Table of Contents

• Students Using Graphs to Understand the Process of Cancer TreatmentIrina Uk, Camillia Matuk, Marcia C. Linn. [doi]
• Student Conceptions of ExpertiseCharles Bertram, Anne Emerson Leak, Eleanor C. Sayre, Mary Bridget Kustusch, Scott V. Franklin. [doi]
• "I'm Not Just a Mom": Parents Developing Multiple Roles in Creative ComputingRicarose Roque, Karina Lin, Richard Liuzzi. [doi]
• Examining the Impacts of Annotation and Automated Guidance on Essay Revision and Science LearningLibby F. Gerard, Marcia C. Linn, Jacquie Madhok. [doi]
• Making Sense of Making Waves: Co-constructing Knowledge and Group Understanding Without Conceptual ConvergenceLisa A. Hardy, Tobin White. [doi]
• The Epistemology of Science and the Epistemology of Science TeachingCarl Bereiter. [doi]
• No Lives Left: How Common Game Features Could Undermine Persistence, Challenge-Seeking and Learning to ProgramLaura J. Malkiewich, Alison Lee, Stefan Slater, Chenmu Xing, Catherine C. Chase. [doi]
• Sketching a Pathway Through Design Worlds: Multimodal Communication in a Fifth-Grade Collaborative Engineering ProjectMichelle E. Jordan, Jamie M. Collins. [doi]
• Teachers and Professional Development: New Contexts, Modes, and Concerns in the Age of Social MediaChristine Greenhow, Arnon Hershkovitz, Alona Forkosh-Baruch, Emilia Askari, Dimitra Tsovaltzi, Christa S. C. Asterhan, Thomas Puhl, Armin Weinberger, Edith Bouton, Joseph L. Polman. [doi]
• Beyond Just Getting Our Word Out: Creating Pipelines From Learning Sciences Research to Educational PracticesMichael J. Jacobson, Kristine Lund, Christopher Hoadley, Ravi Vatrapu, Janet L. Kolodner, Peter Reimann 0001. [doi]
• Exploring the Composition Process of Peer FeedbackMaryam Alqassab, Jan-Willem Strijbos, Stefan Ufer. [doi]
• Researchers and Practitioners Co-Designing for Expansive Science Learning and Educational EquityPhilip Bell, Samuel J. Severance, William R. Penuel, Tamara Sumner, Wagma Mommandi, David Quigley, Katie Van Horne, Raymond Johnson, Shelley Stromholt, Heena Lakhani, Katie Davis, Adam Bell, Megan Bang. [doi]
• Negotiating Academic Communities: Narratives of Life-long LearnersSally Fincher, Sebastian Dziallas, Ofra Brandes, Yifat Ben-David Kolikant, R. Benjamin Shapiro. [doi]
• Interdisciplinary Computing and the Emergence of Boundary Objects: A Case-Study of Dance and TechnologyKayla DesPortes, Monet Spells, Betsy DiSalvo. [doi]
• Exposing Piaget's Scheme: Empirical Evidence for the Ontogenesis of Coordination in Learning a Mathematical ConceptDor Abrahamson, Shakila Shayan, Arthur Bakker, Marieke F. van der Schaaf. [doi]
• Bringing Computational Thinking Into High School Mathematics and Science ClassroomsKai Orton, David Weintrop, Elham Beheshti, Michael Horn 0001, Kemi Jona, Uri Wilensky. [doi]
• The Effects of Self-Regulated Learning on Students' Performance Trajectory in the Flipped Math ClassroomZhiru Sun, Lin Lu, Kui Xie. [doi]
• Agentic Trajectories: Development and Learning in a Project-Based High School for Marginalized StudentsVanessa Svihla, Liza Kittinger. [doi]
• Prior Knowledge and Mathematics Different Order Thinking Skills in Multimedia LearningThomas K. F. Chiu. [doi]
• Supporting Calculus Learning Through "Smooth" CovariationSusanne M. Strachota. [doi]
• Fostering Deliberative Discourse in Schools Towards the Constitution of a Deliberative DemocracyBaruch B. Schwarz, Antti Rajala, Carolyn Penstein Rosé, Sherice N. Clarke, Elizabeth Fynes-Clinton, Peter F. Renshaw, Anne Solli, Thomas Hillman, Åsa Mäkitalo, Tsafrir Goldberg, Tuure Tammi, Rupert Wegerif. [doi]
• Let Kids Solve Wicked Problems... Why Not?!Rachel Lam, Michelle Low. [doi]
• Blending Play and Inquiry in Augmented Reality: A Comparison of Playing a Video Game to Playing Within a Participatory ModelDavid DeLiema, Asmalina Saleh, Christine Lee, Noel Enyedy, Joshua A. Danish, Randy Illum, Maggie Dahn, Megan Humburg, Charlie Mahoney. [doi]
• Learning to Argue: The Role of Peer AssessmentShiyu Liu. [doi]
• Toward an Integrated Framework of Scientific ReasoningShiyu Liu. [doi]
• Teacher Learning in a Professional Learning Community: Potential for Dual-layer Knowledge BuildingSeng Chee Tan, Shien Chu, Chewlee Teo. [doi]
• Exploring Middle School Students' Science Learning and Discourse in Physical and Virtual LabsDana Gnesdilow, Nafsaniath Fathema, Feng Lin, Seokmin Kang, Catherine Dornfeld, Sadhana Puntambekar. [doi]
• Fostering Collaborative Learning Through Knowledge Building Among Students With Low Academic AchievementYuqin Yang, Jan van Aalst, Carol K. K. Chan. [doi]
• Designing a Data-Centered Approach to Inquiry Practices With Virtual Models of DensityJonathan M. Vitale, Jacqueline Madhok, Marcia C. Linn. [doi]
• Joint Idea-Building in Online Collaborative Group DiscussionsYann Shiou Ong, Marcela Borge. [doi]
• The Interactional Work of Configuring a Mathematical Object in a Technology-Enabled Embodied Learning EnvironmentVirginia J. Flood, Benedikt W. Harrer, Dor Abrahamson. [doi]
• Managing Threats to Teacher Face in Discussions of Video-Recorded LessonsDana Vedder-Weiss, Aliza Segal, Adam Lefstein. [doi]
• Future Learning Spaces for Learning Communities: New Directions and Conceptual FrameworksYotam Hod, Elizabeth S. Charles, Alisa Acosta, Dani Ben-Zvi, Mei-Hwa Chen, Koun Choi, Michael Dugdale, Yael Kali, Kevin Lenton, Scott McDonald, Tom Moher, Rebecca M. Quintana, Michael M. Rook, James D. Slotta, Phil Tietjen, Patrice L. (Tamar) Weiss, Chris Whittaker, Jianwei Zhang 0004, Katerine Bielaczyc, Manu Kapur. [doi]
• Expanding Outcomes: Exploring Varied Forms of Teacher Learning in an Online Professional Development ExperienceMaxwell M. Yurkofsky, Sarah Blum-Smith, Karen Brennan. [doi]
• Problems With Different Interests of Learners in an Informal CSCL SettingYong Ju Jung, Shulong Yan, Marcela Borge. [doi]
• A Design Approach to Understanding the Activity of Learners in Interdisciplinary Settings: Environment and DiversityKate Thompson, Julia Svoboda Gouvea, Geoffrey Habron. [doi]
• Realizing Research-Practice Connections: Three Cases From the Learning SciencesSusan McKenney, Jan van Aalst, Cory T. Forbes. [doi]
• Visual Augmentation of Deictic Gestures in MOOC VideosKshitij Sharma, Sarah D'Angelo, Darren Gergle, Pierre Dillenbourg. [doi]
• "I Think We Were Pretty Powerful This Summer as Scientists": Generating New Possibilities for Youth of Color in ScienceTammie Visintainer. [doi]
• Learning Environments to Facilitate Students' Regulation in Knowledge BuildingJin Michael Splichal, Jun Oshima, Ritsuko Oshima. [doi]
• Examining the Influences of Teacher's Framing of Modeling Practices on Elementary Students' Engagement in Scientific ModelingLi Ke, Christina V. Schwarz. [doi]
• Iterative Curricular Design of Collaborative Infographics for Science Literacy in Informal Learning SpacesStephen Sommer, Cynthia Graville-Smith, Leighanna Hinojosa, Joseph L. Polman. [doi]
• Developing a Geography Game for Singapore ClassroomsMatthew Gaydos. [doi]
• Conceptualizing Authenticity and Relevance of Science Education in Interactional TermsShulamit Kapon, Antti Laherto, Olivia Levrini. [doi]
• Technology-Supported Dialog as a Bridge to Developing Individual Argumentive Thinking and WritingDeanna Kuhn, Wendy Goh. [doi]
• Stories as Prototypes for Interdisciplinary LearningVanessa Svihla, Richard Reeve. [doi]
• Environmental Learning Through the Lens of Affinity Spaces: Transforming Community Members Into a Community ForceTamara L. Clegg, Jennifer Preece, Daniel Pauw, Elizabeth E. Warrick, Carol L. Boston. [doi]
• Mathematical Argumentation and Proof Supporting a Complex Cognitive SkillDaniel Sommerhoff, Stefan Ufer, Ingo Kollar. [doi]
• Real-Time Visualization of Student Activities to Support Classroom OrchestrationMike Tissenbaum, Camillia Matuk, Matthew Berland, Leilah Lyons, Felipe Cocco, Marcia C. Linn, Jan L. Plass, Nik Hajny, Al Olsen, Beat Schwendimann, Mina Shirvani Boroujeni, James D. Slotta, Jonathan M. Vitale, Libby F. Gerard, Pierre Dillenbourg. [doi]
• Students' Use of Knowledge Resources in Environmental Interaction on an Outdoor Learning TrailEsther Tan, Hyo-Jeong So. [doi]
• Listening Versus Looking: Learning About Dynamic Complex Systems in Science Among Blind and Sighted StudentsRan Peleg, Sharona T. Levy, Orly Lahav, Noha Chagab, Vadim Talis. [doi]
• Introducing Academically Low-Performing Young Science Students to Practices of ScienceToi Sin Arvidsson, Deanna Kuhn. [doi]
• The Effect of Scaffolding on the Immediate Transfer of Students' Data Interpretation Skills Within Science TopicsRaha Moussavi, Janice D. Gobert, Michael Sao Pedro. [doi]
• Writing Analytics for Epistemic Features of Student WritingSimon Knight 0001, Laura K. Allen, Karen Littleton, Bart Rienties, Dirk T. Tempelaar. [doi]
• Supporting Elementary Students' Science Learning Through Data Modeling and Interactive Mapping in Local SpacesKathryn A. Lanouette, Sarah Van Wart, Tapan S. Parikh. [doi]
• No One Ever Steps in the Same Discussion Twice: The Relationship Between Identities and MeaningMurat Öztok, Maarit Arvaja. [doi]
• "Hearts Pump and Hearts Beat": Engineering Estimation as a Form of Model-Based ReasoningAditi Kothiyal, Sahana Murthy, Sanjay Chandrasekharan. [doi]
• Designing Science Curriculum for Implementation at Scale: Considerations for Diverse and Resource-Limited SettingsDebra Bernstein, Brian Drayton, Susan McKenney, Christian Schunn. [doi]
• Mauá Project: Citizenship and Environment Educational as Pathway to Critical Thinking and Students' EmpowermentGlauco S. F. da Silva, Marcília E. Barcellos, Elisabeth G. de Souza. [doi]
• Connected Making: Designing for Youth Learning in Online Maker Communities In and Out of SchoolsBreanne K. Litts, Yasmin B. Kafai, Deborah A. Fields, Erica Halverson, Kylie Peppler, Anna Keune, Mike Tissenbaum, Sara M. Grimes, Stephanie Chang, Lisa Regalla, Orkan Telhan, Michael Tan. [doi]
• A User Interface for the Exploration of Manually and Automatically Coded Scientific Reasoning and ArgumentationPatrick Lerner, Andras Csanadi, Johannes Daxenberger, Lucie Flekova, Christian Ghanem, Ingo Kollar, Frank Fischer 0001, Iryna Gurevych. [doi]
• Integrating Science and Writing in Multimedia Science Fictions: Investigating Student Interactions in Role-takingShiyan Jiang, Ji Shen, Blaine Elizabeth Smith. [doi]
• How Socio-Cognitive Information Affects Individual Study DecisionsLenka Schnaubert, Daniel Bodemer. [doi]
• Towards a Framework of Pedagogical Paradoxes: A Phenomenographic Study of Teachers Designing Learning Experiences and Environments With ICT in Singapore ClassroomsWan Ying Tay, Boon Yen Chai, Nur Azarina Khamis, Samuel Tan, Chewlee Teo. [doi]
• Embodied Search Processes in Creative Problem Solving: How Do People Learn in Makerspaces?Michael Tan. [doi]
• Teacher Noticing Associated With Responsive Support of Knowledge BuildingDarlene Judson. [doi]
• Supporting Planning and Conducting ExperimentsSiswa A. N. van Riesen, Hannie Gijlers, Anjo Anjewierden, Ton de Jong. [doi]
• Educational Affordances of Tablet-Mediated Collaboration to Support Distributed Leadership in Small Group Outdoor ActivitiesGi Woong Choi, Susan M. Land, Heather Toomey Zimmerman. [doi]
• Designing for Effective Collaborative Learning in High-Needs Rural ClassroomsLana M. Minshew, Sharon J. Derry, Janice L. Anderson, Kelly J. Barber-Lester. [doi]
• Crossing Boundaries: Reflexive Analysis of Collaborative Learning in Research InstitutionsKevin Crouse, Jeanette Joyce, Veronica L. Cavera. [doi]
• What Happens to the Innovation When Project Funding Ends? Learning Architecture Matters!Nancy Law, Leming Liang, Yeung Lee. [doi]
• Expanding Coordination Class Theory to Capture Conceptual Learning in a Classroom EnvironmentLauren Barth-Cohen, Michael C. Wittmann. [doi]
• Distributions, Trends, and Contradictions: A Case Study in Sensemaking With Interactive Data VisualizationsVasiliki Laina, Michelle Wilkerson. [doi]
• Exploring the Value of Drawing in Learning and AssessmentShaaron Ainsworth, Mike Stieff, Dane DeSutter, Russell Tytler, Vaughan Prain, Dimitrios Panagiotopoulos, Peter Wigmore, Wouter R. van Joolingen, Dewi Heijnes, Frank Leenaars, Sadhana Puntambekar. [doi]
• A Knowledge Analytic Comparison of Cued Primitives When Students Are Explaining Predicted and Enacted MotionsVictor R. Lee. [doi]
• The Obj-Subj Dialectic and the Co-Construction of Hierarchical Positional Identities During a Collaborative Generalization TaskJosé Francisco Gutiérrez. [doi]
• Students' Responses to Curricular Activities as Indicator of Coherence in Project-Based ScienceWilliam R. Penuel, Katie Van Horne, Samuel J. Severance, David Quigley, Tamara Sumner. [doi]
• The Learning Sciences @ Scale: Current Developments in Open Online LearningJames D. Slotta, Daniel T. Hickey, Carolyn Penstein Rosé, Pierre Dillenbourg, Hedieh Najafi, Stian Håklev, Suraj Uttamchandani, Joshua D. Quick. [doi]
• Designing the Idea Manager to Integrate STEM Content and Practices During a Technology-Based Inquiry InvestigationErika D. Tate, Mingyu Feng, Kevin W. McElhaney. [doi]
• Effects of Implicit Guidance on Contribution Quality in a Wiki-Based Learning EnvironmentSven Heimbuch, Daniel Bodemer. [doi]
• "Doing Double Dutch": Becoming Attuned to Rhythms of Pathways In and Through Community SpacesJoyce M. Duckles, George Moses, Ryan Van Alstyne, Brandon Stroud. [doi]
• Communication Patterns and Their Role for Conceptual Knowledge Acquisition From Productive FailureChristian Hartmann 0005, Nikol Rummel, Katharina Loibl. [doi]
• "Show Me" What You Mean: Learning and Design Implications of Eliciting Gesture in Student ExplanationsRobb Lindgren, Robert C. Wallon, David E. Brown, Nitasha Mathayas, Nathan Kimball. [doi]
• FUSE: An Alternative Infrastructure for Empowering Learners in SchoolsReed Stevens, Kemi Jona, Lauren Penney, Dionne Champion, Kay E. Ramey, Jaakko Hilppö, Ruben Echevarria, William R. Penuel. [doi]
• Self-Directed Learning in Science Education: Explicating the Enabling FactorsKhe Foon Hew, Nancy Law, Jarrad Wan, Yeung Lee, Amy Kwok. [doi]
• Becoming an "Expert": Gendered Positioning, Praise, and Participation in an Activist CommunityJoe Curnow, Jody R. Chan. [doi]
• Understanding Middle School Teachers' Processing of Student-Generated Resources in Science ClassroomsXinyang Liu, Shu Chen, Yinglian Jin, Xinning Pei, Tainian Zheng, Sihan Xiao. [doi]
• In Search of Conversational Grain Size: Modeling Semantic Structure Using Moving Stanza WindowsAmanda Siebert-Evenstone, Golnaz Arastoopour, Wesley Collier, Zachari Swiecki, Andrew R. Ruis, David Williamson Shaffer. [doi]
• Use of Interactive Computer Models to Promote Integration of Science Concepts Through the Engineering Design ProcessElizabeth A. McBride, Jonathan M. Vitale, Lauren Applebaum, Marcia C. Linn. [doi]
• Learning the Learning Sciences: An Investigation of Newcomers' Sociocultural IdeasYotam Hod, Ornit Sagy. [doi]
• Developing Pre-Service Teachers' Professional Vision Through Collaborative Multimedia ArtifactsAndi M. Rehak, Andrea S. Gomoll, Cindy E. Hmelo-Silver, Joshua A. Danish. [doi]
• Scaffolding Into Ambitious Teaching: Representations of Practice in Teacher WorkgroupsJason Brasel, Brette Garner, Ilana Seidel Horn. [doi]
• Designing Outdoor Learning Spaces With iBeacons: Combining Place-Based Learning With the Internet of Learning ThingsHeather Toomey Zimmerman, Susan M. Land, Chrystal Maggiore, Robert William Ashley, Chris Millet. [doi]
• Investigating Analogical Problem Posing as the Generative Task in the Productive Failure DesignJun-Song Huang, Rachel Lam, Manu Kapur. [doi]
• Examining Tensions Among Youth, Adults, and Curriculum as Co-Designers in 4-H STEM Learning Through Design ProgramsSteven M. Worker, Cynthia Carter Ching. [doi]
• What Are Crosscutting Concepts in Science? Four Metaphorical PerspectivesAnn E. Rivet, Gary Weiser, Xiaoxin Lyu, Yi Li, Diego Rojas-Perilla. [doi]
• Metaphors Are Projected Constraints on Action: An Ecological Dynamics View on Learning Across the DisciplinesDor Abrahamson, Raúl Sánchez-García, Cliff Smyth. [doi]
• Negotiation Towards Intersubjectivity and Impacts on Conceptual OutcomesCatherine Dornfeld, Sadhana Puntambekar. [doi]
• Fighting for Desired Versions of a Future Self: Young African American Women's STEM-related Identity Negotiations in High SchoolCarrie D. Allen, Margaret Eisenhart. [doi]
• How Do We Assess Equity in Programming Pairs?Elise Deitrick, R. Benjamin Shapiro, Brian Gravel. [doi]
• Teamwork in the Balance: Exploratory Findings of Teamwork Competency Patterns in Effective Learning TeamsElizabeth Koh, Antonette Shibani, Helen Hong. [doi]
• Embodied Cognition in Observational Amateur AstronomyFlávio S. Azevedo, Michele J. Mann. [doi]
• Prior Knowledge for the Construction of a Scientific Model of EquilibrationHillary Swanson. [doi]
• Fostering University Freshmen's Mathematical Argumentation Skills With Collaboration ScriptsFreydis Vogel, Ingo Kollar, Stefan Ufer, Kristina M. Reiss, Frank Fischer 0001. [doi]
• Resolving Disagreements in Evaluating Epistemic and Disciplinary Claims in Middle School ScienceSihan Xiao, William A. Sandoval. [doi]
• Competency-Based Digital Badges and Credentials: Cautions and Potential Solutions From the FieldDaniel T. Hickey. [doi]
• Conceptual Fluency: Switching Between Pre- and Post-Threshold Assumptions of Molecular DynamicsPrajakt Pande, Hannah Sevian. [doi]
• Newcomer Integration in Online Knowledge Communities: Exploring the Role of Dialogic Textual ComplexityNicolae Nistor, Mihai Dascalu, Stefan Trausan-Matu. [doi]
• The Function of Epistemic Emotions for Complex Reasoning in MathematicsSandra Becker, Reinhard Pekrun, Stefan Ufer, Elisabeth Meier. [doi]
• Tracking Student Teachers' Technology-Enhanced Collaborative Problem Solving: Combining Objective Assessment Data With Subjective Verbal ReportingJohanna Pöysä-Tarhonen, Esther Care, Nafisa Awwal, Päivi Häkkinen, Arto K. Ahonen. [doi]
• Providing Adaptive Scaffolds and Measuring Their Effectiveness in Open Ended Learning EnvironmentsSatabdi Basu, Gautam Biswas. [doi]
• Qualitative and Quantitative Information in Cognitive Group Awareness Tools: Impact on Collaborative LearningMelanie Erkens, Patrick Schlottbom, Daniel Bodemer. [doi]
• Moving ahead in the study of STEM interests and interest development: A new research agendaFlávio S. Azevedo, June Ahn, Michele J. Mann, Rena Dorph, Matthew A. Cannady, Victor R. Lee, Ryan Cain, Philip Bell. [doi]
• Mobilities of Criticality: Space-Making, Identity and Agency in a Youth-Centered MakerspaceAngela Calabrese Barton, Edna Tan, Myunghwan Shin. [doi]
• Modelling Authenticity in Teaching and Learning Contexts: A Contribution to Theory Development and Empirical Investigation of the ConstructAnica Betz, Sabrina Flake, Marcel Mierwald, Marie Vanderbeke. [doi]
• Using Differentiated Feedback Messages to Promote Student Learning in an Introductory Statistics CourseQijie Cai, Han Wu, Bodong Chen. [doi]
• The Effect of Concrete Materials on Children's Subsequent Numerical Explanations: Metaphorical PrimingAndrew Manches, Mihaela Dragomir. [doi]
• Process and Output: Relation Between Transactivity, Temporal Synchronicity, and Quality of Group Work During CSCLVitaliy Popov, Anouschka van Leeuwen, Stan C. A. Buis. [doi]
• Disruptions to Practice: Understanding Suspensions of Youths' Interest-related ActivitiesKatie Van Horne, Erica Van Steenis, William R. Penuel, Daniela K. DiGiacomo. [doi]
• Designing Learning Contexts Using Student-Generated IdeasRachel J. Lam, Lung-Hsiang Wong, Matthew Gaydos, Jun-Song Huang, Manu Kapur, Lay Hoon Seah, Michael Tan, Katerine Bielaczyc, William A. Sandoval. [doi]
• Teacher Epistemic Learning in the Innovation DiffusionLongkai Wu, David Hung. [doi]
• Local Versus Global Connection Making in DiscourseWesley Collier, Andrew R. Ruis, David Williamson Shaffer. [doi]
• The Effects of Coaching on the Teaching and Learning of English in Indian Government SchoolsHarini Raval, Chittaranjan Kaul, Susan McKenney. [doi]
• Perceptions of Productive Failure in Design Projects: High School Students' Challenges in Making Electronic TextilesBreanne K. Litts, Yasmin B. Kafai, Kristin A. Searle, Emily Dieckmeyer. [doi]
• Developing Argument Skills Through the SOCRATES Learning EnvironmentKalypso Iordanou, Wendy Goh. [doi]
• Exploring the Relationship Between Gesture and Student Reasoning Regarding Linear and Exponential GrowthSahar Alameh, Jason Morphew, Nitasha Mathayas, Robb Lindgren. [doi]
• "That's your heart!": Live Physiological Sensing & Visualization Tools for Life-Relevant & Collaborative STEM LearningLeyla Norooz, Tamara L. Clegg, Seokbin Kang, Angelisa C. Plane, Vanessa Oguamanam, Jon E. Froehlich. [doi]
• Scientific Reasoning and Problem Solving in a Practical Domain: Are Two Heads Better Than One?Andras Csanadi, Ingo Kollar, Frank Fischer 0001. [doi]
• What Do Learning Scientists Do? A Survey of the ISLS MembershipSusan A. Yoon, Cindy E. Hmelo-Silver. [doi]
• Supporting Inquiry Learning as a Practice: A Practice Perspective on the Challenges of IBL Design, Implementation and Research MethodologyFleur Ruth Prinsen. [doi]
• Advancing Learning Visualizations: Situated Action Networks as Scalable Representations of Learning in Social SettingsAlejandro Andrade, Rafi Santo. [doi]
• It Ain't What You Do, It's The Way That You Do It: Investigating the Effect of Students' Active and Constructive Interactions With Fractions RepresentationsClaudia Mazziotti, Alice Hansen, Beate Grawemeyer. [doi]
• Agentive Learning for Sustainability and Equity: Communities, Cooperatives and Social Movements as Emerging Foci of the Learning SciencesYrjö Engeström, Annalisa Sannino, Aydin Bal, Heila Lotz-Sisitka, Tichaona Pesanayi, Charles Chikunda, Manoel Flores Lesama, Antonio Carlos Picinatto, Marco Pereira Querol, Yew-Jin Lee. [doi]
• Designing Technology for Learning: How to Get from Disenfranchisement to Disinheritance and Why We Need to Go ThereZaza Kabayadondo. [doi]
• Detecting Collaborative Dynamics Using Mobile Eye-TrackersBertrand Schneider, Kshitij Sharma, Sébastien Cuendet, Guillaume Zufferey, Pierre Dillenbourg, Roy Pea. [doi]
• Validating a Model for Assessing Teacher's Adaptive Expertise With Computer Supported Complex Systems Curricula and Its Relationship to Student Learning OutcomesSusan A. Yoon, Jessica Koehler-Yom, Emma Anderson, Chad Evans. [doi]
• Building on Cultural Capacity for Innovation Through International Collaboration: In Memory of Naomi MiyakeHajime Shirouzu, Marlene Scardamalia, Moegi Saito, Sonoko Ogawa, Shinya Iikubo, Naoto Hori, Carolyn Penstein Rosé. [doi]
• Talking Back to the Future: Anatomy of Reflection as Collective PracticeAlfredo Jornet. [doi]
• Fostering More Informed Epistemic Views Among Students Through Knowledge BuildingHuang-Yao Hong, Bodong Chen, Chin-Chung Tsai, Chiu Pin Lin, Ying-Tien Wu. [doi]
• Exploring Visualization and Tagging to Manage Big Datasets for DBR: A Modest Proposal With Significant ImplicationsKelly J. Barber-Lester, Sharon J. Derry, Lana M. Minshew, Janice L. Anderson. [doi]
• Design Collaborative Formative Assessment for Sustained Knowledge Building Using Idea Thread MapperJingping Chen, Jianwei Zhang 0004. [doi]
• Training Learners to Self-Explain: Designing Instructions and Examples to Improve Problem SolvingLauren E. Margulieux, Briana B. Morrison, Mark Guzdial, Richard Catrambone. [doi]
• Idea Identification and Analysis (I2A): A Search for Sustainable Promising Ideas Within Knowledge-Building DiscourseAlwyn Vwen Yen Lee, Seng Chee Tan, Joon Kit Kelvin Chee. [doi]
• Designing a Blended, Middle School Computer Science Course for Deeper Learning: A Design-Based Research ApproachShuchi Grover, Roy Pea. [doi]
• A Qualitative Exploration of Self- and Socially Shared Regulation in Online Collaborative LearningLauren C. Hensley, Jessica Cutshall, Victor Law, Kui Xie, Lin Lu. [doi]
• The Study of Cognitive Development in the Structured Collaborative Learning Task Mediated by Semantic Diagram ToolsHuiying Cai, Xiaoqing Gu. [doi]
• Development of Disciplined Interpretations Using Computational Modeling in the Elementary Science ClassroomAmy Voss Farris, Amanda Catherine Dickes, Pratim Sengupta. [doi]
• The Influence of Question Wording on Children's Tendencies to Provide Teleological Explanations for Natural PhenomenaJonathan Halls, Shaaron Ainsworth, Mary Oliver. [doi]
• Multiple Legitimate Language Games in Family Serendipitous Science EngagementDana Vedder-Weiss. [doi]
• Let Your Data Tell a Story: Disciplinary Expert Feedback Locates Engaging in Argumentation in a Holistic System of PracticesElizabeth M. Walsh, Veronica C. McGowan. [doi]
• Is Small Group Collaboration Beneficial in Large Scale Online Courses? An Investigation of Factors Influencing Satisfaction and Performance in GroupMOOCsElias Kyewski, Nicole C. Krämer, Nina Christmann, Malte Elson, Julia Erdmann, Tobias Hecking, Thomas Herrmann, Heinz Ulrich Hoppe, Nikol Rummel, Astrid Wichmann. [doi]
• Scaling Up Productive Disciplinary Engagement With Participatory Learning and AssessmentDaniel T. Hickey, Suraj Uttamchandani, Joshua D. Quick. [doi]
• Analyzing Patterns of Emerging Understanding and Misunderstanding in Collaborative Science Learning: A Method for Unpacking Critical Turning PointsAlisha Portolese, Lina Markauskaite, Polly K. Lai, Michael J. Jacobson. [doi]
• Situating Deep Multimodal Data on Game-Based STEM LearningCraig G. Anderson, John V. Binzak, Jennifer Dalsen, Jenny Saucerman, Anna Jordan-Douglass, Vishesh Kumar, Aybuke Turker, Matthew Berland, Kurt Squire, Constance Steinkuehler. [doi]
• The Learning Experiences of Youth Online Information BrokersJason C. Yip, Carmen González, Vikki S. Katz. [doi]
• Supporting Teachers in Navigating Change Towards Science Practices Focus in the Classroom: Investigating Current Teacher Support for Science PracticesNicole D. Martin, Sadhana Puntambekar. [doi]
• Uncovering Teachers' Pedagogical Reasoning in Science DiscussionsSherice N. Clarke, David Gerritsen, Rebecca Grainger, Amy Ogan. [doi]
• Opportunities to Learn Through Design: Mapping Design Experiences to Teacher LearningEmily Horton, Jahneille Cunningham, Louis M. Gomez, Kimberley Gomez, Katherine Rodela. [doi]
• Scaling Studio-Based Learning Through Social Innovation NetworksNatalia Smirnov, Matthew W. Easterday, Elizabeth M. Gerber. [doi]
• Situated Learning, Situated Knowledge: Situating Racialization, Colonialism, and Patriarchy Within Communities of PracticeJoe Curnow. [doi]
• Hacking a Path In and Through STEM: Unpacking the STEM Identity Work of Historically Underrepresented Youth in STEMEdna Tan, Angela Calabrese Barton. [doi]
• Unpacking Social Factors in Mechanistic Reasoning (Or, Why a Wealthy Person is Not Exactly Like a Grey Squirrel)Arthur Hjorth, Christina Krist. [doi]
• Investigating Effects of Embedding Collaboration in an Intelligent Tutoring System for Elementary School StudentsJennifer K. Olsen, Nikol Rummel, Vincent Aleven. [doi]
• Comparing Students' Solutions When Learning Collaboratively or Individually Within Productive FailureClaudia Mazziotti, Nikol Rummel, Anne Deiglmayr. [doi]
• Coordinating Collaborative Chat in Massive Open Online CoursesGaurav Singh Tomar, Sreecharan Sankaranarayanan, Xu Wang 0016, Carolyn Penstein Rosé. [doi]
• Exploring African-American Middle-School Girls' Perceptions of Themselves as Game DesignersJakita Owensby Thomas, Rachelle Minor, O. Carlette Odemwingie. [doi]
• Community Knowledge, Collective Responsibility: The Emergence of Rotating Leadership in Three Knowledge Building CommunitiesLeanne Ma, Yoshiaki Matsuzawa, Bodong Chen, Marlene Scardamalia. [doi]
• Secondary Teachers' Emergent Understanding of Teaching Science PracticesWilliam A. Sandoval, Jarod N. Kawasaki, Nathan Cournoyer, Lilia Rodriguez. [doi]
• Combining Exploratory Learning With Structured Practice to Foster Conceptual and Procedural Fractions KnowledgeNikol Rummel, Manolis Mavrikis, Michael Wiedmann, Katharina Loibl, Claudia Mazziotti, Wayne Holmes, Alice Hansen. [doi]
• How a 6th Grade Classroom Develops Epistemologies for Building Scientific KnowledgeChristina Krist. [doi]
• Qualitative Analysis of Video Data: Standards and HeuristicsKay E. Ramey, Dionne N. Champion, Elizabeth B. Dyer, Danielle T. Keifert, Christina Krist, Peter Meyerhoff, Krystal Villanosa, Jaakko Hilppö. [doi]