Table of Contents

• Creating a Visual Representation of Expert Strategies to Inform the Design of Digital Tools for Citizen ScienceJessica Roberts, Kevin Crowley, Marti Louw. [doi]
• Exploring the Impact of Virtual Internships for Democratic and Media EducationJeremy Stoddard, Jason Chen. [doi]
• Networks in Small-Group and Whole-class Structures in Large Knowledge Building CommunitiesXueqi Feng, Jan van Aalst, Carol K. K. Chan, Yuqin Yang. [doi]
• Reflecting on Epistemic Ideals and Processes: Designing Opportunities for Teachers' Epistemic GrowthShiri Mor-Hagani, Sarit Barzilai. [doi]
• Skyscraper Games: Designing Professional Development for Middle School Teachers to Promote Computational Thinking Using Custom ToolsMatthew Duvall, Frank J. Lee, Brian Smith. [doi]
• Exploring Multimodal Scaffolds Supporting Middle School Students' Construction of Causal-Mechanistic Scientific ExplanationsNitasha Mathayas, David E. Brown. [doi]
• Recounting Counting: Situated Self-Appraisal in Math-Adjacent DiscourseSuraj Uttamchandani, Kylie A. Peppler. [doi]
• Assessment in a digital age: Rethinking multimodal artefacts in higher educationAmani Bell, Jen Scott Curwood, Jen Ross. [doi]
• Creativity as a Lens to Frame Teachers' Use of Games for LearningMamta Shah. [doi]
• Characterizing Chemistry Practices: How Teachers Design and Perform Chemistry ExperimentsSuna Ryu. [doi]
• Teacher's Re-design of Virtual Reality Based Curriculum in an Elementary ClassroomInsook Han. [doi]
• Authentic Problem-Based Learning with Augmented RealityJ. Todd Ogle, David Hicks, Aaron Johnson, Thomas W. Tucker. [doi]
• Exploring Practices on the Move: Facilitating Learning Across a NeighborhoodLautaro Cabrera, June Ahn, Jason C. Yip, Tamara L. Clegg, Kenna Hernly, Elizabeth Bonsignore, Caroline Pitt, Daniel Pauw. [doi]
• A Climate of Support: A Process-Oriented Analysis of the Impact of Rapport on Peer TutoringMichael Madaio, Kun Peng, Amy Ogan, Justine Cassell. [doi]
• Collaborative Gesture as a Case of Distributed Mathematical CognitionCandace Walkington, Geoffrey Chelule, Dawn Woods, Mitchell J. Nathan. [doi]
• Community-Based Design Partnerships: Examples from a New Generation of CHAT/DBRJosé W. Meléndez, Josh Radinsky, Shirin Vossoughi, Ananda Maria Marin, Megan Bang, Charlene Montano Nolan, Nathan C. Phillips, Virginia Killian Lund, Wendy Gonzales, Shawndra Allen, David Bild, Ilana Bruton, Jaclyn Carmichae, Emma Martell, Ani Schmidt, A. Susan Jurow, Rogers Hall. [doi]
• Encouraging Revision of Scientific Ideas with Critique in an Online Genetics UnitEmily Harrison, Libby F. Gerard, Marcia C. Linn. [doi]
• Making Learning Journeys Visible: Towards Supporting Collective Reflection on Graduate AttributesRoberto Martínez Maldonado, Theresa Dirndorfer Anderson, Iván Silva Feraud, Simon Buckingham Shum. [doi]
• Qualitative Measures of Equity in Small GroupsBenjamin Archibeque, Mary Bridget Kustusch, Florian Genz, Scott Franklin 0001, Eleanor C. Sayre. [doi]
• A Study of the Design and Enactment of Scientific Modeling Tasks to Support Fourth-Grade Students' Sense-MakingMeredith Baker Marcum. [doi]
• Promoting Cognitive Processes of Knowledge IntegrationShitanshu Mishra, Sridhar Iyer. [doi]
• Measuring the Scale Outcomes of Curriculum MaterialsNatalie Pareja Roblin, Christian D. Schunn, Susan McKenney. [doi]
• Authentic to Whom and What? The Role of Authenticity in Project-Based Learning in English Language ArtsJoseph L. Polman, Kristina Stamatis, Alison Boardman, Antero Garcia. [doi]
• Bringing Static Code to Life: The Instructional Work of Animating Computer Programs With the BodyVirginia J. Flood, David DeLiema, Dor Abrahamson. [doi]
• Examining Primary Teacher Expertise and Agency in the Collaborative Design of Project-Based Learning InnovationsSamuel J. Severance, Joseph Krajcik. [doi]
• Patterns of Classroom Talk Through Participation in Discourse-Focused Teacher Professional DevelopmentWilliam A. Sandoval, Alexander J. Kwako, Anahid S. Modrek, Jarod N. Kawasaki. [doi]
• Exploring How Students Learn Estimation Using a Modelling-based Learning EnvironmentAditi Kothiyal, Sahana Murthy. [doi]
• If you add too much science, it gets boring. Exploring Students' Conceptual Change in Game Design IterationsChristopher M. Hovey, Camillia Matuk, Talia A. Hurwich. [doi]
• Interlacing Gaze and Actions to Explain the Debugging ProcessKshitij Sharma, Katerina Mangaroska, Michail N. Giannakos, Pierre Dillenbourg. [doi]
• Exploring the Adoption, Spread, and Sustainability of an Informal STEAM Learning Innovation In SchoolsReed Stevens, Kay E. Ramey, Peter Meyerhoff, Jaakko Hilppö, Kristiina Kumpulainen, Anu Kajamaa, Antti Rajala, Richard Halverson. [doi]
• Empirical Evidence for Evaluation Anxiety and Expectancy-Value Theory for Help SourcesIris K. Howley, Carolyn Penstein Rosé. [doi]
• Toward the Design of Scaffolds for In-the-World Situated Science Reflections through WearablesSharon Lynn Chu, Brittany Garcia, Beth Nam. [doi]
• "Choose Your Own Adventure": Responsive Curricular Choices in Elementary ScienceJennifer Richards, Jessica Thompson 0003. [doi]
• Third Graders' Use of Digital Tools Designed for Multimodal Communication in Project-based ScienceMiranda S. Fitzgerald, Gabriel P. DellaVecchia, Annemarie S. Palincsar, Elliot Soloway. [doi]
• Combining Non-Programming Activities with Programming for Introducing Foundational Computing ConceptsShuchi Grover, Nicholas Jackiw, Patrik Lundh, Satabdi Basu. [doi]
• Engineering Discourse Development in an Informal Youth-Driven Maker ClubSagit Betser, Lee M. Martin. [doi]
• From Computational Thinking to Computational Action: Understanding Changes in Computational Identity through App Inventor and the Internet of ThingsMike Tissenbaum, Mark A. Sherman, Josh Sheldon, Hal Abelson. [doi]
• Uncovering the Rich Club Phenomenon in an Online ClassTianhui Huang, Bodong Chen. [doi]
• Multimodal Engineering Design Notebooks and Meta-Representational CompetenceKristen B. Wendell, Chelsea J. Andrews, Patricia Paugh. [doi]
• "It Didn't Really Go Very Well": Epistemological Framing and the Complexity of Interdisciplinary Computing ActivitiesSerena Thoma, Elise Deitrick, Michelle Hoda Wilkerson. [doi]
• Activity Systems Analysis of the Social Practices by Low-achieving Students in a Knowledge-Building Environment Augmented by Reflective AssessmentYuqin Yang, Jan van Aalst, Carol K. K. Chan. [doi]
• Becoming, being, and sometimes leaving: A longitudinal ethnographic perspective of climate scientists' participation in science and educationElizabeth M. Walsh. [doi]
• Developing Historical Thinking in PBL Class Supported with Synergistic ScaffoldingHaesol Bae, Fangli Xia, Yuxin Chen, Kalani Craig, Cindy E. Hmelo-Silver. [doi]
• Guiding Intent Participation at an Art Crating CompanySarah C. Radke, Jasmine Y. Ma. [doi]
• Professional Development of Science Teachers in Underserved Communities: an Initial Report from the FieldTamar Fuhrmann, Cassia Fernandez, Tatiana Hochgreb-Haegele, Paulo Blikstein. [doi]
• Innovative Collaborative Learning Practice: An 'innovative' Delphi ApproachRose Luckin, Mutlu Cukurova. [doi]
• ORBIT - Overcoming Breakdowns in Teams with Interactive TabletopsPatrick Sunnen, Béatrice Arend, Valérie Maquil. [doi]
• Connected Cosplay: Fan Work as Pathways Toward OpportunitySophia Bender, Kylie A. Peppler. [doi]
• Understanding the Role of Embodied Interaction in Preschool Children's Learning About Science in Informal SettingsZayba Ghazali-Mohammed. [doi]
• The Interaction of the Need for Cognitive Closure With Implicit and Explicit Guidance in Wiki-Based LearningSven Heimbuch, Daniel Bodemer. [doi]
• Secondary Students' Evaluation of Inappropriate Strategies of Reasoning about Evidence under a Scientific ExplanationGuanzhong Ma, Jan van Aalst, Carol K. K. Chan, Jing Wang. [doi]
• Conceptual Goals While Using a Simulation: Three Different Sources and Learning OutcomesRobert C. Wallon, Robb Lindgren. [doi]
• Design Considerations for Capturing Computational Thinking Practices in High School Students' Electronic Textile PortfoliosDebora Lui, Gayithri Jayathirtha, Deborah A. Fields, Mia S. Shaw, Yasmin B. Kafai. [doi]
• Unpacking Why Student Writing Does Not Match Their Science Inquiry Experimentation in Inq-ITSHaiying Li, Janice D. Gobert, Rachel Dickler. [doi]
• BioSCANN: A Collaborative Learning Platform That Scaffolds Scientific Inquiry in the Context of Interrupted Case StudiesLeslie Schneider, Berri Jacque, Jessica Henry. [doi]
• Teacher Practice Spaces: Examples and Design ConsiderationsJustin Reich, Yoon Jeon Kim, Kevin Robinson, Dan Roy, Meredith M. Thompson. [doi]
• Design-Activity-Sequence: A Case Study and Polyphonic Analysis of Learning in a Digital Design Thinking WorkshopPenny Wheeler, Stefan Trausan-Matu, Jonan Donaldson, Amanda Barany. [doi]
• Student Learning of Computational Thinking in A Robotics Curriculum: Transferrable Skills and Relevant FactorsGuanhua Chen, Ji Shen. [doi]
• Design based research approaches towards enhancing social learning practices in MOOC platformsPhilip Tubman, Murat Öztok. [doi]
• Attunements to the Ethical in Design and LearningShirin Vossoughi, Ava Jackson, Megan Bang, Ann Rosebery, Beth Warren, Thomas M. Philip. [doi]
• From Theory to Practice: How Pre-service Science Teachers Learn to Become Social Justice EducatorsJarod N. Kawasaki, Kathryn Anderson-Levitt, Linsdey Nenadal, Nadine Tanio, Josephine Pham, Claudia Diera, Annamarie Francois. [doi]
• Increasing the Use of Formative Feedback: Utilizing Game-Based PrinciplesMan-Wai Chu, Teresa Anne Fowler. [doi]
• Power in the Digital Age: A Critical Revision to Productive Disciplinary Engagement (PDE)Priyanka Agarwal, Tesha Sengupta-Irving. [doi]
• Visualizing Knowledge in the Era of Instructional Software and Gamification. Challenges in Design, Method and Practical UseEva-Maria Ternblad, Agneta Gulz. [doi]
• How Gender Cues in Educational Video Impact Participation and RetentionChristopher Brooks 0001, Josh Gardner, Kaifeng Chen. [doi]
• Toward a Taxonomy of Team Performance Visualization ToolsZachari Swiecki, David W. Shaffer. [doi]
• A New Approach to Lesson Study Practice in Japan from the DBIR PerspectiveJun Oshima, Ritsuko Oshima, Yuji Chiyonishio, Ayano Ohsaki. [doi]
• Investigating Multiple Dimensions of Student Engagement with Embodied Science LearningMegan Humburg, Joshua A. Danish. [doi]
• Student Perceptions of Object-based Learning with Digitized Museum Materials during Classroom Science InstructionKirsten R. Butcher, Michelle Hudson, Madlyn Runburg. [doi]
• Recognizing Competencies vs. Completion vs. Participation: Ideal Roles for Web-Enabled Digital CredentialsDaniel T. Hickey, Grant T. Chartrand. [doi]
• Preparing Students for Learning Statistics with Adventure Game: Learning Cycle Model of Gaming, Watching, and PracticingHiroki Oura, Ryohei Ikejiri, Kae Nakaya, Ryota Yamamoto, Yuhei Yamauchi. [doi]
• The Effect of the Prior Collaborative Experience on the Effectiveness and Efficiency of Collaborative LearningJimmy Zambrano R., Femke Kirschner, Paul A. Kirschner. [doi]
• Redistributing Epistemic Agency: How Teachers Open Up Space for Meaningful Participation in ScienceMonlin Ko, Christina Krist. [doi]
• Doing Science with Fidelity to Persons: Instantiations of Caring Participation in Science PracticesChristina Krist, Enrique Suárez. [doi]
• Applying Group Communication Analysis to Educational Discourse Interactions at ScaleNia Dowell, Oleksandra Poquet, Christopher Brooks 0001. [doi]
• Eye Tracking Students' Gazes on Feedback in a Digital Assessment GameMaria Cutumisu, Krystle-Lee Turgeon, Lydia Marion González, Tasbire Saiyera, Steven Chuong, Daniel L. Schwartz. [doi]
• Facilitation in Informal MakerspacesSarah Priscilla Lee, David Bar-El, Kit Martin, Marcelo Worsley. [doi]
• Making Energy Easy: Interacting with the Forces Underlying Chemical Bonding Using ELI-Chem SimulationAsnat R. Zohar, Sharona T. Levy. [doi]
• Identifying Reflective and Non-Reflective Group Consensus Strategies for Evidence-Based Scientific ArgumentationSusan A. Yoon, Miyoung Park, Emma Anderson. [doi]
• Professional Development for Secondary Science Teachers: A Faded Scaffolding Approach to Preparing Teachers to Integrate ComputingColby Tofel-Grehl, Kristin A. Searle, David F. Feldon. [doi]
• Rituals, Explorations, and Cultural Resources in the Mathematics Classroom: When Arguing Does Not Help LearningNadav Ehrenfeld, Einat Heyd-Metzuyanim. [doi]
• Playing Well with Others: An Ethnographic Examination of a Cross-Disciplinary Science-Theatre CollaborationAriella Flora Suchow. [doi]
• Why Can't We All Just Get Along?: Focusing on Socioemotional Climates to Understand Emotions in Collaborative LearningNikki G. Lobczowski. [doi]
• Multimodal Texts and Tasks in Elementary Project-based ScienceMiranda S. Fitzgerald, Annemarie S. Palincsar. [doi]
• Playing with fractions on an Interactive floor application: An exploratory case study in the math classroomMarianna Ioannou, Andri Ioannou. [doi]
• The Effect of Inhibiting Hand Gestures on Mathematical ReasoningCandace A. Walkington, Dawn Woods, Mitchell J. Nathan, Geoffrey Chelule, Min Wang. [doi]
• Affordances of Digital, Textile and Living Media for Designing and Learning Biology in K-12 EducationYasmin B. Kafai, Mike Horn, Joshua A. Danish, Megan Humburg, Xintian Tu, Bria Davis, Chris Georgen, Noel Enyedy, Paulo Blikstein, Tamara L. Clegg, Virginia L. Byrne, Leyla Norooz, Seokbin Kang, Jon Froehlich, Justice Toshiba Walker, Debora Lui, Emma Anderson, Engin Bumbacher, Peter Washington 0001, Ingmar H. Riedel-Kruse. [doi]
• Enhancing Reflective Learning Experiences in Museums Through Interactive InstallationsHai Huang, Wei Hong Lo, Kher Hui Ng, Timothy Brailsford, Claire O'Malley. [doi]
• Middle School Student Ideas on the Relative Affordances of Physical and Virtual ModelsElizabeth A. McBride, Jonathan M. Vitale, Marcia C. Linn. [doi]
• Shifting Educational Activity Systems: A Cross-Case Analysis of Science Education Reform Efforts in Large Scale SystemsDeborah Morrison, Gina Tesoriero, Philip Bell. [doi]
• Examining Virtual Reality Based Learning Design for Children with Autism via Seasonal Index AnalysisFengfeng Ke, Jewoong Moon. [doi]
• Accessibility, Making and Tactile Robotics: Facilitating Collaborative Learning and Computational Thinking for Learners with Visual ImpairmentsJooyoung Seo, Gabriela T. Richard. [doi]
• Social and Cognitive Group Awareness to Aid Argumentation about Socially Acute Questions on Social MediaMarielle Dado, Daniel Bodemer. [doi]
• Making Mathematical Thinking Visible Through TechnologyJeffrey Bush, Brent Milne. [doi]
• Visual Feedback for Asynchronous Online Interaction: Exploratory Study on the Pattern of Other-regulationJiyoung Lim, Ji-Hyun Lee, Kyu Yon Lim. [doi]
• Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future DirectionsMarcia C. Linn, Bat-Sheva Eylon, Adi Kidron, Libby F. Gerard, Emily Toutkoushian, Kihyun, Kristin Dana Bedell Bedell, Amanda Swearingen, Doug Clark, Satyugjit Virk, Jackie Barnes, Deanne Adams, Hava Ben-Horin, Yael Kali, Tali Tal, Ornit Sagy, Alisa Acosta, Jim Slotta, Camillia Matuk, Christopher M. Hovey, Talia A. Hurwich, Juan Pablo Sarmiento, Jennifer L. Chiu, James P. Bywater, James Hong, Jonathan Osborne, Diana Laurillard. [doi]
• Co-Navigating Mobilized Student Inquiry Across Multiple ContextsRyan Rish, Aijuan Cun. [doi]
• STEAM Learning in an In-school Makerspace: The Role of Distributed Spatial SensemakingKay E. Ramey, Reed Stevens, David H. Uttal. [doi]
• Matching Data-Driven Models of Group Interactions to Video Analysis of Collaborative Problem Solving on Tablet ComputersLuc Paquette, Nigel Bosch, Emma Mercier, Jiyoon Jung, Saadeddine Shehab, Yurui Tong. [doi]
• Refutation Text and Argumentation to Promote Conceptual ChangeChrista S. C. Asterhan, Maya S. Resnick. [doi]
• Multimodal Reflection: Adolescents Remixing and Sharing their Experiences in an Informal STEM+L AcademyBlaine E. Smith, Ji Shen, Shiyan Jiang, Guanhua Chen, Marie Hamaoui, Juan Torralba. [doi]
• Rethinking Loafers: Understanding the Productive Functions of Off-Task Talk During Collaborative Mathematics Problem-SolvingJennifer M. Langer-Osuna, Emma Gargroetzi, Rosa Chavez, Jen Munson. [doi]
• Scaffolding Peer Facilitation in Computer-Supported Problem-Based Learning EnvironmentsAsmalina Saleh, Cindy E. Hmelo-Silver, Yuxin Chen, Katherine Shanahan, Jonathan P. Rowe, James C. Lester. [doi]
• Examining the Role of Explicit Epistemic Reflection in Promoting Students' Learning from Digital TextFeng Lin, Dana Gnesdilow, Nicole D. Martin, Catherine Dornfeld Tissenbaum, Sadhana Puntambekar. [doi]
• Learning From Errors - The Effect of Comparison Prompts in Instruction After Problem Solving SettingsKatharina Loibl, Timo Leuders. [doi]
• A Study of Collaborative Knowledge Construction in STEM via Educational RoboticsChrysanthos Socratous, Andri Ioannou. [doi]
• Designing From Outer Space: Tensions in the Development of a Task to Assess a Crosscutting ConceptErin Marie Furtak, Torsten Binder, Kate Henson. [doi]
• Criss Crossing Science Domains in Knowledge Building Communities: An Exploratory StudyAhmad Khanlari, Gaoxia Zhu, Stacy Costa, Marlene Scardamalia. [doi]
• Design Math: Middle-School Youth Making Math by Building YurtsKylie A. Peppler, R. Mishael Sedas, Tarrence Banks, John Searcy, Scott R. Wallace. [doi]
• Science Teachers' Communities of Practice and Policy ImplementationKathryn Bateman, Scott McDonald. [doi]
• Measuring Awe and Critical Thinking in a Science MuseumAaron Price, Jana Greenslit, Lauren Applebaum, Gloria Alicia Segovia, Chaucey Slagel, Kimberly A. Quinn, Sheila Krogh-Jespersen. [doi]
• Videocase Complexity and Preservice Teacher Noticing: Examining the Effects of Cognitive LoadAlison Castro Superfine, John Bragelman. [doi]
• Measuring Integrated Knowledge - A Network Analytical ApproachMarcus Kubsch, Jeffrey Nordine, Knut Neumann, David Fortus, Joseph Krajcik. [doi]
• Trade-offs in Using Mobile Tools to Promote Action with Socioscientific IssuesSusan A. Yoon, Jooeun Shim, Noora F. Noushad. [doi]
• Fabric-based Computing: New Materials for Learning Computer ScienceAnna Keune. [doi]
• Young Children's Inquiry Within and Across SettingsDanielle T. Keifert. [doi]
• Learning to Think Computationally: Comparative Outcomes of a Robotics Workshop for GirlsFlorence R. Sullivan, P. Kevin Keith, Ali Soken, Duy Pham. [doi]
• "Sorry if I'm Leaving You in the Dust": Toward Understanding the Importance of Student Goals in Collaborative Problem SolvingMehmet Celepkolu, Kristy Elizabeth Boyer. [doi]
• Enhancing Online Structured Dialogue During Teaching Internships Through Digital Storytelling to Promote Professional SocializationToshio Mochizuki, Takeshi Kitazawa, Jun Oshima, Hideyuki Suzuki, Hideo Funaoi. [doi]
• Investigating the Impact of an Online Collaboration Course on Students' Attitudes and LearningSoniya Gadgil, Maggie Braun, Ken Hovis, Martha Harty, Marsha C. Lovett. [doi]
• ERCHI: A Framework for Identifying Observable Signifiers of Student Engagement in Practice Based Learning to Inform the Design of Learning AnalyticsRose Luckin, Mutlu Cukurova. [doi]
• Tracking the Flow of Discussion Topics in an Inquiry Science UnitCatherine Dornfeld Tissenbaum, Sadhana Puntambekar. [doi]
• Personal Experience and Emotion in Making Sense of Literary TextsTeresa Sosa, Allison H. Hall. [doi]
• Using Classroom Video and Technology to Blend Teachers' Learning in Independent and Collegial ContextsAnushree Bopardikar, Susan Doubler. [doi]
• Negotiating Epistemic Agency and Target Learning Goals: Supporting Coherence from the Students' PerspectiveAliza Zivic, John F. Smith, Brian J. Reiser, Kelsey Edwards, Michael Novak, Tara McGill. [doi]
• A Geopositioning View of Teachers' Orchestration in Active Learning Classrooms: Following teachers' position/location within the classroomKevin Lenton, Elizabeth S. Charles, Michael Dugdale, Chao Zhang, Chris Whittaker, Nathaniel Lasry. [doi]
• Identifying Expansive Learning in Democratic Activity: A CHAT/DBR Approach to Community-Based Design PartnershipsJosé W. Meléndez. [doi]
• Knowledge Places: Embedding Knowledge in the Space of the ClassroomAnthony Perritano. [doi]
• Preschool-Age Children Practicing Science: The Intersection of Explanations, Modeling, and Gesture UseJulia Plummer, Amy Ricketts. [doi]
• Re-Engaging Youth: Using Discourse Analysis to Explore Individual Agency and Community BelongingGavin Tierney. [doi]
• Community Science Identity: Becoming Community Scientists in a Museum-based Genetics of Taste ProgramLeighanna Hinojosa, Rebecca D. Swanson, Joseph L. Polman. [doi]
• Cultivating Formative Intervention Research Partnerships in MathematicsCharles Munter, Cara Haines, Rebecca Bruton. [doi]
• Learning With Multi-representational Texts in a Second Language. An Eye-tracking InvestigationNurjanah Mohd Jaafar, Shaaron Ainsworth, Walter van Heuven. [doi]
• Learning Analytics in Support of Qualitative AnalysisBruce Sherin, Nicole Kersting, Matthew Berland. [doi]
• How Teachers Use Instructional Improvisation to Organize Science Discourse and Learning in a Mixed Reality EnvironmentMaggie Dahn, Noel Enyedy, Joshua A. Danish. [doi]
• The Role of Instructional Goal Setting for Teaching Computational Thinking in Robotics ClassroomsEben B. Witherspoon. [doi]
• Teaching and Learning Using Virtual Reality: Identifying and Examining Two Design Principles of Effective InstructionBritte Haugan Cheng, Cynthia D'Angelo, Sarah Zaner, Matthew Kam, Rhonya A. Hamada. [doi]
• Knowledge Building Inquiry and Reflection in Developing Children's Epistemology of ScienceCarol K. K. Chan, Cindy Xu, Feng Lin 0006. [doi]
• Researcher or Fellow Citizen? Looking for a Role Model in the HumanitiesAlex Young Pedersen, Francesco Caviglia. [doi]
• Pre-service Teachers' Perspectives on Computer Science Education Within an Equity-Oriented Teacher Education ProgramKelsey Tayne, R. Benjamin Shapiro, A. Susan Jurow, Max Hollingsworth. [doi]
• Empowering Transformative Agency through Critically Experimenting with Arts in Public SchoolingRaymond Kang. [doi]
• Designing Learning Environments to Facilitate CreativityJonan Donaldson. [doi]
• Learning with Songo: The African board gameRebecca Yvonne Bayeck. [doi]
• Using a video-based approach to develop pre-service science teachers' understanding of how to teach nature of scienceKennedy K. H. Chan, Ka Lok Cheng, Carol K. K. Chan, Benny Yung. [doi]
• Navigating "Disability" in "Intensive Instruction": Learner Complexity and Small EnvironmentsJessica Heather Hunt. [doi]
• What's the Difference? A Closer Look at Idea-Centric Analysis of Online Discourse in K12 and Higher Education SettingsAlwyn Vwen Yen Lee, Seng Chee Tan. [doi]
• Eliciting Student Explanations in an Undergraduate Biology Laboratory CourseAnna Strimaitis Grinath, Sherry A. Southerland. [doi]
• Studying the Interactions between Components of Self Regulated Learning in Open Ended Learning EnvironmentsAnabil Munshi, Ramkumar Rajendran, Jaclyn Ocumpaugh, Allison L. Moore, Gautam Biswas. [doi]
• Beyond Copy Room Collaboration: A Case Study of Online Informal Teacher Professional LearningRobin Keturah Anderson. [doi]
• Growing Teamwork Competency: A Mixed Methods Study of an Iterative Digital Formative Assessment ApproachElizabeth Koh, Jennifer Pei-Ling Tan, Helen Hong, Yi Huan Tee. [doi]
• Visualizations of Community Knowledge for Supporting Middle School Students to Model Phenomena in Scientific InquiryMichelle Lui, Tom Moher, Brenda López Silva. [doi]
• Video Data and the Learning Event: Four Case StudiesRicardo Nemirovsky, Elizabeth de Freitas, Kate O'Brien, Molly Kelton, Jasmine Y. Ma, Francesca Ferrara, Giulia Ferrari, Rogers Hall, Lauren Vogelstein, Nathalie Sinclair. [doi]
• Examining Parent-Child Communication and Affect During Tabletop Gameplay in a Children's Museum: Implications for LearningKristen Missall, Salloni Nanda, Caitlin Courshon, Ben DeVane, Jeremy Dietmeier, Ben J. Miller, Michala Brand. [doi]
• Students' Everyday Experiences as Resources in Whole-Class ConversationsAnniken Furberg, Kenneth Silseth. [doi]
• From Quantified Self to Building a More Fit Community: Data Tracking and Science Infographics as Boundary ObjectsStephen Sommer, Joseph L. Polman. [doi]
• Developing Assessment Tasks to Promote Student Sensemaking of Phenomena and Flexible ThinkingEmily Miller, Susan Codere, Joseph Krajcik. [doi]
• Enskilment in the Digital Age: The Interactional Work of Learning to DebugVirginia J. Flood, David DeLiema, Benedikt W. Harrer, Dor Abrahamson. [doi]
• Teachers Collaboratively Creating Micro-Credentials for Professional DevelopmentSandy Powell, Heather Leary, Lisa McLachlan, Karen Brock. [doi]
• A Collaboration Script for Nonverbal Communication Enhances Perceptual Fluency with Visual RepresentationsMartina A. Rau, Purav Patel. [doi]
• Critique Processes in Digital JournalismJessie S. Nixon. [doi]
• Towards a Radical Healing Praxis for Black Girls: Imagining Learning Environments that Foster the Sociopolitical Learning of Adolescent Black GirlsGinnie I. Logan. [doi]
• A Method for Determining the Extent of Recent Temporal Context in Analyses of Complex, Collaborative ThinkingAndrew R. Ruis, Amanda Siebert-Evenstone, Rebecca Pozen, Brendan R. Eagan, David Williamson Shaffer. [doi]
• Investigating the Coupling of Narrative and Locality in Augmented Reality Educational Activities: Effects on Students' Immersion and Learning GainsYiannis Georgiou, Eleni A. Kyza. [doi]
• Toward Using Multi-Modal Learning Analytics to Support and Measure Collaboration in Co-Located DyadsEmma L. Starr, Joseph M. Reilly, Bertrand Schneider. [doi]
• Constructing Entities in Scientific ModelsLeslie Atkins Elliott, Lauren Barth-Cohen. [doi]
• Designing Educative Curriculum Embedded within an Interactive Web-Based Platform to Facilitate Teacher LearningMiray Tekkumru Kisa, Christian Schunn. [doi]
• Conjecture Mapping the Library: Iterative Refinements Toward Supporting Maker Learning Activities in Small Community SpacesVictor R. Lee, Mimi Recker, Abigail Leigh Phillips. [doi]
• Making Energy Easy: Interacting With the Forces Underlying Chemical Bonding Using the ELI-Chem SimulationAsnat R. Zohar, Sharona T. Levy. [doi]
• Uncovering Students' Ecological Knowledge ResourcesLana M. Minshew, Kelly J. Barber-Lester, Sharon J. Derry, Janice L. Anderson. [doi]
• Representations of Progress in a Learning Community Curriculum for Grade 12 BiologyAlisa Acosta, Jim Slotta. [doi]
• Problem Scoping in Designing Biomimetic RobotsFayette Shaw, Kristen B. Wendell, Gillian Puttick, Debra Bernstein, Ethan Danahy. [doi]
• Agent-Based Models to Support Bioscience Learning in Nursing EducationIlana Dubovi, Victor R. Lee. [doi]
• The Assessment of Digital Reading Skills with Cognitive Diagnose for the Reading Achievement Test in ChinaYan Liu, Chuxin Fu, Xiaoqing Gu. [doi]
• Social Comparison Theory as Applied to MOOC Student Writing: Constructs for Opinion and AbilityHeeryung Choi, Nia Dowell, Christopher Brooks 0001. [doi]
• The Effects of the Productive "Visible-Annotation Tool" (P-"VAT") for Collaborative Knowledge Construction on Higher-Order Interaction and Collaborative OutcomeYoonhee Shin. [doi]
• Indoor Positioning Technology & Enhanced Engagement in Early Elementary Systems Thinking and Science LearningKylie A. Peppler, Naomi Thompson, Joshua A. Danish, Armin P. Moczek, Shenshen Han. [doi]
• A New Facet: Building Multifaceted Engineering IdentityJordan O. James, Vanessa Svihla, Chen Qiu, Abhaya K. Datye. [doi]
• 1692 An Enhanced Framework for Scale Cognition Leveraging Visual Metaphor Theory and Analogical Reasoning TheoryCésar Delgado, Matthew Peterson. [doi]
• Concrete Definition of Beneficial Collaborative DialoguesMichelene T. H. Chi. [doi]
• Evidence-based Reasoning of Pre-Service Teachers: A Script PerspectiveKatharina Kiemer, Ingo Kollar. [doi]
• Knowledge Analysis Outside the STEM ClassroomEleanor Anderson, Ayush Gupta, Thomas M. Philip, Lina Markauskaite, Yael Kali, Peter Goodyear, Arthur Hjorth, Olivia Levrini. [doi]
• Exploring the Margins of the Field: Rethinking STEM in EducationChristopher Peter Ostrowski, Sandra Becker, Zulay Diaz Caceres, Marilu Lam-Herrera, Stefan Rothschuh. [doi]
• Visualizing Complex Classrooms Through Real Time ObservationsJoey Huang, Andrea S. Gomoll, Erin Tolar, Cindy E. Hmelo-Silver, Selma Sabanovic. [doi]
• Distributed Representation of MisconceptionsZachary A. Pardos, Scott Farrar, John Kolb, Gao Xian Peh, Jong Ha Lee. [doi]
• "Your Turn!": Playing Cooperative Modern Board Games to Promote Perspective Taking and Cooperative AttitudesYu-Chi Wang, Jenifer Doll, Keisha Varma. [doi]
• Projected Worlds: How Informal Digital Learning Organizations Conceptualize Organizing Youth FuturesRafi Santo, Juan Pablo Sarmiento, June Ahn. [doi]
• The Design and Evaluation of Optimal Computerized Guidance for Invention Activities: The Invention CoachCatherine C. Chase, Helena Connolly, Marianna Lamnina, Vincent Aleven. [doi]
• Augmenting Formative Writing Assessment with Learning Analytics: A Design Abstraction ApproachSimon Knight 0001, Antonette Shibani, Simon Buckingham Shum. [doi]
• Using Machine Learning Techniques to Capture Engineering Design BehaviorsJames P. Bywater, Mark Floryan, Jennifer L. Chiu, Jie Chao, Corey Schimpf, Charles Xie, Camilo Vieira, Alejandra J. Magana, Chandan Dasgupta. [doi]
• Comparing First- and Third-Person Perspectives in Early Elementary Learning of Honeybee SystemsKylie A. Peppler, Naomi Thompson, Joshua A. Danish, Armin P. Moczek, Seth Corrigan. [doi]
• Mobility, Diversity, and Openness: Distilling Design Principles for Equitable and Accessible MakerspacesKylie A. Peppler, Anna Keune, Justin Whiting. [doi]
• Social Reading: Field Study with an In-Home Learning Companion RobotJoseph E. Michaelis, Bilge Mutlu. [doi]
• Teachers' Views on Supporting Self-Regulated Learning in Early Childhood Science EducationAudrey K. Kittredge, Natalie Day, Lenka Janik Blaskova, Heyi Zhang, Sara Baker. [doi]
• A Learning Sciences Perspective on the Development of Teachers' Digital ThinkingYu-Hui Chang. [doi]
• "My Favorite Part is When We Tell the Truth": Identity and Agency in Middle School Youth's Climate Science Digital StorytellingElizabeth M. Walsh, Elizabeth Smullen, Eugene Cordero. [doi]
• Leave Some Space to Think: Can Less Guidance Bring More Product?Jinju Lee, Hyun Joo, Dongsik Kim. [doi]
• Parents' decontextualized talk during early childhood predicts the neural basis of narrative processing in later childhoodÖzlem Ece Demir-Lira, Salomi S. Asaridou, Susan C. Levine, Susan Goldin-Meadow, Steven L. Small. [doi]
• Characterizing Digital Contexts of Collaborative Learning: An Updated Classification Scheme for Computer-Mediated CommunicationAlyssa Friend Wise, Trena Paulus. [doi]
• Mapping Networks to Help Education Leaders Gain Insights into Complex Educational SystemsRobbin Riedy, Katie Van Horne, Philip Bell, William R. Penuel, Tiffany Neill, Sam Shaw. [doi]
• Peer Tutor Matching for Introductory Programming: Data-Driven Methods to Enable New Opportunities for HelpNicholas Diana, Michael Eagle, John C. Stamper, Shuchi Grover, Marie A. Bienkowski, Satabdi Basu. [doi]
• Orchestration tools for teachers in the context of individual and collaborative learning: what information do teachers need and what do they do with it?Anouschka van Leeuwen, Nikol Rummel, Kenneth Holstein, Bruce M. McLaren, Vincent Aleven, Inge Molenaar, Carolien Knoop van Campen, Baruch B. Schwarz, Naomi Prusak, Osama Swidan, Avi Segal, Kobi Gal. [doi]
• Curiosity Practice: A Powerful New Lever for Fostering Science EngagementLeema K. Berland, Rosemary S. Russ, Noah Weeth Feinstein. [doi]
• The State of the Field in Computational Thinking AssessmentMike Tissenbaum, Josh Sheldon, Mark A. Sherman, Hal Abelson, David Weintrop, Kemi Jona, Mike Horn, Uri Wilensky, Satabdi Basu, Daisy Rutstein, Eric Snow, Linda Shear, Shuchi Grover, Irene A. Lee, Eric Klopfer, Gayithri Jayathirtha, Mia S. Shaw, Yasmin B. Kafai, Eni Mustafaraj, Will Temple, R. Benjamin Shapiro, Debora Lui, Clara Sorensen. [doi]
• Equity in the Learning Sciences: Recent Themes and PathwaysSuraj Uttamchandani. [doi]
• Technology to Support Students' Learning Mathematics from Other Students WorkJeffrey Bush, Brent Milne. [doi]
• Mobilizing Learning Progressions for Teacher Use: Examining the Utility of Outside Learning Progressions in Task Co-designErin Marie Furtak, Kelsey Tayne. [doi]
• Socialization and Cognitive Apprenticeship in Online Doctoral ProgramsMurat Öztok, Kyungmee Lee, Clare Brett. [doi]
• Measuring Maker Mindset: Establishing Content Validity with Card SortingJonathan Cohen, Lauren E. Margulieux, Maggie Renken, Shaunna F. Smith, W. Monty Jones. [doi]
• Revitalizing Japanese Lesson Study through Shared Tools Embedded in Design-Based Implementation ResearchShinya Iikubo, Moegi Saito, Hajime Shirouzu, Erika Atarashi. [doi]
• In the Hive: Designing for Emergence When Teaching Complex Systems In Early ChildhoodKylie A. Peppler, Naomi Thompson, Joshua A. Danish, Armin Moczek. [doi]
• Measuring Students Epistemic Understanding of, and Beliefs About, Political MediaJeremy Stoddard, Jason Chen. [doi]
• Transporting Knowledge: A Case Study of Meaning Making on the Pathways of Science CommunicationPryce Davis. [doi]
• Competing Epistemologies in the Construction of Popular SciencePryce Davis. [doi]
• Cultural Repertoires: Indigenous youth creating with place and storyKristin A. Searle, Teresa Casort, Breanne K. Litts, Bryan McKinley Jones Brayboy, Sequoia Lynn Dance, Yasmin B. Kafai. [doi]
• Domain-General Metacognitive Instruction Reduces Productive Learning Behaviors and Performance?Darrel Davis, J. Elizabeth Richey, Cristina D. Zepeda. [doi]
• The Challenge of Assessing "Knowledge in Use": Examples from Three-Dimensional Science Learning and InstructionJames W. Pellegrino, Brian Gane, Sania Zahra Zaidi, Christopher J. Harris 0002, Kevin W. McElhaney, Nonye Alozie, Phyllis Haugabook Pennock, Samuel J. Severance, Knut Neumann, David Fortus, Joseph Krajcik, Jeffrey Nordine, Erin Marie Furtak, Derek Briggs, Rajendra Chattergoon, William R. Penuel, Kerri Wingert, Katie Van Horne. [doi]
• Designing for Axiological Innovation within Family-Centered Learning EnvironmentsEnrique Suárez, Carrie Tzou, Megan Bang, Meixi Ng, Ricarose Roque, Nichole Pinkard, Raymond McDermott, Brigid Barron, Shelley V. Goldman, Megan Luce, Tanner Vea, Luke Conlin, Philip Bell, Caitlin Kennedy Martin. [doi]
• Epistemic Agency as a Members' ExperienceDanielle T. Keifert, Christina Krist, Déana Scipio, Anna McLean Phillips. [doi]
• Game Design Literacy as a Problem-Solving DispositionBeaumie Kim, Reyhaneh Bastani. [doi]
• Social Positioning Newcomer Roles on a High School Robotics Team: A Chronotopic Micro-AnalysisColin Hennessy Elliott. [doi]
• Mapping student reasoning in support of mathematics teacher candidate digital learningLaurie Overman Cavey, Tatia B. Totorica, Michele Carney, Patrick R. Lowenthal, Jason Libberton. [doi]
• Transitioning to an Integrated Science Teaching Model: Easier Said than DoneAshley Iveland, Elizabeth B. Dyer, Edward Britton, Burr Tyler, Joshua Valcarcel. [doi]
• Chinese Character Composition Game for Collaborative Language LearningYun Wen, Wenli Chen. [doi]
• Emergent Leadership and Its Influence on Collaborative and Individual ReasoningJingjing Sun, Emmanuella Datu, Gary A. Warchola, Richard C. Anderson. [doi]
• Life-long Life-wide Learning within and Beyond the DisciplinesLeslie R. Herrenkohl, Kristine Lund, Joseph L. Polman, Josh Radinsky, Dan Suthers, Iris Tabak, Adi Kidron. [doi]
• "Ohhh, Now I Can Do It!": School-age Children's Spontaneous Mathematical Sensemaking in Construction PlayLara Jasien, Ilana Seidel Horn. [doi]
• Dealing With Changes and Challenges: Grade 5 Students' Experience with Knowledge Building Pedagogy in a Yearlong Science InquiryHe Zhou, Jianwei Zhang 0004. [doi]
• "But We Don't Have Beta-Cells": Agent-Based Models to Support Health EducationIlana Dubovi, Sharona T. Levy, Milana Levy, Nehama-Levin Levin, Efrat Dagan. [doi]
• Supporting Undergraduate Bioscience Learners in Problem-Solving Process Skills Using a Technology-Enhanced Learning EnvironmentAnurag Deep. [doi]
• Science Literacy in Controversial Contexts: An Epistemic Balancing ActAviv J. Sharon, Ayelet Baram-Tsabari. [doi]
• Using Multiple Embodied Representations to Support Learners in Making Connections Across Modeling ActivitiesChris Georgen. [doi]
• Uncertainty Management in Science ArgumentationCatherine E. Cullicott, Ying-Chih Chen. [doi]
• Science Engagement and Identities in Everyday Family LifeDana Vedder-Weiss. [doi]
• Concepts Before Coding: The Impact of Classroom Culture and Activity Design on Student Engagement with Computer Science ConceptsPatrik Lundh, Shuchi Grover, Nicholas Jackiw. [doi]
• Exploring Relevant Problem-Solving Processes in Learning from Productive FailureCharleen Brand, Christian Hartmann 0005, Nikol Rummel. [doi]
• Experts' Goals and Constraints when Discussing Vaccines with Laypeople on a Facebook GroupAviv J. Sharon, Ayelet Baram-Tsabari. [doi]
• Revising Biology Misconceptions Using Retrieval Practice and Explanation PromptsMerrin Oliver, Maggie Renken, Joseph Jay Williams. [doi]
• Assessing the Validity of Peer Feedback in a Sixth Grade Mathematics ClassMelissa Patchan, Karen Rambo-Hernandez, Brianna Dietz, Kennedy Hathaway. [doi]
• Mentors in the Making: A Case Study of Heterogeneity in Meaning Making at a Public Library MakerspaceTesha Sengupta-Irving, Lauren Vogelstein, Corey E. Brady, Emily Phillips Galloway. [doi]
• Using Iterative Design to Create Efficacy-Building Social Experiences with a Teachable RobotNichola Lubold, Erin Walker, Heather Pon-Barry, Yuliana Flores, Amy Ogan. [doi]
• Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM EducationDor Abrahamson, Alejandro Andrade, Oskar Lindwall, Arthur Bakker, Mitchell J. Nathan, Candace Walkington, Robb Lindgren, David E. Brown, Asnat R. Zohar, Sharona T. Levy, Joshua A. Danish, Adam Maltese, Noel Enyedy, Megan Humburg, Asmalina Saleh, Maggie Dahn, Christine Lee, Xintian Tu, Bria Davis, Chris Georgen. [doi]
• Relating Social Network Structure to Uncertainty and Social Interaction in an Engineering Design ChallengeChristiana Bruchok, Nicole Bowers, Michelle E. Jordan, Wendy Wakefield, Bernard Ricca. [doi]
• Flow in Computer-Supported Collaborative Problem-SolvingGaëlle Molinari, Sunny Avry. [doi]
• An Analysis of Collective Knowledge Advancement and Emergent Nature of Ideas in Subject-Matter LearningJun Oshima, Takashi Tsunakawa. [doi]
• A Principled Approach to Designing Assessments That Integrate Science and Computational ThinkingSatabdi Basu, Kevin W. McElhaney, Shuchi Grover, Christopher J. Harris 0002, Gautam Biswas. [doi]
• Collaborative, Multi-perspective Historical Writing: The Explanatory Power of a Dialogical FrameworkYifat Ben-David Kolikant, Sarah Pollack. [doi]
• Solder and Wire or Needle and Thread: Examining the Effects of Electronic Textile Construction Kits on Girls' Attitudes Towards Computing and ArtsRichard Lee Davis, Chris Proctor, Michèlle Friend, Paulo Blikstein. [doi]
• Acceptance and Refusal: Examining conflicting goals within co-designKristina Stamatis. [doi]
• Exploring the Unknown: Supporting Students' Navigation of Scientific Uncertainty With Coupled MethodologiesJulia Svoboda Gouvea, Aditi Wagh. [doi]
• Learning Design Through Science vs. Science Through DesignElizabeth A. McBride, Jonathan M. Vitale, Marcia C. Linn. [doi]
• Interdependence as a Treatment Effect: An Example From Group Awareness ResearchLenka Schnaubert, Daniel Bodemer. [doi]
• Learner Expertise and Emotional Design in Multimedia LearningThomas K. F. Chiu. [doi]
• Exploring Design Trade-offs in Incorporating Making Activities into High School Science CurriculumsGrace Ann Flanagan-Hall, Jue Wu, Kinnari Atit, Kay E. Ramey, Mark Vondracek, Kemi Jona, David H. Uttal. [doi]
• Effects of expertise on teachers' technology-supported teaching scriptsChristina Wekerle, Ingo Kollar. [doi]
• Scaffolding Authentic Scientific Inquiry Experiences for Early Elementary Learners using Wearable TechnologyVirginia L. Byrne, Seokbin Kang, Leyla Norooz, Rafael Velez, Monica Katzen, Afe Addeh, Jon Froehlich, Tamara L. Clegg. [doi]
• The Role of Social-academic Goals in Chinese Students' Self-regulated LearningJing Wang, Kun Liu, Guanzhong Ma. [doi]
• Informing the Design of Teacher Awareness Tools through Causal Alignment AnalysisKenneth Holstein, Bruce M. McLaren, Vincent Aleven. [doi]
• Politicization as Learning: Centring Racialization, Colonialism, and Gender in Learning Sciences AnalysisJoe Curnow. [doi]
• Elementary Science Preservice Teachers' Use of Evidence from Rehearsals When Reflecting on Revisions of Their PracticeAnna Maria Arias, Sarah J. Fick, Amanda Benedict-Chambers. [doi]
• The Impact of a Lego Exhibit on Awareness of the Roles and Identities of EngineersGloria Alicia Segovia, Aaron Price, Jana Greenslit, Rabia Ibtasar. [doi]
• "We Were on the Same Level": Young Engineering Researchers Taking Up Agentive Positions in a Diverse Learning CommunityWendy Wakefield, Michelle E. Jordan, Mia DeLaRosa. [doi]
• How Does Expansive Curricular Framing Support Productive Epistemological Framing of Computational Modeling Activities?Aditi Wagh, Julia Svoboda Gouvea. [doi]
• Robots That Help: Moving Toward Human-Centered DesignsErin Tolar, Andrea S. Gomoll, Pei-Jung Li, Benjamin C. Oistad, Selma Sabanovic, Cindy E. Hmelo-Silver. [doi]
• Improving Elementary Students' Literacy through Knowledge BuildingPei-Yi Lin, Leanne Ma, Yu-Hui Chang, Huang-Yao Hong, Chiu Pin Lin. [doi]
• Turning to Experience Negative Signs as OperationsJulie Nurnberger-Haag. [doi]
• Will Time Tell? Exploring the Relationship Between Step Duration and Student PerformanceIrene-Angelica Chounta, Paulo Carvalho 0004. [doi]
• Problematic Instruments: Technology, Legitimization, and Citizen ScienceKevin A. Nguyen. [doi]
• Introducing Bifocal Modeling Framework in Elementary School: Learning Science Using Tangible Modeling ToolsTamar Fuhrmann, Engin Bumbacher, Paulo Blikstein. [doi]
• Words Mean Things: How Museum Workers' Discursive Practices Position the Diverse Communities They Seek to EngageKrystal Villanosa, Mike Horn. [doi]
• Computation, Constructivism, and Curriculum DesignShayan Doroudi. [doi]
• Game-talk: Media-based mentoring as a process of reframing relationships and reframing perspectivesDeena Gould, Priyanka Parekh. [doi]
• Infrastructuring for Participatory Design of School Technology Practices: How Students Refined Design PracticesUng-Sang Lee. [doi]
• Youth, Learning and Social Media in K-12 Education: The State of the FieldEmilia Askari, Diana Brandon, Sarah Galvin, Christine Greenhow. [doi]
• "Things are Made to Fail": Constructive Failures in a Middle School Robotics CurriculumAndrea S. Gomoll, Erin Tolar, Cindy E. Hmelo-Silver, Selma Sabanovic. [doi]
• "I'm Going to Fail": How Youth Interpret Failure Across Contextual BoundariesAmber Simpson, Alice Anderson, Adam Maltese, Megan Goeke. [doi]
• Open Discussions of Historical Activity Inquiry QuestionsThérèse Laferrière, Alain Breuleux, Sylvie Barma, Gyeong Mi Heo, Stephanie Beck, Nilou Baradaran, Alice Vanlint. [doi]
• "I Have an Opinion about Science I Think Part is True and Part is Not": Emergent Bilingual/Multilingual Adolescents "Figuring" Science Learning Through Virtual LabsShakhnoza Kayumova, Suzanne Cardello. [doi]
• Equity-oriented STEM-rich Making Among Youth From Historically Marginalized CommunitiesAngela Calabrese Barton, Edna Tan. [doi]
• Secondary Students' Model-Based Reasoning about Earth Systems: Practice, Epistemology, and Conceptual UnderstandingCory T. Forbes, Mark A. Chandler, Devarati Bhattacharya, Tina Vo, Jane Griffin. [doi]
• Expanding the Maker Movement by Recentering "Building for Others" in Construction ActivitiesNathan R. Holbert, Sawaros Thanapornsangsuth. [doi]
• Dropping in to Game Design: Iterations of a Skatepark Physics Game for a Children's Museum ExhibitBen DeVane, Jeremy Dietmeier, Ben J. Miller, Kristen Missall, Salloni Nanda. [doi]
• Making Uncertainty Work: How youth manage uncertainty to shape learning trajectories in a school makerspaceColin Dixon, Lee M. Martin, Sagit Betser. [doi]
• Supporting SEL Learning in Progressive Design ContextsDhvani Toprani, Marcela Borge, Yu Xia. [doi]
• Using Example-based PF Conditions to Investigate Preparatory Effects of Problem-solving Prior to InstructionChristian Hartmann 0005, Nikol Rummel, Tamara van Gog. [doi]
• Europa Universalis IV the Grandest LAN Party: A case studyMagdalene Moy. [doi]
• Computational Discourse in a Role-Playing Game PodcastJoshua Gabai, Matthew Berland. [doi]
• Defining and Assessing Risk Analysis: The Key to Strategic Iteration in Real-World Problem SolvingSpencer Evan Carlson, Leesha Maliakal, Daniel Rees Lewis, Jamie Gorson, Elizabeth Gerber, Matthew W. Easterday. [doi]
• Do Alternative Instructional Approaches Result in Different Learning Progressions?Moraima Castro-Faix, Amber Todd, William L. Romine, Ravit Golan Duncan. [doi]
• Sketching and Gesturing for New Ideas in Collaborative DesignTellervo Härkki, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen. [doi]
• Opening the Door to Algebra: The Role of Fraction Knowledge in Algebra LearningJulie L. Booth, Kristie J. Newton, Laura L. Pendergast, Christina Barbieri. [doi]
• Authentic Learning and Teaching in an Out-of-School Lab - First Steps towards Empirical Investigation of a Theoretical ModelValentina Nachtigall, Angelina Keuschnig, Lena Behrendt, Laura Brune. [doi]
• LGBT+ in STEM: The Transgender ExperienceVanessa Webb, Apriel K. Hodari, Angela Johnson, Rose Nicole Young, Elizabeth Mulvey. [doi]
• Examining the Role of Unpacking 3-Dimensional Teaching and Learning in Museum-Based Professional DevelopmentGauri A. Vaishampayan, Aaron Price, Kyle Kauffman, Patricia Messersmith, Laura Rico-Beck, Brian Gane. [doi]
• Towards a Cognitive Ecological Framework in CSCLMarcela Borge, Emma Mercier. [doi]
• Cueing Gestures in a Seasons Simulation: Outcomes of an Embodied Learning Approach to Supporting ExplanationsRobert C. Wallon, Robb Lindgren. [doi]
• Talking Past One Another: Looking for signs of Conversational Mismatch in One 6th grade Science ClassroomMonlin Ko, Andrew Elby. [doi]
• A Look at the First Two years of a 5-Year Longitudinal Study of an OST Program's Impact on STEM Career InterestAaron Price, Angela D. Skeeles-Worley, Robert Tai. [doi]
• Understanding, Redefining, and Designing for Broadening ParticipationDéana Aeolani Scipio. [doi]
• Data Moves: Restructuring Data for Inquiry in a Simulation and Data Analysis EnvironmentMichelle Hoda Wilkerson, Kathryn A. Lanouette, Rebecca Shareff, Natalya St. Clair, Nicole Bulalacao, Tim Erickson, Joan I. Heller, William Finzer, Frieda Reichsman. [doi]
• Leveraging MOOCs for Blended Learning: Capturing Effective 'Wrapping' Strategies with a Learning Design Pattern LanguageLing Li, Nancy Law. [doi]
• Dynamic Exploration on Self-explanation Prompts in Complex TasksHyun Joo, Jinju Lee, Dongsik Kim. [doi]
• Tracing Bodies Through Liminal Blends during Play-based Inquiry in a Mixed Reality EnvironmentDanielle T. Keifert, Noel Enyedy, Joshua A. Danish, Christine Lee, Maggie Dahn, Lindsay Lindberg. [doi]
• Supporting the Development of Teacher Candidate Formative Assessment PracticeKate Henson. [doi]
• Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science TeamsSimon Knight 0001, Kate Thompson. [doi]
• Comparison of 3D Display Technologies for Embodied Interaction in Virtual Hands-On Experiential LearningYulong Bian, Qiuchen WANG, Chao Zhou 0012, Guowen Qi, Chenglei Yang, Xiangxu Meng, Chia Shen. [doi]
• Research Questions to Support Conversational Learning in the Era of Ubiquitous, Mobile AgentsBob Schloss, Maria D. Chang, Aditya Vempaty, Arup Acharya, Ravindranath Kokku, Lorin Wilde, Nirmal Mukhi. [doi]
• Equitable Science Outcomes and School Organizational ConditionsJohn Settlage. [doi]
• Sequencing Arithmetic, Area, and Algebraic Instruction for Teaching the Distributive PrincipleSoo-hyun Im, Sashank Varma. [doi]
• Towards a Framework for Smart Classrooms that Teach Instructors to TeachDavid Gerritsen, John Zimmerman, Amy Ogan. [doi]
• Developing Productive Discourse among Low Achievers in a Knowledge Building EnvironmentYuyao Tong, Carol K. K. Chan, Jan van Aalst. [doi]
• Assessing Prerequisites and Processes of Self-, Co- and Shared Regulation during Collaborative LearningLiesje De Backer, Ingo Kollar, Christopher A. Williams, Tina Seufert, Armin Weinberger, Nadine Melzner, Martin Greisel, Markus Dresel, Jolique Kielstra, Inge Molenaar, Hilde van Keer, Martin Valcke, Raija Hämäläinen. [doi]
• Rising Above? Implications of Complexity for Theories of LearningMichael J. Jacobson, Manu Kapur, Peter Reimann 0001, Sten R. Ludvigsen, Stella Vosniadou, Mitchell J. Nathan, Sasha A. Barab, Clark A. Chinn. [doi]
• Collaboration Scripts Should Focus on Shared Models, Not on Drawings, to Help Students Translate Between RepresentationsSally P. W. Wu, Martina A. Rau. [doi]
• Learning Loops: Affordances and Challenges of Project BloksVeronica Lin, Paulo Blikstein. [doi]
• Achievement Goals and Team Leadership in Online Small Group LearningLin Lu, Kui Xie. [doi]
• Networked by Design: Interventions for Teachers to Develop Social CapitalSusan A. Yoon, Charles W. Anderson, Kira J. Baker-Doyle, Maarten De Laat, Elizabeth Xeng de los Santos, Kenneth A. Frank, Megan Hopkins, Qinyun Lin, Stefanie Marshall, Katie A. Miller, Femke Nijland, William R. Penuel, Matthew Shirrell, Rafi Santo, Bieke Schreurs, James P. Spillane, Daniël van Amersfoort, Latricia Chanel Whitfield. [doi]
• "This is for boys. You did it?": Agency Under Construction in a Girls-Only Design and Making ProgramSagit Betser, Lee M. Martin. [doi]
• When is it safe enough? Considering Diversity and Equity When Brokering Pre-Professional Opportunities to Youth of ColorRafi Santo, Dixie Ching, Eda Levenson, Geneva White, Mikey Cordero, Kylie A. Peppler, Christopher Hoadley. [doi]
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• Defining, Designing, and Documenting Computational Thinking Across K-12 EducationDavid Weintrop. [doi]
• Rethinking TPACK in the Digital Age: 
 Non-Linear Relationships between Learning by Design, 
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• The Structures of Embodied Play Activities and Their Impact on Students' Exploration of the Particulate Nature of MatterBria Davis, Xintian Tu, Joshua A. Danish, Noel Enyedy. [doi]
• Teachers' Values in Co-Design of an Art-Science-Computation UnitLila Finch, R. Benjamin Shapiro, Franziska Carstens. [doi]
• Failure to Replicate Using Dialogue Videos in Learning: Lessons Learned from an Authentic CourseLu Ding, Joshua Adams, Michelle D. Stephens, Sara Brownell, Michelene T. H. Chi. [doi]
• Forms of Emergent Collaboration in Maker-Based LearningErica Halverson, Breanne K. Litts, Brian Gravel. [doi]
• Designing Technology as a Cultural Broker for Young Children: Challenges and OpportunitiesYanghee Kim, Sherry Marx, Hung Pham Ngoc, Tung Nguyen. [doi]
• The visual test of science identity (VTSI)Amy Semerjian, Luke Duesbery, Jim Slotta. [doi]
• The Challenge of Working With the Future Within STEM EducationGiulia Tasquier, Olivia Levrini, Antti Laherto, Caitlin Wilson, Elina Palmgren. [doi]
• The Influence of Students' Cognitive and Motivational Characteristics on Differences in Use and Learning Gain in an E-Learning EnvironmentCharlotte Larmuseau, Jan Elen, Piet Desmet, Fien Depaepe. [doi]
• Design of a Virtual Internship to Develop Technological Pedagogical Content KnowledgeDiler Oner. [doi]
• A Focus on Contribution Towards Product and Performance in Collaborative DesignColin Hennessy Elliott, Sarah C. Radke, Jasmine Y. Ma. [doi]
• Identifying Methods to Induce Productive Confusion for Improving Performance in PhysicsJeremiah Sullins, Katie Console, Rebecca Denton, Clayton Henrichson. [doi]
• Design Matters: The Impact of Technology Design on Students' Inquiry BehaviorsEngin Bumbacher, Zahid Hossain 0001, Ingmar H. Riedel-Kruse, Paulo Blikstein. [doi]
• Investigating Third Grade Students' Collaboration in Project-Based Learning to Inform Curriculum DesignKathleen M. Easley, Miranda S. Fitzgerald, Annemarie S. Palincsar. [doi]
• Designing Dialogues on Writing and College Readiness across Educational InstitutionsAlecia Marie Magnifico, Christina Ortmeier-Hooper. [doi]
• Socio-Emotional Regulation in Knowledge Building Mediated by CSCL ReflectionJin Michael Splichal, Jun Oshima, Ritsuko Oshima. [doi]
• The Santa Trap: When Scaffolding is Not Enough to Challenge Teachers' Pervasive BeliefsChandra Hawley Orrill, Rachael Brown. [doi]
• Developing a Library of Typical Problems During Collaborative Learning in Online CoursesSebastian Strauß, Nikol Rummel, Filipa Stoyanova, Nicole Krämer 0001. [doi]
• How Broad is Computational Thinking? A Longitudinal Study of Practices Shaping Learning in Computer ScienceChris Proctor, Paulo Blikstein. [doi]
• Using Web 2.0 Technologies to Facilitate Scaffolding of Student-Led, Collaborative Learning Outside of the ClassroomStephen M. Rutherford, Amber M. Moorcroft, Sheila L. Amici-Dargan. [doi]
• Combining Gaze, Dialogue, and Action from a Collaborative Intelligent Tutoring System to Inform Student Learning ProcessesJennifer K. Olsen, Kshitij Sharma, Vincent Aleven, Nikol Rummel. [doi]
• How Do Multilingual Learners Support One Another's Science Learning and Participation?Mavreen Rose S. Tuvilla, Casey E. Wright, Minjung Ryu, Shannon M. Daniel. [doi]
• Mapping Research and Writing Mentorship Assemblages in a Mixed Cohort Course-based Research ExperienceAdam Papendieck, Yin Hong Cheah, Chad Eliason, Julia Clarke. [doi]
• Influence of Affective Factors on Practices in Simulated Authentic Science InquiryMelanie E. Peffer, Emily Royse, Hannah Abelein. [doi]
• Assessing Equity in Collaborative Learning Situations: A Comparison of MethodsPaul Hutchison, Michael Slattery. [doi]
• Taking on the Challenges of Learning in the Digital Age: Grade 5 Students' Mindsets and Strategies in Knowledge Building CommunitiesYotam Hod, Jianwei Zhang 0004, Guangji Yuan, He Zhou. [doi]
• Using Multiple Perspectives to Study Identity Development in Digital EnvironmentsMirlanda E. Prudent. [doi]
• Math: It's Not What You "Think"José Gutiérrez. [doi]
• Bridging Multiple Ecologies to Support and Research Learning in Contested SpacesJoanna Weidler-Lewis, Cynthia Graville, Mary Gould. [doi]
• Missing the Brilliance of Scholars of Color: Mathematics Teacher Educator Discourse in a white Zone of Proximal DevelopmentAshley D. Scroggins, Victoria Hand, Tonya Bartell, Sunghwan Byun, Beth Herbel-Eisenmann, Courtney Koestler. [doi]
• Exploring Ideological Becoming for Youth of Diverse Backgrounds: Documentary Practices as Internally Persuasive DiscourseAmy A. Chang, Wan Shun Eva Lam. [doi]
• Towards a Critical Sociocultural Theory of How Teachers Understand Inequity, Power, and OppressionGrace A. Chen. [doi]
• Biohacking Food: A Case Study of Science Inquiry and Design Reflections about a Synthetic Biology High School WorkshopJustice Toshiba Walker, Mia S. Shaw, Yasmin B. Kafai, Debora Lui. [doi]
• Learning Scientific Practices Through Participation as a Volunteer Community ScientistRebecca D. Swanson, Leighanna Hinojosa, Joseph L. Polman. [doi]
• How groups regulate their learning: The influence of achievement goals on self-, co- and shared regulation strategiesMartin Greisel, Nadine Melzner, Ingo Kollar, Markus Dresel. [doi]
• Playful Mathematics Learning: Beyond Early Childhood and Sugar-CoatingMelissa S. Gresalfi, Ilana Seidel Horn, Lara Jasien, Panchompoo Wisittanawat, Jasmine Y. Ma, Sarah C. Radke, Victoria Guyevskey, Nathalie Sinclair, Anna Sfard. [doi]
• Developing Theory-Practice Understanding Through Online Discourse Among Pre-Service TeachersCarol K. K. Chan, Kennedy K. H. Chan, Ka Lok Cheng. [doi]
• Encountering and Becoming Role Models: Combating Underrepresentation in STEMLeighanna Hinojosa. [doi]
• Building a Team Leadership Index Through Computational MethodsKui Xie, Gennaro di Tosto, Lin Lu. [doi]
• Social Network Analysis for Signaling Pedagogical Shifts in Challenge-Based and Traditional Online STEM CoursesCatherine Dornfeld Tissenbaum, Kemi Jona. [doi]
• Exploring Novice Approach to Conceptual Design of SoftwareT. G. Lakshmi, Sridhar Iyer. [doi]
• Co-Designing Orchestration Support for Social Plane Transitions with Teachers: Balancing Automation and Teacher AutonomyJennifer K. Olsen, Nikol Rummel, Vincent Aleven. [doi]
• Blending Mathematical and Physical Negative-nessTra Huynh, Eleanor C. Sayre. [doi]
• An Initial Examination of Designed Features to Support Computational Thinking in Commercial Early Childhood ToysMegan Hamilton, Jody Clarke-Midura, Jessica F. Shumway, Victor R. Lee. [doi]
• The Effects of Inquiry-Based Learning in Higher Education Statistics Tutorials on Students' Self-Efficacy, Attitudes, and Achievement EmotionsPetra Bod, Daniel Sommerhoff. [doi]
• Is Student Frustration in Learning Games More Associated with Game Mechanics or Conceptual Understanding?Shamya Karumbaiah, Seyedahmad Rahimi, Ryan Baker 0001, Valerie Shute, Sidney D'Mello. [doi]
• Designing for and Analyzing Productive Uncertainty in Science InvestigationsEve Manz. [doi]
• A Continuum of Knowledge Structures in an Observation-Based Field Geology SettingLauren Barth-Cohen, Sarah Braden. [doi]
• How to Enjoy Writing Papers: Supporting Literature-Based Inquiry Learning to Reduce Procrastination and Foster Ownership and Positive EmotionsJulia Eberle, Tim Schönfeld, Selma Arukovic, Nikol Rummel. [doi]
• Becoming Facilitators of Creative Computing in Out-of-School SettingsRicarose Roque, Rupal Jain. [doi]
• Conceptual Patterns of Changes in University Students' Explanations During DC-Circuit TasksTerhi Mäntylä, Tommi Kokkonen. [doi]
• Influence of Perceptions of Past Collaborative Experiences on Quality of Pre-service Collaboration and OutcomesDenise Brown, Michelle E. Jordan. [doi]
• Collaborative Writing in Higher Education: Investigating the Implementation of CSCL Tools and the Role of Prior Individual Experiences and PreferencesNore de Grez, Bram de Wever. [doi]
• Teaching With a Fully Digital, Year-long Math Program: Learning Sciences Futures on the Front LineJeremy Roschelle, Phillip Herman, Karen Bumgardner, Nicole Shechtman, Mingyu Feng. [doi]
• Multimodal Learning Analytics for the Qualitative ResearcherMarcelo Worsley. [doi]
• Detecting Patterns of Dynamic Teacher-Learner Interactions in Online Adult Learning through a Dynamic Systems ApproachYohei Kato, Michael Tscholl, E. Saskia Kunnen. [doi]
• Identifying shifts in agency by analyzing authority in classroom group discussionMary Bridget Kustusch, Eleanor C. Sayre, Scott Franklin 0001. [doi]
• Reasoning About Uncertainty and Efficient Decision-making in Engineering DesignChandan Dasgupta. [doi]
• Linking Identity Resources Across Roles: Family science workshops and badgingGavin Tierney, Theresa Horstman, Carrie Tzou. [doi]
• How Do Kindergarten and Primary School Children Justify Their Decisions on Planning Science Experiments?Heidi Haslbeck, Eva-Maria Lankes, Eva Susanne Fritzsche, Lucia Kohlhauf, Birgit Jana Neuhaus. [doi]
• Rethinking the Teaching and Learning of Area MeasurementNicole Panorkou. [doi]
• How Learning Outcomes are Measured in Digital Learning Environments in Higher EducationElke Kümmel, Gabriele Irle, Johannes Moskaliuk, Joachim Kimmerle, Ulrike Cress. [doi]
• Bringing Practices of Co-Design and Making to Basic EducationSini Riikonen, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen. [doi]
• Frictional Patterns in the Design of Games for LearningAdam Mechtley, Matthew Berland. [doi]
• Teachers' Mediation of Students' Interactions with Physical and Virtual Scientific Models in BiologyNicole D. Martin, Dana Gnesdilow, Sadhana Puntambekar. [doi]
• Scientists expand professional vision through outreach with people underrepresented in scienceShelley V. Goldman, Tanner Vea, Megan Luce. [doi]
• Drawing for Learning from Dynamic Visualizations in ScienceMike Stieff, Katharina Scheiter, Shaaron Ainsworth, Claudia Bohrmann-Linde, Max Schall. [doi]
• Public Peer Review Motivates Higher Quality FeedbackXu Wang 0016, Yali Chen, Amanda Godley, Carolyn Penstein Rosé. [doi]
• Beyond Analogy: Qualitative Dimensions of Comparing in Math ClassSarah L. White. [doi]
• The Impact of Evidence-Based Professional Development on Classroom DynamicsGaowei Chen, Carol K. K. Chan, Jinjian Yu, Liru Hu, Sherice N. Clarke, Lauren B. Resnick. [doi]
• Neurocognitive task analysis: What changes as medical trainees develop perceptual abilities?Liam Rourke. [doi]
• Contextual Dimensions of an Ambient Intelligent ClassroomMatthew Montebello. [doi]
• Augmenting Qualitative Analyses of Collaborative Learning Groups Through Multi-Modal SensingBin Xie, Joseph M. Reilly, Yong Dich, Bertrand Schneider. [doi]
• Investigating the Use of Anchoring for Promoting Design ThinkingChandan Dasgupta. [doi]
• Changes in Students' Use of Epistemic Criteria in Model EvaluationNa'ama Y. Av-Shalom, Hebbah El-Moslimany, Ravit Golan Duncan, Clark A. Chinn. [doi]
• Examining Productive Discourse and Knowledge Advancement in a Knowledge Building CommunityYuyao Tong, Carol K. K. Chan, Jan van Aalst. [doi]
• Engaging with climate change as a socioscientific issue in an informal science learning environmentKelsey Tayne, Megan Littrell-Baez, Erin H. Leckey, Anne U. Gold. [doi]
• Playing and Designing Games for Systems Thinking: A Design Based Research ProjectAmanda M. Bell. [doi]
• Developing Assessments that Measure Core Ideas and Scientific Practices: Challenges and InsightsVeronica L. Cavera, Ravit Golan Duncan, Clark A. Chinn, Moraima Castro-Faix. [doi]
• Formative feedback for learning. Case studies of automated feedback in undergraduate computer science educationOmid Mirmotahari, Crina Damsa, Yngvar Berg. [doi]
• Using Phenomenography in Educational Technology Research From 2003 to 2017: A Systematic Review and Content AnalysisSally Wai-Yan Wan, Sancia Wai-San Wan. [doi]
• Learning Nanoscience Concepts Through a Nanoscale ExperiencePolly K. Lai, Michael J. Jacobson, Micah B. Goldwater. [doi]
• GenEvo - An emergent systems microworld for model-based scientific inquiry in the context of genetics and evolutionSugat Dabholkar, Gabriella Anton, Uri Wilensky. [doi]
• Blocks or Text? How programming language modality makes a difference in assessing underrepresented populationsDavid Weintrop, Heather Killen, Baker Franke. [doi]
• Exploring the Definition and Measurement of Collaborative Problem SolvingKristin Stoeffler. [doi]
• Envisioning a Learning Analytics for the Learning SciencesAlyssa Friend Wise, Yi Cui. [doi]
• Crowdsourcing and Education: Towards a Theory and Praxis of LearnersourcingShayan Doroudi, Joseph Jay Williams, Juho Kim, Thanaporn Patikorn, Korinn Ostrow, Douglas Selent, Neil T. Heffernan, Thomas Hills, Carolyn Penstein Rosé. [doi]
• The Influence of Students' Transformative and non-Transformative Contributions on Their Problem Solving in Collaborative Inquiry LearningVitaliy Popov, Wanli Xing, Gaoxia Zhu, Paul Horwitz, Cynthia McIntyre. [doi]
• Characterizing Computational Thinking in High School ScienceHillary Swanson, Golnaz Arastoopour Irgens, Connor Bain, Kevin Hall, Philip Woods, Carson Rogge, Mike S. Horn, Uri Wilensky. [doi]
• Pathways to Literary Reasoning: Bridging Text and WorldAllison Hall, Susan R. Goldman. [doi]
• Unpacking signs of learning in complex social environments: Desettling neoliberal market-driven educational methodologies, epistemologies and recognitions of learningJennifer D. Adams, Sylvie Barma, Marie-Caroline Vincent, Samantha Voyer, Jrène Rahm, Ferdous Touioui, Pratim Sengupta, Marie-Claire Shanahan, Stephanie Hladik, Dylan Paré, Rachel Chaffee, April Luehmann, Day Greenberg, Jessica Thompson 0003, Sara Haganah, Angela Calabrese Barton, Kevin O'Connor. [doi]
• Engaging Teachers in Discussions Around Temporality Measures from Analytics to Inform Knowledge Building DiscourseChew Lee Teo, Carol K. K. Chan, Dingxuan Andy Ng. [doi]
• Architectures for learning and successive processes of scalingPakon Ko, Khe Foon Hew. [doi]
• 'I think it's kind of made everybody a little closer: ' A Virtual Platform Extending Parent Learning as Community of PracticeSusan Walker. [doi]
• Determinants of School Level Success in Design-Based Innovation NetworksNancy Law, Yeung Lee, Constance Wong-Loke. [doi]
• Exploring Teacher Learning through STEM Teachers' Exploration of Data Using a Domain Specific Coding LanguageDetra Price-Dennis, Charles Lang. [doi]
• Reassembling Home-work: Mixing "Newer" and "Older" Technologies in Home Learning EnvironmentsDeborah Silvis, Katie Headrick Taylor. [doi]
• Teaching for Versus Through Problem Solving: Impact on Teaching and LearningAnnelies Raes, Pieter Vanneste, Celine Vens, Fien Depaepe. [doi]
• Examining Pre-service Teacher Knowledge Trajectories of Computational Thinking through a Redesigned Educational Technology CourseHui Yang, Chrystalla Mouza, Yi-Cheng Pan. [doi]
• Transhumanism and Education: Embodied Learning in an Era of Altered BodiesMichael Eisenberg. [doi]
• Translating Theory to Practice: Technology Solutions to Solve Practical Issues for Teaching Reading Comprehension at the Secondary LevelDonna Caccamise, Megan Littrell-Baez, John Weatherly. [doi]
• Exploring Predictors of Secondary School Teachers' Use of Technology to Support Student-Centered TeachingYaoran Li, Vitaliy Popov, Veronica Garcia Garza, Anne Keicher. [doi]
• Three Research Directions for Affective Learning TechnologiesAmy L. Baylor. [doi]
• Sequencing Support for Sense Making and Perceptual Fluency with Visual Representations: Is There a Learning Progression?Martina A. Rau, Miranda Zahn. [doi]
• Interconnecting Knowledge, Experience, and Self in Humanistic Knowledge Building CommunitiesYotam Hod, Dani Ben-Zvi, Michal Dvir. [doi]
• Designing for Rightful Presence in 6th Grade Science: Community Ethnography as PedagogyAngela Calabrese Barton, Edna Tan. [doi]
• Mentor Academy: Engaging Global Learners in the Creation of Data Science Problems for MOOCsRebecca M. Quintana, Christopher Brooks, Cinzia Villanucci Smothers, Yuanru Tan, Zheng Yao, Chinmay Kulkarni 0001. [doi]
• Developing Interdisciplinary Competencies for Science Teaching and Learning: A Teacher-Researcher Professional Learning CommunityDonald J. Wink, Susan R. Goldman, James W. Pellegrino, Brian Gane, Monlin Ko, Raymond Kang, Mari Anne George. [doi]
• Defining Alternative as More Than At-Risk: Youth Defined Outcomes and Emerging Identities in Alternative SchoolsGavin Tierney. [doi]
• Unpacking Dimensions of Evidentiary Knowledge and Reasoning in the Teaching and Learning of ScienceAla Samarapungavan, Kari L. Clase, Nancy Pelaez, Stephanie Gardner, Chandrani Misra, Ravit Golan Duncan, Clark A. Chinn, Sarit Barzilai, Leema K. Berland, Katherine L. McNeill, Eve Manz, Alison Wylie, William A. Sandoval. [doi]
• Room for Everyone? Identification Processes in Crafting and MathKatherine Carr Chapman, Melissa S. Gresalfi, Amanda M. Bell. [doi]
• Learning Engineering Practices Through Drones: Iterative design of an informal learning curriculumSrinjita Bhaduri, Katie Van Horne, Tamara Sumner, Randy Russell, John D. Ristvey. [doi]
• Co-Framing Shared Epistemic Objects of Inquiry to Support Knowledge Building Over a Whole School YearDan Tao, Jianwei Zhang 0004, DanDan Gao. [doi]
• Exploring Teacher Presence During Social Regulation of Learning in Science ClassroomsDalila Dragnic-Cindric, Nikki G. Lobczowski, Jeffrey Alan Greene, Karen Murphy. [doi]
• The Quality of Open Online Learning and Education: Towards a Quality Reference Framework for MOOCsChristian M. Stracke, Esther Tan. [doi]
• Is Scrolling Disrupting While Reading?Katherine A. Brady, Sun-Joo Cho, Gayathri Narasimham, Douglas H. Fisher, Amanda Goodwin. [doi]
• Can Speaking Make Learning Easier? Verbal Rehearsal Effects on Cognitive Load, Learning Efficacy and PerformanceToni M. Hatten-Roberts, Jason M. Lodge. [doi]
• The Difference that Counts: Guiding Knowledge Exchange by Visualizing Levels of Co-Learners' KnowledgeMelanie Erkens, Malin Kimberley Schneitzer, Daniel Bodemer. [doi]
• Studying the Process of Instructional Improvement Through the Lenses of Sense-Making Repertoires and Improvement PracticesElizabeth B. Dyer. [doi]
• Renovating Assessment for the Future: Design-Based Implementation Research for a Learning-in-Class Monitoring System Based on the Learning SciencesHajime Shirouzu, Moegi Saito, Shinya Iikubo, Takahiro Nakayama, Kimihiko Hori. [doi]
• Child-Coach-Parent Network for Early Literacy LearningJuliana Nazare, Anneli Hershman, Ivan Sysoev, Lauren Fratamico, Juanita Buitrago, Mina Soltangheis, Sneha Priscilla Makini, Eric Chu, Deb Roy. [doi]
• The Student-Centric Electronic Portfolio in PracticeAuli Saarinen, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen. [doi]
• Space for all: Self construct while learning in the digital ageTutaleni I. Asino, Penny Thompson, Kathy Essmiller. [doi]
• Examining Science Identity Development in a Disciplinary Role-taking Multimodal Composing EnvironmentShiyan Jiang, Ji Shen, Blaine E. Smith, Kristin Watson Kibler. [doi]
• "How do we pack the world into words?" Examining the collective of humans and non-humans in the science classroomDonald J. Wink. [doi]