Table of Contents

• Investigating the Effect of Curricular Scaffolds on 3rd-Grade Students' Model-Based Explanations for Hydrologic CyclingLaura Zangori, Cory T. Forbes, Christina V. Schwarz. [doi]
• Framing Reflections on Instruction: A Precursor to NoticingVicky Pilitsis, Ravit Golan Duncan. [doi]
• Learners' Intuitions about GeologyLauren Barth-Cohen, Jonathan T. Shemwell, Daniel Capps. [doi]
• "Learning to Live": Expansive Learning and Mo(ve)ments Beyond 'Gang Exit'Line Lerche Mørck. [doi]
• Advancing Epistemological Frame Analysis to Refine Our Understanding of Inquiry Frames in Early Elementary InterviewsAlejandro Andrade-Lotero, Joshua A. Danish. [doi]
• NAPLeS: Networked Learning in the Learning SciencesFreydis Vogel, Frank Fischer 0001, Daniel Sommerhoff. [doi]
• Learning Across Settings: Towards Transformative Trajectories of PracticeShirin Vossoughi, Meg Escudé, Fan Kong, Elizabeth Mendoza, Molly Shea. [doi]
• Enculturation: Contemporary Use in the Learning Sciences from a Historical PerspectiveOrnit Sagy, Yotam Hod. [doi]
• Detecting Iterative Cycles of Engineering Design from Student Digital Footprints in Computer-Aided Design SoftwareHelen Zhihui Zhang, Charles Xie, Saeid Nourian. [doi]
• Cyberinfrastructure for Design-Based Research: Toward a Community of Practice for Learning ScientistsSharon J. Derry, Alan J. Hackbarth, Sadhana Puntambekar, William A. Sandoval, Carlos Gonzalez, Katerine Bielaczyc, Richard Lehrer, Allan Collins. [doi]
• A Design Inquiry: Bridging Assessment and Curriculum Frameworks to Engage Students in Science PracticesAngela Haydel DeBarger, Erika Tate, Yves Beauvineau, Mingyu Feng, Patricia K. Schank, Tamara Heck, Michelle Williams. [doi]
• Elementary Students Becoming Engineers through PracticeCathy P. Lachapelle, Christine Gentry, Jonathan D. Hertel, Christopher San Antonio-Tunis, Christine M. Cunningham. [doi]
• Conceptualizing Teacher's Practices in Supporting Students' Mathematical Learning in Computer- Directed Learning EnvironmentsAaron M. Kessler, Melissa D. Boston, Mary Kay Stein. [doi]
• Leveraging Educative Approaches to STEM Disciplinary and Instructional PracticesPhilip Bell, Jeanne Ting Chowning, Elaine Klein, Veronica McGowan, Tana Peterman, Kerri Wingert, Anna Maria Arias, Elizabeth A. Davis, Annemarie S. Palincsar, April Luehmann. [doi]
• Designing Collaborative Learning Activities for Two Outcomes: Deep Structural Knowledge and Idea GenerationRachel J. Lam. [doi]
• Social, Motivational and Affective Dimensions of Learning through Social InteractionChrista S. C. Asterhan, Sherice N. Clarke. [doi]
• Becoming More Mathematical: New Directions for Describing and Designing for Positive Dispositions Toward MathematicsMelissa Kumar, Tesha Sengupta-Irving, Noel Enyedy, Melissa S. Gresalfi, Jennifer M. Langer-Osuna, Anna Sfard, Kris D. Gutiérrez. [doi]
• Family Creative Learning: Engaging parents and children as learning partners in creative technology workshopsRicarose Roque, Natalie Rusk, Luisa Beck, Xiaodi Chen. [doi]
• Creating Material Representations of Practice at the Boundary of Professional Development and Classroom PracticeScott McDonald, Jessica Thompson. [doi]
• Educational Games in the Classroom: Design-Based Research and Methods for Classroom MediationRachel S. Phillips, Theresa Horstman, Carmen Petrick Smith, Christy Ballweber, Noelle Conforti Preszler, Nancy Vye, John D. Bransford. [doi]
• Development of an Empirically-Based Learning Performances Framework for 3rd-Grade Students' Model-Based Explanations about Hydrologic CyclingCory T. Forbes, Christina V. Schwarz, Laura Zangori. [doi]
• Engaging in Educational Design Processes for Sustainable Learning: Learning and Becoming in PracticeMona Holmqvist Olander, Clas Olander. [doi]
• Becoming Agents of Change through Participation in a Teacher-Driven Professional Research CommunityMichael Ross, Ben Van Dusen, Valerie Otero. [doi]
• Becoming a Computer Scientist: Early Results of a Near-Peer and Social Justice Program with Latino/a ChildrenJill Denner, Jacob Martinez, Heather Thiry. [doi]
• "Case n' Point": Discovering Learning in the NonceTimothy Koschmann, Alan Zemel, Michael Neumeister. [doi]
• Leveraging the Cultural Practices of Science for Making Classroom Discourse Accessible to Emerging Bilingual StudentsEnrique Suárez, Valerie Otero. [doi]
• When Friends Argue: Investigating Argumentative Learning Processes in FacebookDimitra Tsovaltzi, Christa S. C. Asterhan, Christine Greenhow, Raluca Judele, Thomas Puhl, Rakheli Hever, Thor Gibbons, Melissa M. Menzer, Baruch B. Schwarz, Armin Weinberger, Douglas B. Clark. [doi]
• Becoming a Professional through Virtual PracticeTabitha McKay, Andrea Cantarero, Vanessa Svihla, Elizabeth Yakes Jimenez, Tim Castillo. [doi]
• Not a Magic Bullet: The Effect of Scaffolding on Knowledge and Attitudes in Online SimulationsIdo Roll, Adriana Briseno, Nikki Yee, Ashley Welsh. [doi]
• Mediated Action and Mediated Discourse Analysis: Studyig Learning and Becoming at the Nexus of PracticeIngrid de Saint-Georges, Kevin O'Connor. [doi]
• Designing for Engagement in Environmental Science: Becoming "Environmental Citizens"Susan B. Nolen, Gavin Tierney, Alexandra Goodell, Nathanie Lee, Robert D. Abbott. [doi]
• Promoting Diversity within the Maker Movement in Schools: New Assessments and Preliminary ResultsPaulo Blikstein, Vivian Chen, Andrew Martin. [doi]
• Controlling for Statistical Dependencies in CSCL Using General Estimating EquationsE. Michael Nussbaum, Gwen C. Marchand. [doi]
• How Do Learners Process Information in Lectures? The Role of Projected Slides and Type of Note- takingChristof Wecker. [doi]
• Taking DALITE to the Next Level: What Have We Learned from a Web-Based Peer Instruction Application?Elizabeth S. Charles, Chris Whittaker, Nathaniel Lasry, Michael Dugdale, Kevin Lenton, Sameer Bhatnagar, Jonathan Guillemette. [doi]
• Sources of Affect around Interdisciplinary Sense MakingBenjamin D. Geller, Julia Gouvea, Vashti Sawtelle, Chandra Turpen. [doi]
• Connected Gaming: Towards Integrating Instructionist and Constructionist Approaches in K-12 GamingYasmin B. Kafai, Quinn K. Burke. [doi]
• Contradictions on the Process of Becoming a Physics TeacherGlauco Silva, Alberto Villani. [doi]
• Designing for Democracy in Education: Participatory Design and the Learning SciencesBetsy DiSalvo, Carl DiSalvo. [doi]
• Reverberating Words and GED 2014 Academic Writing Instruction: Reflecting on a Functional Linguistics-Based Approach to Grammar Foregrounding the Social Concept of IdentitySasha Lotas. [doi]
• Identifying Transfer of Inquiry Skills across Physical Science Simulations using Educational Data MiningMichael Sao Pedro, Yang Jiang, Luc Paquette, Ryan S. Baker, Janice D. Gobert. [doi]
• Intersections of Science Learning and Language Development within Scientific Argumentation: Implications for English Language LearnersMaria González-Howard, Katherine L. McNeill. [doi]
• What Does "Doing" Science Mean in the Elementary School Classroom? Bruno Latour, Inscriptional Transformations, and a New Look at Children's Interactions with PhenomenaKathryn Lanouette, Eric Berson, Kathleen E. Metz. [doi]
• A Tale of Two Worlds: Using Bifocal Modeling to Find and Resolve "Discrepant Events" Between Physical Experiments and Virtual Models in BiologyTamar Fuhrmann, Shima Salehi, Paulo Blikstein. [doi]
• Communities of Learning Practice: Balancing Emergence and Design in Educational SettingsFilitsa Dingyloudi, Jan-Willem Strijbos. [doi]
• Is the Sum Greater than Its Parts? Reflections on the Agenda of Integrating Analyses of Cognition and LearningMariana Levin, Orit Parnafes, Timothy Koschmann, Andrea A. diSessa, Reed Stevens, Rogers Hall, Joshua A. Danish, Noel Enyedy. [doi]
• Analytics for Learning and Becoming in PracticeGolnaz Arastoopour, Simon Buckingham Shum, Wesley Collier, Paul A. Kirschner, Simon Knight 0001, David Williamson Shaffer, Alyssa Friend Wise. [doi]
• Computer-Enhanced Dialogic Reflective DiscourseShiri Mor-Hagani, Dani Ben-Zvi. [doi]
• Disrupting Learning: Changing Local Practice for GoodJasmine Y. Ma, Charles Munter, Einat Heyd-Metzuyanim, James G. Greeno, Molly Kelton, Rogers Hall, Melissa S. Gresalfi. [doi]
• Spatial Practices in CSCL DiscussionsBenzi Slakmon, Baruch B. Schwarz. [doi]
• Leveling Transparency via Situated Intermediary Learning Objectives (SILOs)Dor Abrahamson, Kiera Chase, Vishesh Kumar, Rishika Jain. [doi]
• Problematizing as Scaffold for Engaging in Scientific ArgumentationMonlin Ko. [doi]
• Evolution of Communities of Learning Practice in Higher Education: Collective Units of AnalysisFilitsa Dingyloudi, Jan-Willem Strijbos. [doi]
• Writing Competitive Proposals for Programs in NSF's Division of Research in Learning in Formal and Informal SettingsEllen McCallie, Christopher Hoadley, Michael J. Ford. [doi]
• Reflective Decision Making within the Discourse of Urban Elementary Engineering ClassroomsChristopher G. Wright, Kristen B. Wendell, Patricia Paugh. [doi]
• Teaching Struggling Middle School Readers to Comprehend Informational TextDonna Caccamise, Angela Friend, Christine Groneman, Megan Littrell-Baez, Eileen Kintsch. [doi]
• Model-Based Reasoning: A Framework for Coordinating Authentic Scientific Practice with Science LearningJulia Gouvea, Arash Jamshidi, Cynthia Passmore. [doi]
• Inexplicable Silence: An Uncomfortable Analysis of the Social SilencesDaniel J. Steinbock. [doi]
• Explanations that Make Sense: Accounting for Students' Internal Evaluations of ExplanationsShulamit Kapon, Orit Parnafes. [doi]
• Sequencing Sense-Making and Fluency-Building Support for Connection Making between Multiple Graphical RepresentationsMartina A. Rau, Vincent Aleven, Nikol Rummel. [doi]
• Identity, Digital Learning Environments and Academic SuccessMirlanda E. Prudent. [doi]
• What Is and Who Can Do Science? Supporting Practice-Linked Identities in Science for Racially/Ethnically Underrepresented YouthTammie Visintainer. [doi]
• Education for Sustainability and Resilience in a Changing ClimateSameer Honwad, Ofelia Mangen Sypher, Christopher Hoadley, Armanda Lewis, Kenneth Tamminga, Rose Honey, Daniel C. Edelson. [doi]
• An Analytic Tool for Supporting Teachers' Reflection on Classroom TalkGaowei Chen, Sherice N. Clarke, Lauren B. Resnick. [doi]
• The Role of Stated Relationships in Detecting Contradictions Between Multiple Representations in ScienceCandice Burkett, Susan R. Goldman, Mary Anne Britt. [doi]
• Kinecting in Physics: Student Conceptualization of Motion Through VisualizationJanice L. Anderson, Steven Wall. [doi]
• Examining How Students Make Sense of Slow-Motion VideoMin Yuan, Nam Ju Kim, Joel Drake, Scott Smith, Victor R. Lee. [doi]
• "These are Facts": Opportunities for and Barriers to Policy Changes that Support LearningAbigail Stiles, Julie Bryant, Kersti Tyson, Vanessa Svihla. [doi]
• The Impact of Principle-Based Reasoning on Hands-on, Project-Based LearningMarcelo Worsley, Paulo Blikstein. [doi]
• Analyzing Equity in Collaborative Learning Situations: A Comparative Case Study in Elementary Computer ScienceNiral Shah, Colleen M. Lewis, Roxane Caires. [doi]
• High School Students' Parameter Space Navigation and Reasoning during Simulation-Based ExperimentationHee-Sun Lee, Amy Pallant, Robert Tinker, Paul Horwitz. [doi]
• Development of Integrated Physics Identity through Physics Learning Assistant ExperienceEleanor W. Close, Jessica Conn, Hunter G. Close. [doi]
• Identifying and Assessing Computational Thinking PracticesWendy Martin, Karen Brennan, William Tally, Francisco Cervantes. [doi]
• The Role of Feedback in Interest Development in an Out-of-School Engineering SettingJoseph E. Michaelis, Mitchell J. Nathan. [doi]
• Making the Most Out of It: Maximizing Learners' Benefits from Expert, Peer and Automated Feedback across DomainsAstrid Wichmann, Danielle S. McNamara, Markus Bolzer, Jan-Willem Strijbos, Frank Fischer 0001, Moshe Leiba, Alexandra L. Funk, Nikol Rummel, Michaela Ronen, Olaf Peters, Susanne Narciss, Hermann Körndle, Rod D. Roscoe, Laura K. Varner, Erica L. Snow, Chris Quintana. [doi]
• Supporting Computational Algorithmic Thinking (SCAT): Exploring the Development of Computational Algorithmic Thinking Capabilities in African-American Middle-School GirlsJakita Owensby Thomas. [doi]
• Middle School Learners' Ontological 'Trying-on' of Dimensions: A Phenomenological InvestigationKeri Duncan Valentine, Theodore J. Kopcha. [doi]
• Making Mathematical Meaning through Robot Enactment of Mathematical ConstructsScott Sutherland, Tobin White, Jason Huang, Harry Cheng. [doi]
• Learning Integrated STEM Using Tangible Agent-Based ModelingGokul Krishnan, Pratim Sengupta. [doi]
• "So, I think I'm a Programmer Now": Developing Connected Learning for Adults in a University Craft Technologies CourseDeborah A. Fields, Whitney L. King. [doi]
• "It's Intentional": Co-Construction of Transformational Processes and Pathways within and across Hubs of Interdependence in an Urban CommunityJoanne Larson, Courtney Hanny, Joyce Duckles, Joel Gallegos Greenwich, Eric Meyer, Robert Moses, George Moses, Kimberly Jones, Jeremy Smith. [doi]
• Re-Placing the Body in Children's LearningKatie Headrick Taylor, Rogers Hall, Jasmine Y. Ma, Ananda Marin, Nathan Phillips. [doi]
• Building a Learning Progression for Chromosome Segregation Using Phenomenographic Variation TheoryStanley M. Lo, Stephanie Kim, Su Swarat, Gregory Light. [doi]
• The Roles of Teacher Questioning in Argument-based Inquiry (ABI): Approaches that Promote Cognitive Thinking and Dialogical InteractionYing-Chih Chen, Brian Hand. [doi]
• Being Mathematical Relations: Dynamic Gestures Support Mathematical ReasoningCandace Walkington, Rebecca Boncoddo, Caroline Williams, Mitchell J. Nathan, Martha W. Alibali, Erica Simon, Elizabeth L. Pier. [doi]
• Science, Technology, Body and Personhood: The Concept of Health Emerging in High-Tech Modern Medicine PracticeFederica Raia, Martin Cadeiras, Ali Nsair, Daniel Cruz, Grecia Ramos, Claire Alvarenga, Valeria M. Rivera, Kristina Barrientos, Mario C. Deng. [doi]
• Collective Engagement in a Technologically Mediated Science Learning Experience: A Case study in a botanical gardenFariha H. Salman, Heather Toomey Zimmerman, Susan M. Land. [doi]
• Shared Epistemic Agency and Agency of Individuals, Collaborative Groups, and Research CommunitiesCrina Damsa. [doi]
• Expansive Framing and Preparation for Future Learning in Middle-School Computer ScienceShuchi Grover, Roy D. Pea, Stephen Cooper. [doi]
• Analyzing University Students' Participation in the Co-Design of Learning ScenariosIolanda Garcia. [doi]
• Representational Competence and Spatial Thinking in STEMMike Stieff, Matthew Lira, Dane DeSutter. [doi]
• Teaching about Confidence Intervals: How Instructors Connect Ideas Using Speech and GestureElise Lockwood, Amelia Yeo, Noelle M. Crooks, Mitchell J. Nathan, Martha W. Alibali. [doi]
• Designing and Validating a Story-Based Socio-Emotional Learning Assessment InstrumentMitra Fatolapour, Soyeon Hwang, Mario Piergallini, Julie Shim, Steven Dow, Carolyn Penstein Rosé. [doi]
• History Learning and Teaching Today: Learning What? Becoming What? By What Practice?Yifat Ben-David Kolikant, Sarah Pollack, Bradley Fogo, Tsafrir Goldberg, D. Kevin O'Neill, Laura D'Amico, Sheryl Guloy, Avishag Reisman. [doi]
• Combining Generation and Expository Instruction to Prepare Students to Transfer Big Ideas Across School TopicsInga Glogger, Lennart Schalk, Claudia Mazziotti, Nicole R. Hallinen, Armin Barth, Ralph Schumacher, Katharina Gaus, Alexander Renkl, Katharina Loibl, Nikol Rummel, Doris B. Chin, Kristen Pilner Blair, Daniel L. Schwartz, Katherine McEldoon. [doi]
• How Good Is This Evidence? Students' Epistemic Competence in Evidence EvaluationClark A. Chinn, Leah C.-C. Hung, Randi M. Zimmerman, Ravit Golan Duncan. [doi]
• Understanding the Relationships Within and Between Constructs of a Learning Progression: Combining Multidimensional Item Response Modeling and Latent Class AnalysisJinnie Choi, Ravit Golan Duncan. [doi]
• Friendship, Participation, and Site Design in Interest-Driven Learning among AdolescentsAshley Cartun, Ben Kirshner, Emily Price, Adam J. York. [doi]
• A Case Study Examining the Microdynamics of Social Positioning within the Context of Collaborative Group WorkLesley Dookie. [doi]
• The Role of Identity Development within Tensions in Ownership of Science LearningJason C. Yip, Tamara L. Clegg, June Ahn, Elizabeth Bonsignore, Michael Gubbels, Emily Rhodes, Becky Lewittes. [doi]
• Exploring the Role of Theory of Mind and Executive Functions in Preschool Children's Hypothesis Testing and RevisionJamie Liberti, Susan Golbeck. [doi]
• Becoming Reflective: Designing for Reflection on Physical PerformancesTom Moher, Cynthia Carter Ching, Sara Schaefer, Victor R. Lee, Noel Enyedy, Joshua A. Danish, Paulo Guerra, Alessandro Gnoli, Priscilla Jimenez Pazmino, Brenda López Silva, Leilah Lyons, Anthony Perritano, Brian Slattery, Mike Tissenbaum, James D. Slotta, Rebecca Cober, Cresencia Fong, Andee Rubin. [doi]
• Comprehension SEEDING: Providing real-time formative assessment to enhance classroom discussionRuth Wylie, Michelene T. H. Chi, Robert Talbot, Erik Dutilly, Susan Bell Trickett, Brandon Helding, Rodney D. Nielsen. [doi]
• Getting your Drift: Activity Designs for Grappling with EvolutionCorey E. Brady, Michael Horn 0001, Uri Wilensky, Aditi Wagh, Arthur Hjorth, Amartya Banerjee. [doi]
• Learning as Multi-Dimensional Psychological and Cultural Ecological SpacesCarol D. Lee, Shirin Vossoughi, Kris D. Gutiérrez, Na'ilah Suad Nasir, Maxine McKinney de Royston, Barbara Rogoff. [doi]
• Productive Disciplinary Engagement: Examining Negotiation of Group Activity with Multiple FrameworksDebra M. Gilbuena, Marja-Liisa Makela, Tuike Iiskala, Simone E. Volet, Susan B. Nolen, Milo D. Koretsky, Marja Vauras. [doi]
• Building A Framework For the Process of Crafting and Using DefinitionsAngela Little. [doi]
• Interaction Analysis of Student Teams Enacting the Practices of Collaborative Dynamic GeometryGerry Stahl. [doi]
• Enrollment of Higher Education Students in Professional Knowledge and PracticesCrina Damsa, Hanni Muukkonen, Sten R. Ludvigsen, Monika Nerland, Minna Lakkala, Auli Toom, Kari Kosonen, Liisa Ilomäki, Lina Markauskaite, Peter Goodyear, Agnieszka Bachfischer. [doi]
• Multiple-Text Processing in Text-Based Scientific InquiryKatherine James, Susan R. Goldman, Monlin Ko, Cynthia Greenleaf, Willard Brown. [doi]
• Personas as a Powerful Methodology to Design Targeted Professional Development ResourcesAdrian Madsen, Sarah B. McKagan, Eleanor C. Sayre, Mathew Martinuk, Alexander Bell. [doi]
• Learning and Becoming Through Art-Making: Relationships among tools, phenomena, people, and communities in shaping youth identity developmentNoel Enyedy, Joseph L. Polman, Cynthia Graville-Smith, Megan Bang, Beth Warren, Ann Rosebery, Jeff Burke, Fabian Wagmister, Amy Bolling, Taylor Fitz-Gibbon, Erica Rosenfeld Halverson, Na'ilah Suad Nasir. [doi]
• Using an Adaptive Expertise Lens to Understand the Quality of Teachers' Classroom Implementation of Computer-Supported Reform Curricula in High School ScienceSusan A. Yoon, Jessica Koehler-Yom, Joyce Wang, Emma Anderson, Eric Klopfer. [doi]
• Reimagining Cultural Forms, Ethnographic Methods and Researcher Responsibilities in Studying Engineering and Science Learning: Honoring and Building on the Work of Margaret EisenhartCory Buxton, Karen L. Tonso, Heidi Carlone, Angela Johnson, Jrène Rahm. [doi]
• Characterizing a New Dimension of Change in Attending and Responding to the Substance of Student ThinkingJennifer Richards, Andrew Elby, Ayush Gupta. [doi]
• The Programmers' Collective: Connecting Collaboration and Computation in a High School Scratch Mashup Coding WorkshopDeborah A. Fields, Veena Vasudevan, Yasmin B. Kafai. [doi]
• Designing Critique to Improve Conceptual UnderstandingElissa Sato, Marcia C. Linn. [doi]
• "It's Not as Bad as Using the Toaster All of the Time": Trade-offs in a Scratch Game about Energy UseGillian Puttick, Amanda Strawhacker, Debra Bernstein, Elisabeth Sylvan. [doi]
• Distributed Cognition and Gesture: Propagating a Functional System Through Impromptu TeachingRobert F. Williams, Simon Harrison. [doi]
• Perspectival Computational Thinking for Learning Physics: A Case Study of Collaborative Agent- Based ModelingAmy Voss Farris, Pratim Sengupta. [doi]
• Examining Teacher Assignments and Student Work at the Intersection of Content and Practice in Middle School ScienceBritte Haugan Cheng, Jeremy Fritts, Tiffany Leones, Bowyee Gong. [doi]
• Finding Productivity in Design Task TinkeringGina Quan, Ayush Gupta. [doi]
• Learning from Self-Explaining Emergent PhenomenaKasia Muldner, Winslow Burleson, Michelene T. H. Chi. [doi]
• Multimedia Educative Curriculum Materials: Designing Digital Supports for Learning to Teach Scientific ArgumentationSuzanna Loper, Katherine L. McNeill, Raphaela Peck, Jeremy Price, Jacqueline Barber. [doi]
• Emotional Engagement in Agentive Science Learning EnvironmentsAndrew Morozov, Leslie R. Herrenkohl, Kari Shutt, Phonraphee Thummaphan, Nancy Vye, Robert D. Abbott, Giovanna Scalone. [doi]
• Fostering Awareness Content Creation by Self-Determined RegulationTanja Engelmann, Katrin König, Michail D. Kozlov. [doi]
• Students' Resources for the Construction of Scales for GraphingCésar Delgado, Margaret Lucero. [doi]
• Beyond 'Solve for x': Integrating Equations with Conceptual UnderstandingMatthew Lira. [doi]
• Filling in the Gaps: Capturing Social Regulation in an Interactive Tabletop Learning EnvironmentAbigail Evans, Jacob O. Wobbrock. [doi]
• "What in the world?" Animated Worlds in Multivariable Modeling with Motion Chart Graph ArgumentsJennifer Kahn. [doi]
• Adventure Learning @ the Learning SciencesBrant G. Miller, R. Justin Hougham, Christopher Cox, Von Walden, Karla Bradley Eitel. [doi]
• Teachers' Learning about Equitable Practice through Talk with ColleaguesIlana Seidel Horn, Irene Yoon, Britnie Delinger Kane, Nicole Bannister, Elizabeth van Es, Victoria Hand. [doi]
• Understanding Data Variability in Ecosystems: Blending MUVE and Mobile Technologies to Support Reasoning with Real World DataAmy Kamarainen, Shari Metcalf, Tina A. Grotzer, Chris Dede. [doi]
• Two Systems, Two Stances: A Novel Theoretical Framework for Game-Based LearningMario Martinez-Garza, Douglas B. Clark. [doi]
• Tensions in a Multi-Tiered Research-Practice PartnershipSamuel J. Severance, Heather Leary, Raymond Johnson. [doi]
• Concept Formation in ActivityYrjö Engeström, Annalisa Sannino, Yuri Lapshin, Maria Safronova, Jaakko Virkkunen, Irene Vänninen, Marco Pereira Querol, Rogers Hall. [doi]
• Evaluating Lesson Design and Implementation within the ICAP FrameworkRod D. Roscoe, Pedro J. Gutierrez, Ruth Wylie, Michelene T. H. Chi. [doi]
• Children's Use of Inscriptions in Written Arguments About Socioscientific IssuesSihan Xiao, William A. Sandoval. [doi]
• Implementation Model for Developing Training Measures to Foster Values in an OrganizationSandra Niedermeier, Heinz Mandl. [doi]
• Examining the Use of Technology: Affordances and Constraints in a Blended Learning EnvironmentDéana Scipio, Annie Camey Kuo. [doi]
• Make to Relate: Narratives Of, and As, Community PracticeColin Dixon, Lee Martin. [doi]
• Learning in Low-Performing School Districts: Conceptual and Methodological Challenges Resulting from Network ChurnKara S. Finnigan, Alan J. Daly. [doi]
• Exploring the Use of Elaborative Interrogation in an Introductory Physics CourseRobert Zisk, Elana Resnick, Eugenia Etkina. [doi]
• Reel Science: Identity Development through FilmmakingRachel Chaffee. [doi]
• Supporting Conceptual Understandings Outdoors: Findings from the Tree Investigators Mobile ProjectHeather Toomey Zimmerman, Susan M. Land, Brian J. Seely, Michael R. Mohney, Gi Woong Choi, Lucy R. McClain. [doi]
• Synergistic Scaffolding of Technologically-Enhanced STEM Learning in Informal InstitutionsLeilah Lyons, Emma Anderson, Michael Carney, Karen Elinich, Robb Lindgren, Michael Tscholl, Chris Quintana, Jessica Roberts, Joyce Wang, Susan A. Yoon, Iris Tabak. [doi]
• Fostering Scientific Reasoning. A Meta-analysis on Intervention StudiesKatharina Engelmann, Frank Fischer 0001. [doi]
• Promoting Science Identification and Learning through Contemporary Scientific Investigations Using Practice-Focused InstructionKatie Van Horne. [doi]
• Exploring Group-Level Epistemic Cognitions within a Knowledge Community and Inquiry Curriculum for Secondary ScienceAlisa Acosta, Michelle Lui, James D. Slotta. [doi]
• Current Research and Practice on Learning Communities: What We Know, What are the Issues, and Where Are We Going?Katerine Bielaczyc, Dani Ben-Zvi, Yotam Hod. [doi]
• What's Happening in the "Quantified Self" Movement?Victor R. Lee. [doi]
• Hear What They Say and Watch What They Do: Predicting Valid Mathematical Proofs Using Speech and GestureElizabeth L. Pier, Candace Walkington, Caroline Williams, Rebecca Boncoddo, Jessica Waala, Martha W. Alibali, Mitchell J. Nathan. [doi]
• Analyzing Online Knowledge-Building Discourse Using Probabilistic Topic ModelsWeiyi Sun, Jianwei Zhang 0004, Hui Jin, Siwei Lyu. [doi]
• Learner Alignment with Expansive Framing as a Driver of TransferDiane P. Lam, Adam Mendelson, Xenia S. Meyer, Lloyd Goldwasser. [doi]
• Enhancing Self-Regulated Learning through Metacognitively-Aware Intelligent Tutoring SystemsBenjamin S. Goldberg, Robert A. Sottilare, Ido Roll, Susanne P. Lajoie, Eric Poitras, Gautam Biswas, James René Segedy, John S. Kinnebrew, Elaine Stampfer Wiese, Yanjin Long, Vincent Aleven, Kenneth R. Koedinger, Phil Winne. [doi]
• Empowering Under-Represented Middle School Youth in Engineering Knowledge and Productive Identity WorkAngela Calabrese Barton, Daniel Birmingham, Edna Tan, Takumi Sato. [doi]
• Visualizing Three-Dimensional Spatial Relationships in Virtual and Physical Astronomy EnvironmentsPatricia Udomprasert, Alyssa A. Goodman, Philip M. Sadler, Erin Lotridge, Jonathan Jackson, Ana-Maria Constantin, Helen Zhihui Zhang, Susan Sunbury, Mary Dussault. [doi]
• Everyday Life Science and Engineering: Bridging the Gap Between Formal and Informal Learning among Native American Students in the Northwestern United StatesMarcie Galbreath, Rose Honey, Sameer Honwad, Anne Kern, Chris Meyer, Laura Laumatia. [doi]
• The Beginnings of Engineering Design in an Integrated Engineering and Literacy TaskMary Mccormick, David Hammer. [doi]
• Design-Based Research Process: Problems, Phases, and ApplicationsMatthew W. Easterday, Daniel Rees Lewis, Elizabeth M. Gerber. [doi]
• Dynamic Visualization of Motion for Student-Generated GraphsJonathan M. Vitale, Kevin Lai, Marcia C. Linn. [doi]
• Insights Into Teacher Reflective Practice During PlanningMichael T. Dianovsky, Donald J. Wink. [doi]
• Mapping the Distribution of Children's Digital Media Practices: Methodological Innovations and ChallengesReed Stevens, Katie Headrick Taylor, Lori M. Takeuchi, Elisabeth R. Hayes, Sinem Siyahhan, Brigid Barron, Amber Levinson, Rosalia Chavez Zarate, Caitlin Kennedy Martin, June H. Lee, Ellen Wartella, Alexis R. Lauricella, William R. Penuel. [doi]
• The Interplay of Domain-Specific and Domain-General Factors in Scientific Reasoning and ArgumentationFrank Fischer 0001, Christof Wecker, Andreas Hetmanek, Jonathan Osborne, Clark A. Chinn, Ravit Golan Duncan, Ronald W. Rinhart, Stephanie Siler, David Klahr, William A. Sandoval. [doi]
• Cognitive Ethnographies of Heterogeneous Engineering DesignCarlye Lauff, Joanna Weidler-Lewis, Kevin O'Connor, Daria A. Kotys-Schwartz, Mark E. Rentschler. [doi]
• Tensions and Possibilities for Political Work in the Learning SciencesAngela Booker, Shirin Vossoughi, Paula K. Hooper. [doi]
• A Study of Subjective Emotions, Self-Regulatory Processes, and Learning Gains: Are Pedagogical Agents Effective in Fostering Learning?Nicholas Mudrick, Roger Azevedo, Michelle Taub, Reza Feyzi-Behnagh, François Bouchet. [doi]
• "With-Me-Ness": A Gaze-Measure for Students' Attention in MOOCsKshitij Sharma, Patrick Jermann, Pierre Dillenbourg. [doi]
• Local Ground: A Toolkit Supporting Metarepresentational Competence in Data ScienceSarah Van Wart, Tapan S. Parikh. [doi]
• Gesture Enhancement of a Virtual Tutor via Investigating Human Tutor Discursive Strategies: Forms and Functions for ProportionsVirginia J. Flood, Alyse Schneider, Dor Abrahamson. [doi]
• Learning and Thinking in Practice: Complex Systems Thinking "In the Wild"Izabel Duarte Olson, Ananda Marin, Douglas L. Medin, Alon Hirsh, Sharona T. Levy, Megan Bang, Priya Pugh, Megan McGinty, Uri Wilensky. [doi]
• How do Children Draw, Describe, and Gesture about Motion?Donna Kotsopoulos, Michelle Cordy, Melanie Langemeyer, Laaraib Khattak. [doi]
• Motivating and Broadening Participation: Competitions, Contests, Challenges, and Circles for Supporting STEM LearningYasmin B. Kafai, Natalie Rusk, Quinn K. Burke, Chad Mote, Kylie Peppler, Deborah A. Fields, Ricarose Roque, Orkan Telhan, Karen Elinich, Alecia Marie Magnifico. [doi]
• Predicting Performance Behaviors during Question Generation in a Game-Like Intelligent Tutoring SystemCarol Forsyth, Arthur C. Graesser, Borhan Samei, Breya Walker, Philip I. Pavlik. [doi]
• Scientific Practices Through Students' Eyes: How Sixth Grade Students Enact and Describe Purposes for Scientific Modeling Activities Over TimeChristina Krist, Brian J. Reiser. [doi]
• Measuring Affective Experience in the Midst of STEM LearningJayson Nissen, Jonathan T. Shemwell. [doi]
• Moving Beyond Case Studies: Using Social Network Analysis to Study Learning as Participation in Communities of PracticeJulia Eberle, Karsten Stegmann, Frank Fischer 0001. [doi]
• Diving into Practice with Children and Undergraduates: A Cultural Historical Approach to Instatiating Making and Tinkering Activity in a Designed Learning EcologyLisa H. Schwartz, Daniela K. DiGiacomo, Kris D. Gutiérrez. [doi]
• Design Principles for Science Laboratory Instruction Using Augmented Virtuality TechnologiesCrystal J. DeJaegher, Jennifer L. Chiu, Jie Chao. [doi]
• Facilitating Design Research by Mapping Design Research TrajectoriesGuanzhong Ma, Jan van Aalst. [doi]
• Mathematical Tasks as Boundary Objects in Design-Based Implementation ResearchRaymond Johnson, Samuel Severance, Heather Leary, Susan Miller. [doi]
• Reflecting on Educational Game Design Principles via Empirical MethodsOsvaldo Jimenez. [doi]
• Improving Online Collaboration by Fostering Norm-Oriented Content Based Knowledge AwarenessMichail D. Kozlov, Tanja Engelmann, Richard Kolodziej, Roy B. Clariana. [doi]
• Metacognitive Planning and Monitoring: 9th Graders Performing a Long-Term Self-Regulated Scientific Inquiry in A Complex SystemBillie Eilam. [doi]
• Beyond Databases: Librarians in a Project-Based Language Arts CurriculumSarah Evans. [doi]
• Framing Sociocultural Interactions to Design Equitable Learning EnvironmentsBryant Jensen. [doi]
• MOOCShop 2014Steven Lonn, Christopher Brooks, Zachary A. Pardos, Barry W. Peddycord III, Emily Schneider, Ido Roll, Ashley Shaw. [doi]
• Collective Immersive Simulations: A New Approach to Learning and Instruction of Complex Biology TopicsMichelle Lui, James D. Slotta. [doi]
• Exploring How Mobile Technology Provides Inquiry Supports for Middle School Students in Conducting Scientific Practices in a Ubiquitous Learning ContextWan-Tzu Lo, Alex Kuhn, Chris Quintana, Ibrahim Delen, Steven McGee, Jennifer Duck. [doi]
• Constructing Assessment Items that Blend Core Ideas and Science PracticesAngela Haydel DeBarger, Joseph Krajcik, Christopher Harris. [doi]
• Modeling the Dynamics of Ontological Reasoning in PhysicsLele Mathis, Ayush Gupta. [doi]
• Towards a Complex Systems Meta-Theory of Learning as an Emergent Phenomenon: Beyond the Cognitive Versus Situative DebateMichael J. Jacobson, Manu Kapur, Peter Reimann 0001. [doi]
• How Interpreters Make Use of Technological Supports in an Interactive Zoo ExhibitBrian Slattery, Leilah Lyons, Priscilla Jimenez Pazmino, Brenda López Silva, Tom Moher. [doi]
• Varied Appropriation of Tools from Professional Development: Moving Beyond LevelsHuy Q. Chung, Elizabeth van Es. [doi]
• Between the Lines: The Role of Curriculum Materials and Teacher Language in Communicating Ideas about Scientific ModelingCarrie-Anne Sherwood, Carrie Allen Bemis, Savitha Moorthy, Cynthia D'Angelo, Tina Stanford, Christopher Harris. [doi]
• Supporting Pre-Service Science Teachers' Planning of Task-Based Classroom DiscussionsDanielle Ross, Aaron M. Kessler, Jennifer Cartier. [doi]
• Defining Success in an Alternative High School: Resources for the Reframing of EducationGavin Tierney. [doi]
• More Than Just Plain Old Technology Adoption: Understanding Variations in Teachers' Use of an Online Planning ToolHeather Leary, Victor R. Lee, Mimi Recker. [doi]
• Three Diagnoses of Why Transfer Across Disciplines Can Fail and Their Implications for Interdisciplinary EducationEric Kuo, Danielle Champney. [doi]
• Bidirectional Analysis of Creative Processes: A Tool for ResearchersAlecia Marie Magnifico, Erica Rosenfeld Halverson, Christopher T. Cutler, T. J. Kalaitzidis. [doi]
• Showing What They Know: Multimedia Artifacts to Assess learner understandingCindy E. Hmelo-Silver, Carolyn A. Maher, Marjory Palius, Robert Sigley, Alice Alston. [doi]
• Becoming a Youth Worker in a Classroom Community of PracticeLaurie Ross. [doi]
• Can Scaffolds from Pedagogical Agents Influence Effective Completion of Sub-Goals during Learning with a Multi-Agent Hypermedia-Learning Environment?Michelle Taub, Roger Azevedo, Nicholas Mudrick, Erika Clodfelter, François Bouchet. [doi]
• 'Mangling' Science Instruction: Creating Resistances to Support the Development of Practices and Content KnowledgeEve Manz. [doi]
• Colors of Nature: Connecting science and arts education to promote STEM-related identity work in middle school girlsCarrie Tzou, Laura Conner, Stephen Pompea, Mareca Guthrie. [doi]
• I Want to be a Game Designer or Scientist: Connected Learning and Developing Identities with Urban, African-American YouthJune Ahn, Mega Subramaniam, Elizabeth Bonsignore, Anthony Pellicone, Amanda Waugh, Jason C. Yip. [doi]
• Science Teacher Pedagogical Design Capacity with Technology in an Integrated Teacher Preparation ProgramAaron M. Kessler, Jennifer Cartier. [doi]
• Purposeful Learning across Collaborative Educational SpacesTeresa Cerratto Pargman, Nuno Otero, Marcelo Milrad, Daniel Spikol, Ola Kutsson, Robert Ramberg. [doi]
• Using Models for Reasoning and Content Learning: Patterns of Bootstrapping Towards Earth Science UnderstandingsAnn E. Rivet, Cheryl A. Lyons, Alison R. Miller. [doi]
• Learning With Multiple Visualizations in the Science MuseumJoyce Wang, Susan A. Yoon. [doi]
• Reactivation of Multimodal Representations and Perceptual Simulations for Meaningful Learning: A Comparison of Direct Embodiment, Surrogate Embodiment, and Imagined EmbodimentSaadia A. Khan, John B. Black. [doi]
• Research-Practice Partnerships WorkshopWilliam R. Penuel, Philip Bell. [doi]
• Conditions for Successful Learning-by-Teaching: Lessons Learned in Training Prospective Science TeachersMoseli A. Mafa. [doi]
• The Impact of a Social Robot's Attributions for Success and Failure in a Teachable Agent FrameworkKasia Muldner, Victor Girotto, Cecil Lozano, Winslow Burleson, Erin Walker. [doi]
• Scaffolding Argumentation Competence: The Shift from First to Second Order Skill AcquisitionOmid Noroozi, Paul A. Kirschner, Harm J. A. Biemans, Martin Mulder. [doi]
• Assessment Analytics in CSCL: Activity Theory Based MethodWanli Xing, Robert Wadholm, Sean P. Goggins. [doi]
• Sink or Swim: Understanding the Evolution of User Behaviors in an Online Educational CommunityMin Yuan, Lei Ye, Mimi Recker. [doi]
• Developing an Orchestrational Framework for Collective Inquiry in Smart Classrooms: SAIL Smart Space (S3)Mike Tissenbaum, James D. Slotta. [doi]
• Toward an Argumentative Grammar for Socio-Cultural/Cultural-Historical Activity Approaches to Design ResearchMichael Cole, Yrjö Engeström, Annalisa Sannino, Kris D. Gutiérrez, A. Susan Jurow, Martin J. Packer, William R. Penuel, Raymond Johnson, Samuel J. Severance, Heather Leary, Susan B. Miller, D. Kevin O'Neill. [doi]
• Recasting the Textbook: Student Creation of Interactive Digital History Texts with Primary Source DocumentsMolly B. Zielezinski, Paul Franz. [doi]
• Civilian Analogs of Army Tasks: Supporting Pedagogical Storytelling Across DomainsAndrew S. Gordon, Mark Core, Sin-Hwa Kang, Catherine Wang, Christopher Wienberg. [doi]
• Research and Design of Learning Experiences for FamiliesMaureen Callanan, Catherine Eberbach, Shelley Goldman, Jennifer Jipson, Amber Levinson, Elyse Litvack, Megan Luce, Lucy R. McClain, Sinem Siyahhan, Carrie Tzou, Jessica Umphress, Tanner Vea, Heather Toomey Zimmerman, Philip Bell. [doi]
• The Impact of Text Genre on Science Interest in an Authentic Science Learning EnvironmentSteven McGee, Amanda M. Durik, Dena Ann Pastor. [doi]
• "Are You 'In' or Are You 'Out'?" Investigating the Factors Affecting Immersion in a Location-Based AR Game for IBSEYiannis Georgiou, Eleni A. Kyza. [doi]
• Connecting Learning and Becoming: Studying Epistemologies and Identities as Interconnected, Dynamic SystemsEli Gottlieb, Leslie R. Herrenkohl, Stanton Wortham, Catherine Rhodes, Martin J. Packer, Martha Rocío Gonzalez, Anna Sfard. [doi]
• From Playing a Game to Solving an EquationShulamit Kapon. [doi]
• Capturing Personal and Social Science: Technology for Integrating the Building Blocks of DispositionTamara L. Clegg, Elizabeth Bonsignore, June Ahn, Jason C. Yip, Daniel Pauw, Michael Gubbels, Becky Lewittes, Emily Rhodes. [doi]
• Creativity as Practice(d) in a Design StudioChristoph Richter, Julia Lembke, Elisa Ruhl, Heidrun Allert. [doi]
• Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry InstructionKihyun (Kelly) Ryoo, Marcia C. Linn. [doi]
• Re-grow Your City: A NetLogo Curriculum Unit on Regional DevelopmentArthur Hjorth, Uri Wilensky. [doi]
• Tightening Research-Practice Connections: Taking ISLS Findings to Public DebateSusan McKenney, Kimberley Gomez, Brian J. Reiser. [doi]
• Tools for Sustained Student Engagement in InterLACE (Interactive Learning and Collaboration Environment)Chris Teplovs, Leslie Schneider. [doi]
• Studying Students' Early-Stage Software Design PracticesBrian A. Danielak, William E. J. Doane. [doi]
• Using Analytics for Improving Implementation Fidelity in an Large Scale Efficacy TrialMingyu Feng, Jeremy Roschelle, Robert Murphy, Neil T. Heffernan. [doi]
• Using Deficient Models as Scaffolds for Learning Engineering Concepts of Tradeoffs and OptimizationChandan Dasgupta, Tom Moher. [doi]
• Upper-Level Physics Students' Perceptions of PhysicistsPaul W. Irving, Eleanor C. Sayre. [doi]
• "We should all help each other": Latina undergraduates' practices and identities in the figured world of computingHeather Thiry, Sarah Hug. [doi]
• Using Classroom-Based Authentic Research Experiences to Foster Scientific Thinking and Representational CompetenceKristy Halverson, Kari L. Clase. [doi]
• Learning and Becoming in an After School Program: The Relationship as a Tool for Equity within the Practices of Making and TinkeringDaniela K. DiGiacomo, Kris D. Gutiérrez. [doi]
• Interrogating the Divide: A Case Study of Student Technology Use in a One-to-one Laptop SchoolNicholas Wilson. [doi]
• Influence of Public Design Critiques on Fifth Graders Collaborative Engineering Design WorkMichelle E. Jordan. [doi]
• Investigating Student Generated Computational Models of ScienceSatabdi Basu, Anton Dukeman, John S. Kinnebrew, Gautam Biswas, Pratim Sengupta. [doi]
• Time Needed: Growth of Preservice Science Teachers' Knowledge of Inquiry and Practice of Lesson DesignAugusto Z. Macalalag Jr.. [doi]
• Student Regulation of Collaborative Learning in Multiple Document IntegrationJun Oshima, Ritsuko Oshima, Keita Fujii. [doi]
• Women Becoming EngineersJoanna Weidler-Lewis. [doi]
• Characterizing Teachers' Support of Modeling Practices in Science ClassroomsDeborah Peek-Brown, Shawn Y. Stevens, LeeAnn M. Sutherland, Sung-Youn Choi, Namsoo Shin, Joseph Krajcik. [doi]
• Authenticity Matters: Youth and Science Participation in Design-Based Learning EnvironmentsGavin Tierney, Déana Scipio. [doi]
• The Power of Networks as an Engineering SophomoreJanet Y. Tsai, Daria A. Kotys-Schwartz, Daniel W. Knight. [doi]
• Combining Video Games and Constructionist Design to Support Deep Learning in PlayNathan R. Holbert, David Weintrop, Uri Wilensky, Pratim Sengupta, Stephen S. Killingsworth, Kara Krinks, Douglas B. Clark, Corey E. Brady, Eric Klopfer, R. Benjamin Shapiro, Rosemary S. Russ, Yasmin B. Kafai. [doi]
• Shifts in Identification in a Hybrid SpaceKok-Sing Tang. [doi]
• Enacted Misconceptions: Using Embodied Interactive Simulations to Examine Emerging Understandings of Science ConceptsRobb Lindgren, Michael Tscholl. [doi]
• Taking a New Perspective on Spatial Representations in STEMDane DeSutter, Mike Stieff. [doi]
• Community-Based Engineering and Novice Elementary Teachers' Knowledge of Engineering PracticesKristen B. Wendell, Tejaswini Dalvi. [doi]
• Promoting 5th Graders' Views of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge- Building EnvironmentFeng Lin 0006, Carol K. K. Chan, Jan van Aalst. [doi]
• Adventures in Argument: Training in Argumentation Influences Student Resource Use in Collaborative Meaning MakingJulia Gressick, Sharon J. Derry. [doi]
• The Discourse of Creative Problem Solving in Childhood Engineering EducationElise Deitrick, Brian O'Connell, R. Benjamin Shapiro. [doi]
• Collaborative Hypothesis-Building Using Immersive Virtual Environments for Ecosystems ScienceShari Metcalf, Amy Kamarainen, Tina A. Grotzer, Chris Dede. [doi]
• Demystifying Success in a Summer Bridge Program: Investigating Students' Intrinsic Motivation and Mastery Goals in the Context of a Learning Analytics InterventionSteven Lonn, Stephen Aguilar, Stephanie D. Teasley. [doi]
• When Experts Disagree: Sourcing Practices While Reading Conflicting Online Information SourcesSarit Barzilai, Eynav Tzadok, Yoram Eshet-Alkalai. [doi]
• "Teach me how to Facebook!" Design-Based Research about Risk Prevention on Social Network SitesEllen Vanderhoven, Tammy Schellens, Martin Valcke. [doi]
• Exploring A Digital Tool for Exchanging Ideas During Science InquiryCamillia Matuk, Marcia C. Linn. [doi]
• Undergraduate Attitudes Towards Help-SeekingIris K. Howley, Carolyn Penstein Rosé. [doi]
• Characterizing Teachers' Analysis of Student WorkJason Silverman, Valerie Klein, Wesley Shumar, Cheryl Fricchione. [doi]
• Redefining Engagement and Participation: The Co-Construction of Student Learning PracticesSimona Goldin, Michaela Krug O'Neill, Shweta Naik. [doi]
• "Deep Hanging": Mentors Learning and Teaching in PracticeDéana Scipio. [doi]
• Learning to Practice Data-Driven Instructional Leadership: Confronting Cultural and Historical ContradictionsRaymond Kang. [doi]
• Capturing Qualities of Mathematical Talk via 'Coding And Counting'Einat Heyd-Metzuyanim, Michal Tabach, Talli Nachlieli, Carolyn Penstein Rosé. [doi]
• Identifying Affordances of 3D Printed Tangible Models for Understanding Core Biological ConceptsJodi L. Davenport, Matt Silberglitt, Jon Boxerman, Arthur J. Olson. [doi]
• Students' Use of Evidence and Epistemic Criteria in Model Generation and Model EvaluationRavit Golan Duncan, Carol Tate, Clark A. Chinn. [doi]
• Theorizing Learning in the Context of Social MovementsA. Susan Jurow, Ben Kirshner, José Antonio Torralba, Sherine El Taraboulsi, Leah Teeters, Barbara Guidalli, Nosakhere Griffin-EL, Samuel J. Severance, Molly Shea, Erik Dutilly, Rogers Hall. [doi]
• Exposing and Assessing Learners' Epistemic ThinkingMaggie Renken, Clark A. Chinn, Penelope Vargas, William A. Sandoval. [doi]
• Game-Enabled Agency: Outcomes that MatterSasha A. Barab, Anna Arici. [doi]
• Automatic Coding of Questioning Patterns in Knowledge Building DiscourseJin Mu, Jan van Aalst, Carol K. K. Chan, Ella L. F. Fu. [doi]
• Using Contrasting Video Cases of the Enactment of Cognitively Demanding Science Tasks in Professional DevelopmentMiray Tekkumru Kisa, Mary Kay Stein. [doi]
• Becoming an Activist-Mathematician in an Age of AusterityIndigo Esmonde, Joe Curnow, Dominique Riviere. [doi]
• The Nature of Student Thinking and Its Implications for the Use of Learning Progressions to Inform Classroom InstructionAlicia C. Alonzo, Andrew Elby. [doi]
• Hands-on Small Group versus Whole Class Use of an Interactive Simulation: Qualitative ComparisonsA. Lynn Stephens, John J. Clement. [doi]
• Tug of War: What is it Good For? Measuring Student Inquiry Choices in an Online Science GameNicole R. Hallinen, Julius Cheng, Min Chi, Daniel L. Schwartz. [doi]
• MOOCs: A Perspective from the Learning SciencesMichael Eisenberg, Gerhard Fischer. [doi]
• Designing for Student Agency and Authority around Issues of Climate ChangeVictoria Hand, Leilah Lyons, Chrystalla Mouza, Elizabeth Walsh. [doi]
• The Contours and Possibilities of Desire in Sociocultural Research on Learning and BecomingIan P. Renga. [doi]
• Linked Reading and Writing Using Wikilinking: Promoting Knowledge Building within Technology- Enhanced Classroom Learning CommunitiesTamar Novik, Dani Ben-Zvi, Yotam Hod. [doi]
• Teacher Facilitation of Whole-Class Discussion in Secondary History ClassroomsAvishag Reisman, Chava Shane-Sagiv, Lisa M. Barker, Bradley Fogo, Joseph L. Polman. [doi]
• Becoming an Activist: Learning the Politics and Performances of Youth Activism Through Legitimate Peripheral ParticipationJoe Curnow. [doi]
• Knowledge Organization with Multiple External Representations for Socioscientific Argumentation: A Case on Nuclear EnergyBahadir Namdar, Ji Shen. [doi]
• Design Principles for Motivating Learning with Digital Badges: Consideration of Contextual Factors of Recognition and AssessmentCathy Tran, Katerina Schenke, Daniel T. Hickey. [doi]
• Supporting Teacher Learning for Pedagogical Innovation Through Collaborative Co-Design: Issues and ChallengesNancy Law, Johnny Yuen, Yeung Lee. [doi]
• The Learning Theater: Designing a Flexible Reconfigurable Space for Ambitious Learning and Teaching on CampusGary Natriello, Hui Soo Chae. [doi]
• Research-Practice Partnership Workshop for Doctoral and Early Career ResearchersAndrew Shouse, Bronwyn Bevan, Kris D. Gutiérrez, Tricia Harding, Ben Kirshner, Matt D. Krehbiel, April Luehmann. [doi]
• Differing Notions of Responsive Teaching across Mathematics and Science: Does the Discipline Matter?Andrew Elby, Jennifer Richards, Janet Walkoe, Ayush Gupta, Rosemary S. Russ, Melissa J. Luna, Amy Robertson, Janet Coffey, Ann R. Edwards, Miriam Gamoran Sherin, Elizabeth van Es. [doi]
• Where Are We Now? Research Trends in the Learning SciencesElizabeth Koh, Young Hoan Cho, Imelda Caleon, Yu Wei. [doi]
• Developing Mechanistic Model-Based Explanations of Phenomena: Case Studies of Two Fifth Grade Students' Epistemologies in Practice Over TimeChristina V. Schwarz, Li Ke, May Lee, Joshua Rosenberg. [doi]
• Promoting Student Learning through Automated Formative Guidance on Chemistry DrawingsAnna N. Rafferty, Libby F. Gerard, Kevin W. McElhaney, Marcia C. Linn. [doi]
• The Role of Inconsistencies in Collaborative Knowledge ConstructionMartina Bientzle, Ulrike Cress, Joachim Kimmerle. [doi]
• Fusing a Crosscutting Concept, Science Practice, and a Disciplinary Core Idea in Single Learning ProgressionHayat Hokayem, Amelia Wenk Gotwals. [doi]
• Talk as a Window into Collaborative Lesson Design: Designing a Common Rubric in an Elementary School Work CircleKimberley Gomez, Nicole Mancevice, Ung-Sang Lee, Jahneille Cunningham. [doi]
• Klauer's Inductive Reasoning Training as a Cognitive Apprenticeship Approach for Special-Needs StudentsAntonia Baumeister, Heiner Rindermann. [doi]
• Modeling the Construction of Evidence through Prior Knowledge and Observations from the Real WorldLauren Barth-Cohen, Daniel Capps, Jonathan T. Shemwell. [doi]
• An Interactional Analysis of Gaze Coordination during Online Collaborative Problem Solving ActivitiesMurat Perit Çakir, Selin Deniz Uzunosmanoglu. [doi]
• The Role of Scientific and Social Academic Norms in Student Negotiations while Building Astronomy ModelsMelissa S. Cook, Noel Enyedy. [doi]
• Teachers Becoming (Temporary) Engineers to Become Better TeachersAyesha Livingston, Jamie Collins, Ara Kooser, Vanessa Svihla. [doi]
• What Do They Do?: Tracing Students' Patterns of Interactions within a Game-Based Intelligent Tutoring SystemErica L. Snow, G. Tanner Jackson, Danielle S. McNamara. [doi]
• Epistemic Networks for Epistemic CommitmentsSimon Knight 0001, Golnaz Arastoopour, David Williamson Shaffer, Simon Buckingham Shum, Karen Littleton. [doi]
• Science Sims and Games: Best Design Practices and Fave FlopsMina C. Johnson-Glenberg, Caroline Savio-Ramos, Katherine K. Perkins, Emily B. Moore, Robb Lindgren, Douglas B. Clark, Corey E. Brady, Pratim Sengupta, Mario Martinez-Garza, Deanne Adams, Stephen S. Killingsworth, Grant Van Eaton, Matthew Gaydos, Amanda Barany, Kurt Squire, Nathan Holbert. [doi]
• Supporting Middle Schoolers' Use of Inquiry Strategies For Discovering Multivariate Relations In Interactive Physics SimulationsLuke Conlin, Nicole R. Hallinen, Daniel L. Schwartz. [doi]
• Keeping Up: Shifting Access to Gateway Resources in a Cycling Community of PracticeJoel Drake, Victor R. Lee. [doi]
• Towards the Facilitation of an Online Community of Learners: Assessing the Quality of Interactions in YammerMarcela Borge, Sean P. Goggins. [doi]
• Learning to Survive "Home-Free": Compulsory Learning and the Politics of Freight-Hopping MobilityF. Alvin Pearman. [doi]