner. [doi]
• How Metacognitive Awareness Caused A Domino Effect in LearningKristin Schmidt, Andreas Lachner, Björn Stucke, Sabine Rey, Cornelius Frömmel, Matthias Nückles. [doi]
• Inevitable Breakdowns in Putting Argumentation into PracticeBaruch B. Schwarz, Nitza Shahar. [doi]
• Functional Aesthetics for Learning: Creative Tensions in Youth e-Textile DesignsDeborah A. Fields, Yasmin B. Kafai, Kristin A. Searle. [doi]
• Interactive Surfaces and Spaces: A Learning Sciences AgendaMichael A. Evans, Jochen Rick, Michael Horn 0001, Chia Shen, Emma Mercier, James McNaughton, Steve Higgins, Mike Tissenbaum, Michelle Lui, James D. Slotta. [doi]
• Explanandum and visibility condition change children's gesture profiles during explanation: implications for learning?Audrey Mazur-Palandre, Kristine Lund. [doi]
• The Comparison of The Reinvestment of Collaborative Asynchronous Discourse Observed by Two Main Actors of Pre-Service Teacher EducationStéphane Allaire. [doi]
• The Idea Manager: A Tool to Scaffold Students in Documenting, Sorting, And Distinguishing Ideas During Science InquiryCamillia Matuk, Kevin W. McElhaney, Jennifer King Chen, David Miller, Jonathan Lim-Breitbart, Marcia C. Linn. [doi]
• Integrating Insights from Critical Race and Queer Theories with Cultural-Historical Learning TheoryIndigo Esmonde, Miwa Takeuchi, Lesley Dookie. [doi]
• The Impact of Students' Exploration Strategies in Discovery-Based Instructional SoftwareBarney Dalgarno, Gregor E. Kennedy, Sue Bennett. [doi]
• The Use of Game Design, Social Learning Networks, and Everyday Expertise to Engage Youth with Contemporary SciencePhilip Bell, Leah A. Bricker, Katie Van Horne, Theresa Horstman, Nichole Pinkard. [doi]
• Investigating the Effects of Varying Labels as Scaffolds for Visitor LearningJoyce Wang, Susan A. Yoon, Karen Elinich, Jackie Van Schooneveld. [doi]
• Development and Validation of a Scale to Place Students along a Learning ProgressionNamsoo Shin, Shawn Y. Stevens. [doi]
• Teacher Paradigm Shifts for 21st Practice Skills: The Role of Scaffolded Reflection Within A Peer CommunityCheryl Ann Madeira, Jim Slotta. [doi]
• Learning as Identity Formation: Implications for Design, Research, and PracticeJochen Rick, Ben DeVane, Tamara L. Clegg, Vanessa L. Peters, Nancy Butler Songer, Susan R. Goldman, Cindy E. Hmelo-Silver. [doi]
• Dilemmas of Promoting Expansive Educational Transformation through Information and Communication Technologies (ICTs) in BotswanaTshepo Batane, Ritva Engeström, Kai Hakkarainen, Denise Newnham, Paul Nleya, Jaakko Virkkunen. [doi]
• Alternate Reality Games: Platforms for Collaborative LearningElizabeth Bonsignore, Derek L. Hansen, Kari Kraus, June Ahn, Amanda Visconti, Ann Fraistat, Allison Druin. [doi]
• Initial Validation of Listening Behavior Typologies for Online Discussions Using Microanalytic Case StudiesAlyssa Friend Wise, Ying-Ting Hsiao, Farshid Marbouti, Jennifer Speer, Nishan Perera. [doi]
• The Teacher's Balance between Structure and Flexibility in the Technology-Enhanced Collaborative Inquiry SettingMarjut Viilo, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen. [doi]
• Teacher Education Students' Research Training And E-Research: Current Perspectives And Potential for DevelopmentCarlos González. [doi]
• Language Formality, Learning Environments, and Student AchievmentEmily Schoerning, Brian Hand. [doi]
• Variation in Fifth Grade Students' Propensities for Managing Uncertainty during Collaborative Engineering ProjectsMichelle E. Jordan. [doi]
• Reasoning About Mechanism: Children's Explanations of Pop-upsMayumi Shinohara, Robert A. Rouse. [doi]
• The Candy Factory Game: An Educational iPad Game for Middle School Algebra-ReadinessMichael A. Evans, Anderson Norton, Kirby Deater-Deckard, Mido Chang. [doi]
• Bridging Design and Practice: Towards a Model-based Collaborative Inquiry Science Learning EnvironmentDaner Sun, Chee-Kit Looi, Baohui Zhang. [doi]
• Metadiscourse to Foster Student Collective Responsibility for Deepening InquiryJianwei Zhang 0004, Jiyeon Lee, Jane Wilde. [doi]
• Transformative Experiences and Biological Evolution: Facilitating Deep EngagementBenjamin Heddy, Gale Sinatra. [doi]
• Learning by Collaborative Design and EvaluationShannon Kennedy-Clark, Vilma Galstaun, Martin Parisio, Kate Anderson. [doi]
• Argument-based Inquiry and Students with Disabilities: Improving Critical Thinking Skills and Science UnderstandingJonte Taylor, William Therrien, Brian Hand. [doi]
• Developing Primary Students' Argumentation Skills in Inquiry-Based Mathematics ClassroomsJill Fielding-Wells, Katie Makar. [doi]
• Unpacking the Use of Talk and Writing in Argument-based Inquiry: Instruction and CognitionYing-Chih Chen, Soonhye Park, Brian Hand. [doi]
• Engines of Representation: Processing Raw Student Data into Useable Student InformationSuzanne Rhodes, Richard Halverson. [doi]
• Toward a Cognitive Framework of Interdisciplinary UnderstandingShannon Sung, Ji Shen, Dongmei Zhang. [doi]
• Supporting Teachers in Capturing and Analyzing Learning Data in the Technology-Rich ClassroomPeter Reimann 0001, Friedrich W. Hesse, Gabriele Cerniak, Rose Luckin, Ravi Vatrapu, Susan Bull, Matthew D. Johnson, Wolfgang Halb, Wilfrid Utz, Michal Kossowski. [doi]
• Motivation in the Learning Sciences: Connecting to Practice by DesignPhillip Herman, Peter Samuelson Wardrip, Jolene Zywica. [doi]
• Dynabook: Supporting Teacher Learning about Mathematical ThinkingJeremy Roschelle, Charles Patton, Elizabeth Murray. [doi]
• Learning from the Folly of Others: Learning to Self-Correct by Monitoring the Reasoning of Projective Pedagogical AgentsSandra Okita, Azadeh Jamalian. [doi]
• Using Critical Reading Tools to Facilitate the Learning of Argumentation SkillsJingyan Lu, Nancy Law. [doi]
• Using Controversies for Knowledge Construction: Thinking and Writing about Alternative MedicineJoachim Kimmerle, Johannes Moskaliuk, Martina Bientzle, Ansgar Thiel, Ulrike Cress. [doi]