Table of Contents

• Learning Statics Through Physical Manipulative Tools and Visuohaptic Simulations: The Effect of Visual and Haptic FeedbackYoselyn Walsh, Alejandra J. Magana. [doi]
• Toward Conceptualizing Resources for Learning Across SettingsJasmine Y. Ma, Molly Kelton, Sarah C. Radke, Daniela Della Volpe. [doi]
• Reflection as Formative Assessment of Computational Thinking in Elementary GradesHa Nguyen, Leiny Garcia, Sharin Jacob, Debra J. Richardson, Mark Warschauer. [doi]
• Exploring the Relationship Between the Types of Interactions and Progress on a Task during Collaborative Problem SolvingSaadeddine Shehab, Emma Mercier. [doi]
• Knowledge to Empathy: Shifting Epistemological Frames in an Engineering Course for Preservice Elementary TeachersAmy Voss Farris, Gözde Tosun. [doi]
• Examining Links Between Arguments and Representations in Pre-Service Teachers' Pedagogical Content KnowledgeLauren Barth-Cohen, Tracy Dobie, Kevin Greenberg, Rachel Francom, José Gutiérrez. [doi]
• Characterizing Student Theory Building in the Context of Block-Based Agent-Based Modeling MicroworldsHillary Swanson, Kit Martin, Bruce Sherin, Uri Wilensky. [doi]
• Representing Modeling Relationships in Systems: Student Use of ArrowsMelissa Moreland, Morgan Vickery, Zachary Ryan, Danielle Murphy, Na'ama Y. Av-Shalom, Cindy E. Hmelo-Silver, Joshua A. Danish, Ravit Golan Duncan, Clark A. Chinn. [doi]
• Motivational and Emotional Effects of Phonetic Orthography Instruction Approaches With Delayed CorrectionJulia Erdmann, Nikol Rummel. [doi]
• Identifying Spheres of Influence for a Culturally Relevant Computing Curriculum through Participatory DesignMerijke Coenraad, David Weintrop, Donna Eatinger, Jen Palmer, Diana Franklin. [doi]
• Investigating College Students Online Learning Experiences at a Large Multi-Campus InstitutionGuangji Yuan, Alex Kumi-Yeboah, Reza Feyzi-Behnagh, Hana Choi. [doi]
• HERA: Exploring the Power of Adaptive Scaffolding on Scientific Argumentation and Modelling Competencies in Online Learning SystemsYigal Rosen, Meirav Arieli-Attali, Susan Ward, Jennifer Seery, Vanessa R. Simmering, Laurel Ozersky, Kristin Stoeffler, Kacy Webster, Alina Von Davier. [doi]
• Emergent Design Heuristics for Three-Dimensional Classroom Assessments that Promote EquityErin Marie Furtak, Hosun Kang, James Pellegrino, Christopher J. Harris 0002, Joseph Krajcik, Deborah Morrison, Philip Bell, Heena Lakhani, Enrique Suárez, Jason Buell, Kate Henson, Jasmine Nation, Paul Tschida, Lindsay Fay, William R. Penuel, Quentin Biddy, Kerri Wingert. [doi]
• Attention, Awareness, and Analysis: Video Clubs as Meaningful Venues for Teacher Noticing and Culturally-Sustaining PedagogyMelissa J. Luna, Malayna Bernstein, Janet Walkoe. [doi]
• Visualising the Field: Reviewing Trends in Educational Design Research in MathematicsSamuel Fowler, Simon Léonard, Sebastian Fiedler. [doi]
• Engaging in a New Practice: What Are Students Doing When They Are "Doing" Debugging?Melissa S. Gresalfi, Corey E. Brady, Madison Knowe, Selena Steinberg. [doi]
• Creating Opportunities for Transactive Exchange for Learning in Performance-Oriented Team ProjectsSreecharan Sankaranarayanan, Siddharth Reddy Kandimalla, Sahil Hasan, Haokang An, Christopher Bogart, R. Charles Murray, Michael Hilton, Majd Sakr, Carolyn Penstein Rosé. [doi]
• Using Design-Based Research to Solve Wicked ProblemsHeather Leary, Samuel J. Severance. [doi]
• Electronic Textiles and Ambient BelongingRichard Lee Davis, Paulo Blikstein. [doi]
• Reconceptualizing Legitimate and Generative Learning Experiences in Sports and TechnologyTamara L. Clegg, Kareem Edouard, Daniel M. Greene, Stephanie Jones, Natalie Melo, Na'ilah Suad Nasir, R. Benjamin Shapiro, Michael Smith, Christopher G. Wright, Marcelo Worsley, Abigail Zimmermann-Niefield. [doi]
• Comparative Study of High-Quality Professional Development for High School Biology in a Face-to-Face vs Online Delivery ModeSusan A. Yoon, Kate Miller, Thomas Richman, Daniel Wendel, Ilana Schoenfeld, Emma Anderson. [doi]
• Building Nepantla: Humanizing Pedagogies and the Learning SciencesIrene Yoon, Patricia Buenrostro, Grace A. Chen, Addie Shrodes, Suraj Uttamchandani, A. Susan Jurow. [doi]
• Examining Elementary Teachers' Puzzles: A Cross-Disciplinary AnalysisEve Manz, Lynsey Gibbons, Ada Okun, Jennifer Chalmers-Curren, Catherine O'Connor. [doi]
• Measuring Contextual Shifts in Multidimensional Identity in MakerspacesDavid F. Feldon, Colby Tofel-Grehl, Kristin A. Searle. [doi]
• Reconceptualizing Learning: A Critical Task for Knowledge-Building and TeachingMaxine McKinney de Royston, Roy Pea, Na'ilah Suad Nasir, Carol D. Lee. [doi]
• Pre-service Teachers' Operationalization of Cognitive DemandMonica Anthony, William Viviani. [doi]
• Reconstructing Space Through the ArtsErin Preston, Joseph Spilberg. [doi]
• Design-based Research in GIS-infused Disciplinary Courses: Toward a Design FrameworkKatie James, Steven McGee, David H. Uttal, Bob Kolvoord. [doi]
• Playful Coding and Playful Learning Among Future Early Childhood EducatorsChanMin Kim, Brian R. Belland, Cory Gleasman. [doi]
• Math Cleverly Disguised As/With String: Overlapping Math Instantiations in WeavingNaomi Thompson. [doi]
• Disciplinary Substance of Social CaringLara Appleby, Vesal Dini, Lily Withington, Ellise LaMotte, David Hammer. [doi]
• Centering the Students: the Cultivation of Mediated Learning EnvironmentsCihan Can, Kathleen Clark, Mark Watford. [doi]
• The Power of Storytelling and Storylistening for Human Learning and BecomingAnanda Maria Marin, Kyle Halle-Erby, Megan Bang, Nikki McDaid-Morgan, Mario Guerra, Kalonji Nzinga, Meixi Ng, Emma Elliott-Groves, Angela Booker. [doi]
• Exploring the Experience of Students Who Take on Alternative Viewpoints Within a Role-Based SimulationRebecca M. Quintana, Jacob Fortman. [doi]
• Veteran and Novice Teachers' Reflective Inquiry in Collaborative PlanningLivat Eshchar-Netz, Dana Vedder-Weiss. [doi]
• Assessing Teachers' Professional Vision of Oral Scientific ArgumentationApril Holton, J. Bryan Henderson, Nicole Zillmer, Eric Greenwald, Megan Goss, Christina Morales. [doi]
• Disciplinary Model-Based Reasoning and Metacognition Underlies Good Estimation Performance by Engineering UndergraduatesAditi Kothiyal, Sahana Murthy. [doi]
• Family Learning and Sense-Making in Astronomy: Talk During Galaxies Workshops Held in Four Rural LibrariesJennifer Scudder, Heather Toomey Zimmerman, Michele Crowl. [doi]
• Teachers' Use of Critical Questions for Argument EvaluationMichael Van Winkle, LeAnn Putney, E. Michael Nussbaum. [doi]
• All the Rage: Emotional Configurations of Anger as Feminist PoliticizationJoe Curnow, Tresanne Fernandes, Lila Asher, Sinead Dunphy. [doi]
• Advancing Computational Grounded Theory for Audiovisual Data from Mathematics ClassroomsCynthia D'Angelo, Elizabeth B. Dyer, Christina Krist, Joshua Rosenberg 0001, Nigel Bosch. [doi]
• Crowdsourcing Explanations for Improving Assessment Content and Identifying Knowledge ComponentsSteven Moore, Huy A. Nguyen, John C. Stamper. [doi]
• Bridging Practice and Research: Connecting Teaching and the Learning SciencesJudi Fusco, Pati Ruiz, Jeremy Roschelle. [doi]
• Overcoming Inequalities in Informal Science LearningChristian Voigt, Lisa Seebacher, Irina Vana. [doi]
• Engagement in Motion: How the Body Mediates Social and Emotional Engagement With Science LearningMegan Humburg. [doi]
• Summary Writing as a Process of Building a Solid Mental Model: A Global Index to Describe Knowledge Structure ChangeMin-Kyu Kim, Kathryn S. McCarthy. [doi]
• "I'm Not a Computer": How Identity Informs Value and Expectancy During a Programming ActivityKathryn Cunningham, Rahul Agrawal Bejarano, Mark Guzdial, Barbara Ericson. [doi]
• Opportunities and Barriers in Using LMS Data for Student SuccessLaurie Sheldon, Anna Leach, Christina Kalel. [doi]
• Dialogic Interaction of Language Learners in a Knowledge Building CommunityMarzieh Dehghan-Chaleshtori, Jianwei Zhang 0004. [doi]
• Rethinking Transdisciplinarity in the Learning Sciences: Critical and Emergent PerspectivesMiwa Aoki Takeuchi, Jennifer D. Adams, Zander Alley, Kukik Baker, Kris D. Gutiérrez, Rich Lehrer, Luis Leyva, Jrène Rahm, Pratim Sengupta, Marie-Claire Shanahan, Shirley Tagalik, Peng Yin, Shakhnoza Kayumova. [doi]
• What Does Computer Science and Maker Education Look Like in 2030?David Weintrop, Gi Woong Choi, Adam Maltese, Mike Tissenbaum, Janet Shufor Bih epse Fofang, Margaret Walton, Janet Walkoe, Jill Scott, Yong Ju Jung, Heather Toomey Zimmerman, David DeLiema, Maggie Dahn, Soo Hyeon Kim, Andrea Copeland, Jing Yang, Amber Simpson, Peter Knox, Jungsun Kim, Monica Chan, Nathan R. Holbert, Leslie Flynn, Kyungbin Kwon, Anne T. Ottenbreit-Leftwich, Thomas A. Brush, Paulo Blikstein. [doi]
• Supporting STEM Identity Development Among Women of Color Through Engagement in a Transformative CounterspaceBria Davis, Kerrie Wilkins-Yel, Francesca White. [doi]
• Surfacing Teachers' Aspirations and Decisions Through Digital Design JournalsLaura Peters, Sam Sadeh, Karen Brennan. [doi]
• Assessing College Chemistry Laboratory Learning Using Evidence-Centered Design PrinciplesDonald J. Wink, Hongyang Zhang. [doi]
• Impacts of a Course-Based Undergraduate Research Experience in Introductory Astronomy Using Robotic TelescopesArchana Dobaria, Janelle M. Bailey, Kimberly Coble. [doi]
• Conclusions From the Validation of a Vignette-Based Instrument to Measure Maker MindsetsJonathan Cohen, Lauren E. Margulieux, Maggie Renken, W. Monty Jones. [doi]
• What Do Distance Learning Students Need From Student Analytics?Christothea Herodotou, Avinash Boroowa, Martin Hlosta, Bart Rienties. [doi]
• Modeling and Meta-Modeling in Elementary Science Learning: Physical, Diagrammatic, and Computational ModelsCorey E. Brady, Alison Haas, Okhee Lee. [doi]
• Pre-Service Teachers' Diagnostic Argumentation: What is the Role of Conceptual Knowledge and Cross-Domain Epistemic Activities?Elisabeth Bauer, Michael Sailer, Jan Kiesewetter, David Williamson Shaffer, Claudia Schulz 0001, Jonas Pfeiffer, Iryna Gurevych, Martin R. Fischer, Frank Fischer 0001. [doi]
• Characterizing Advantages and Challenges for Students Engaging in Computational Thinking and Systems Thinking Through Model ConstructionEmil Eidin, Tom Bielik, Israel Touitou, Jonathan Bowers, Cynthia McIntyre, Daniel Damelin. [doi]
• Learning to Teach with Phenomenon-based Lessons in the High School Science ClassroomDaniel Pimentel. [doi]
• Street Mathematics and School Mathematics in a Video GamePanchompoo Wisittanawat, Melissa S. Gresalfi. [doi]
• How Teachers Support Student Computational Thinking PracticesJonathan Bowers, Namsoo Shin, Joseph Krajcik. [doi]
• Designing for Spatial Thinking in STEM: Embodying Perspective Shifts Does Not Lead to Improvements in the Imagined OperationsDane DeSutter, Mike Stieff. [doi]
• Boundary Crossing as a Lens for Examining Scale in Collaborative Learning Sciences InnovationsSari Widman, Melia Repko-Erwin, William R. Penuel, Reed Stevens. [doi]
• Centering Relationships in STEM Disciplines: A Sociopolitical Lens on Teacher LearningJessica Watkins, Brian Gravel, Eli Tucker-Raymond, Maria C. Olivares, Amon Millner, Christopher G. Wright, Jessica Celletti, Rasheda Likely, Mikhail Miller, Jennifer Radoff, Erin Ronayne Sohr, Ayush Gupta, Maxine McKinney de Royston. [doi]
• Introducing Mutual-Help Rules Based on the Idea of "Bi-directional Debt" Into a Project Learning Activity: Enhancing the Formation of Social Capital in ClassroomsHideyuki Suzuki, Hideo Funaoi, Yoshihiko Kubota, Hiroshi Kato. [doi]
• Impact of a Teacher Action Planner that Captures Student Ideas on Teacher Customization DecisionsLibby F. Gerard, Korah J. Wiley, Allison Bradford, Jennifer King Chen, Jonathan Lim-Breitbart, Marcia C. Linn. [doi]
• Orchestrating for Seeing: How Teachers See and Help Others See Student Thinking When Self-Capturing Classroom VideoJennifer Richards, Mari Altshuler, Bruce Sherin, Miriam Gamoran Sherin. [doi]
• A Modest Feature for Repositioning Minoritized Online Students to Support Disciplinary Engagement and AchievementDaniel T. Hickey, Joshua D. Quick. [doi]
• A Video Club in a Networked Improvement Community: Coupling C- and B-level Activities to Access A-Level ExpertiseJulie Kallio. [doi]
• Promises and Challenges of Virtual Human-Centered Design with and for Rural CommunitiesMollie Levin, Elizabeth Myers. [doi]
• Developing a Learning Culture of Play for Young Children Through Math and ScienceChrystalla Papademetri, Loucas Louca 0002. [doi]
• Learning Scientists in Academia and Industry: Building Bridges and Expanding the Potential of our CommunityMamta Shah, Erica L. Snow, Ryan Baker 0001, Christine Gouveia. [doi]
• Using Online Simulations to Support Elementary Preservice Teachers' Questioning Practices in Mathematics ClassroomsKimberly Conner, Corey Webel, Wenmin Zhao. [doi]
• Learning From Collective Memory: Stories From a Singing Class for Returning Adult LearnersArundhati Velamur. [doi]
• Facilitating Change: A Study of Supporting Teacher LearningRaquel Jimenez, Karen Brennan. [doi]
• Using Machine Learning to Understand Students' Learning Patterns in SimulationsWonkyung Jang, Joshua Francisco, Nethra Ranganathan, Kathleen Marley McCarroll, Kihyun (Kelly) Ryoo. [doi]
• Task Design in Telepresence-Place-Based Foreign Language LearningJian Liao, Jaclyn Dudek. [doi]
• Can an Instructor and Students Build Collaborative Partnership in an Online Course?Fan Ouyang, Yu-Hui Chang, Cassandra Scharber. [doi]
• Temporalities In and Of Research: Cases From an Afterschool Documentary Filmmaking ProgramArundhati Velamur, Daniela Della Volpe, Noor Jones-Bey, Rishi Krishnamoorthy, Jasmine Y. Ma, Hui-Ling Malone, Sarah C. Radke, Molly Kelton, Jessie Levandov, Ananda Maria Marin. [doi]
• Middle-School Chinese Students Adjusting to Western Approaches to Teaching and Learning: A Study of Students' Intercultural CompetenceXiaowen Chen. [doi]
• Collaborative and Emergent Regulation of Open-Ended Inquiry through Semiotically Mediated StructuresSimona Pesaresi, Jianwei Zhang 0004. [doi]
• The Pedagogical Moves of Artist Mentors in a Public Library MakerspaceTesha Sengupta-Irving, Lauren Vogelstein, Corey E. Brady, Emily Phillips Galloway. [doi]
• Conceptions of Reflective Learning and Related Instructional Strategies in Preservice Teacher Education: A Literature ReviewAddisu Bailie, Engida Gebre. [doi]
• Intellectual Emancipation and Embodiment in Early Mathematics LearningShimeng Liu, Miwa Aoki Takeuchi. [doi]
• Dialogue, Feedback and Rehearsal in Pre-service Teacher Education: An Interactional EthnographySusan Bridges, Monaliza Chian, Kennedy K. H. Chan, Annie Chan, Carol K. K. Chan, Diana P. L. Lee, Arthur M. S. Lee. [doi]
• Students' Ideas about the NGSS Crosscutting Concept of System and System Models: Evidence From Parallel AssessmentsDante Cisterna, Lei Liu, Shukang Chen, Peter van Rijn, Aurora Graf, Abeera P. Rehmat, Karyn Housh, Cindy E. Hmelo-Silver. [doi]
• Examining the Impact of Student Choice in Online Science InvestigationsJennifer King Chen, Allison Bradford, Marcia C. Linn. [doi]
• "Our Dog Probably Thinks Christmas is Really Boring": Re-mediating Science Education for Feminist-Inspired InquiryAnnie Kelly, Christine T. Chang, Christian Hill, Mary Etta West, Mary Yoder, Joseph L. Polman, Shaun K. Kane, Michael Eisenberg, R. Benjamin Shapiro. [doi]
• Diversifying Computational Tools: How Technology Affords and Constrains Indigenous Youths' Design AgencyBreanne K. Litts, Kristin A. Searle, Megan Hamilton, Kameica Yazzie, Cedric Mannie. [doi]
• A Case Study of Teacher Professional Growth Through Co-design and Implementation of Computationally Enriched Biology UnitsAmanda Peel, Sugat Dabholkar, Gabriella Anton, Sally P. W. Wu, Uri Wilensky, Michael Horn 0001. [doi]
• Learning Mathematics from History: A Case Study on Learning Support Design with History of Mathematics in GBLYanjun Pan, Fengfeng Ke, Seyda Uysal, Kathleen Clark, Chih-Pu Dai. [doi]
• Off-Task Interaction as a Mechanism to Support On-Task ParticipationRobin Bartell, Paul Hutchison. [doi]
• Teaching Computational Thinking in K-9 : Tensions at the Intersection of Technology and Pedagogical KnowledgeTeresa Cerratto Pargman, Matti Tedre, Mattias Davidsson, Marcelo Milrad. [doi]
• Framing Analysis Lite: A Tool for Teacher EducatorsAndrew Elby, Melissa J. Luna, Amy Robertson, Daniel M. Levin, Jennifer Richards. [doi]
• Students' Epistemic Connections Between Science Inquiry Practices and Disciplinary Ideas in a Computational Science UnitSugat Dabholkar, Golnaz Arastoopour Irgens, Michael Horn 0001, Uri Wilensky. [doi]
• Robot Block-based Coding in PreschoolJim Gribble, Paul Reimer, Aileen Rizo, Steve Pauls, Brittany Caldwell, Meghan Macias, Alexis Spina, Leah F. Rosenbaum. [doi]
• Connected Learning for Adults: An Exploratory Study of How Informal Educators Think about TeachingWade Berger. [doi]
• Reimagining Computational Thinking Professional Development: Benefits of a Community of Practice ModelHeather Killen, Merijke Coenraad, Virginia Byrne, Lautaro Cabrera, Diane Jass Ketelhut, Jandelyn D. Plane. [doi]
• Using the Gini Coefficient to Characterize the Distribution of Group Problem-Solving Processes in Collaborative TasksTaylor Tucker, Saadeddine Shehab, Emma Mercier. [doi]
• Using Causal Networks to Examine Resource Productivity and Coordination in Learning ScienceEric Kuo, Nolan Weinlader, Benjamin M. Rottman, Timothy J. Nokes-Malach. [doi]
• Fostering Job-Embedded Teacher Learning: Essential Features for Effective Instructional CoachingMahsa Bakhshaei, Angela Hardy, Jason Ravitz, John Seylar. [doi]
• Extended Embodiment: Physical and Conceptual Tools in a Mixed-Reality Learning Environment as Supports for Young Learners' Exploration of Science ConceptsXintian Tu, Chris Georgen, Joshua A. Danish, Noel Enyedy. [doi]
• "Being Able to Help Students... Has to Be Earned: " Making Sense of Relational Work in MathematicsGrace A. Chen. [doi]
• Assessment in Hands-On Library Learning SpacesPeter Samuelson Wardrip, Stephanie Chang, Lauren Penney, Samuel Abramovich, Rebecca Millerjohn, Vishesh Kumar, Caitlin Martin, Sari Widman, William R. Penuel, Josephina Chang-Order, Erica Halverson. [doi]
• Analysis of Preparation Group Work for Creating New Ideas in Collaborative LearningAyano Ohsaki. [doi]
• Supporting Critical CS Identity in an Anti-Colonial Video GameCollette Roberto. [doi]
• Advocating Facilitators' Interdisciplinary Learning with Computer Science Teaching Assistants in a Virtual Reality EnvironmentChih-Pu Dai, Fengfeng Ke, Zhaihuan Dai, Luke West. [doi]
• Exploring Learner Behavioral Patterns in Virtual-Reality-Based Role-playing for Teaching TrainingZhaihuan Dai, Fengfeng Ke, Chih-Pu Dai. [doi]
• When Figured Worlds Fracture: A Collaborative Environment Splintered by a Non-Collaborative ToolAmber Simpson, Caro Williams-Pierce, Signe Kastberg. [doi]
• Learning Together: Reflections at the Intersection of Friendship, Research, and Learning ProcessesAva Jackson, Lauren Vogelstein, Heather Clark, Lindsay Lindberg, Naomi Thompson, Suraj Uttamchandani. [doi]
• Comparing Cognitive and Situated Assessments of Learning in Middle School Computer ScienceChris Proctor, Yipu Zheng, Paulo Blikstein. [doi]
• Broadening Computing: Infusing Culturally Responsive Pedagogy Into the Design of Informal Learning EnvironmentsHui Yang, Diane Codding, Chrystalla Mouza, Lori L. Pollock. [doi]
• Learning to be Creative: Key Interactions of the Academic Design StudioKatherine Cennamo, Carol B. Brandt. [doi]
• Making Science Youyisi: A Science Teacher's Reflections on the Changes of Teaching PracticeSihan Xiao, Xuehui Wang, Chang Liu. [doi]
• Idea Development Across Social Levels for Knowledge Building in Four Grade 5 Science CommunitiesGuangji Yuan, Jianwei Zhang 0004. [doi]
• The Impact of Critical History Practices on History LearningAva Jackson. [doi]
• Misunderstandings of Teachers Applying ICAP Theory into PracticeJesse Ha, Man Su, Michelene T. H. Chi, Catherine E. Cullicott. [doi]
• Reading Across the Curriculum: Examining Students' Knowledge of Disciplinary Reading Goals and StrategiesKathryn S. McCarthy. [doi]
• A Digital Formative Assessment Intervention for Cultivating Teamwork SkillsJames Planey, Robb Lindgren. [doi]
• Becoming Together: Creating and Looking at Collaborations as Learning ProductsVishesh Kumar, Gayithri Jayathirtha, Erica Halverson, Laura Carter-Stone, Kevin Leander, Mike Tissenbaum, Nathan Wheeler, Breanne K. Litts. [doi]
• Empirical Re-conceptualization as a Bridge to InsightAmy Ellis, Elise Lockwood, Alison Lynch. [doi]
• Building Trust: Supporting Vulnerability for Doing Science in SchoolChristina Krist. [doi]
• Learning in Unbounded Landscapes ̶ Conceptualizations and Design From an Ecological PerspectiveCrina Damsa, Christoph Richter, Heidrun Allert, Teresa Cerratto Pargman, Lina Markauskaite, Natasha Arthars, Natalie Spence, Zacharias E. Andreadakis, Jim Slotta. [doi]
• Technology and Special Education: Designing An Observation Protocol for Equitable and Inclusive ClassroomsXiaoxue Du, Ellen B. Meier. [doi]
• A Prosodic Exploration of Academic ShameJeremiah Sullins, Lucy Grace Camp, Anna Little, Laura Waldron, Ashlyn Wilson. [doi]
• Community Conversations: A Model for Community-Driven Design of Learning Ecosystems with Geospatial TechnologiesSheena Erete, Jessa Dickinson, Caitlin Martin, Anna Bethune, Nichole Pinkard. [doi]
• Decentering Humans in the Learning Sciences: The Role of Nonhuman Nature and Place in Learning EcosystemsMarijke Hecht, Kevin Crowley, Jennifer Russell. [doi]
• Student Voice and Student Choice: Middle School Science Teachers Foster Identity Using a Social Learning EnvironmentElena Contreras Gullickson, Keisha Varma. [doi]
• Exploring Transgressive Actions in Mathematics: Situated Perspectives on Undergraduate Mathematics LearningCihan Can, Kathleen Clark, Mark Watford. [doi]
• Co-teaching Robotics and E-textiles With Non-linear Maker PedagogyTellervo Härkki, Henriikka Vartiainen, Pirita Seitamaa-Hakkarainen, Kai Hakkarainen. [doi]
• Collaborative Sensemaking Through Side-by-side Coaching: Examining In-the-Moment Discursive Reasoning Opportunities for Teachers and CoachesJen Munson, Elizabeth B. Dyer. [doi]
• Scaffolding in Adaptive Learning: Prototypes of Level Design and Hint DesignMuffie Wiebe Waterman, Dennis C. Frezzo, Michael X. Wang. [doi]
• Can Instructional Prompts Support Effective Learner Behaviors with Tangible and Digital 3D Models?Matthew Orr, Kirsten R. Butcher. [doi]
• Global Nationalism, Curriculum, and IdentitiesMoisès Esteban-Guitart, William R. Penuel. [doi]
• The Influence of Compassion and Self-Compassion on Perspective- Taking and Conflict Resolution in Learning ContextsDimitra Tsovaltzi, Alina Makhkamova. [doi]
• Interactional Approach to Language: Supporting All Students to Engage in Equitable SensemakingEmily Miller, Emily Reigh. [doi]
• From Map Using to Map Making: The Museum Experience Through Social Meaning MappingDimitra Christidou, Luise Reitstätter. [doi]
• "Professor Anna Leading the Crew": Citizen Science Programs as a Community of PracticeKevin A. Nguyen. [doi]
• Centering and Decentering Participation in Public Computing Through Co-operative ActionBasak Helvaci Ozacar, Stephanie Hladik, Marie-Claire Shanahan, Pratim Sengupta. [doi]
• Scouting for Learning: Surfacing Opportunities and Challenges Through a Mobile Diary StudyBrigid Barron, Caitlin Martin, Rose K. Pozos. [doi]
• Emotion-Oriented Reflection During Academic Writing: A Contrasting Case Analysis of a High and a Low ProcrastinatorJulia Eberle, Nikol Rummel. [doi]
• How Can You Tell?: Unpacking Evidence in Teachers' Stories of Math StudentsMari Altshuler. [doi]
• The Logic of Effective Iteration in Design-Based ResearchDaniel Rees Lewis, Spencer Evan Carlson, Christopher Riesbeck, Kristine Lu, Elizabeth Gerber, Matthew W. Easterday. [doi]
• Synergizing the Epistemic Roles of Scaffolds for Supporting Epistemic PracticesFeng Lin. [doi]
• How Knowledge-in-Pieces Informs Research in Math-Bio EducationMatthew Lira. [doi]
• The Role of Uncertainty in Social Regulation of LearningDalila Dragnic-Cindric, Jeffrey Alan Greene, Janice L. Anderson. [doi]
• Mutual Learning at the Boundaries of Research and Practice: A Framework for Understanding Research-Practice PartnershipsCaitlin Farrell, William R. Penuel, Anna-Ruth Allen, Eleanor Anderson, Angel Bohannon, Cynthia Coburn, Stephanie Brown. [doi]
• When Productive Talk Fails to Generate Good Outcome: Temporality of Peer Talk in Dialogic Collaborative Problem SolvingLiru Hu. [doi]
• The Interplay Between Design Strategies Use and Design PerformanceYing Ying Seah, Tugba Karabiyik, Alejandra J. Magana. [doi]
• The Qualities of Identity Resources and Figured Worlds in Creative Computing ActivitiesRicarose Roque. [doi]
• Motivation Factors that Contribute to Student Engagement in an Electronic Learning SystemAra Austin, Sam Bakotich, Ian Gould, Deena Gould, Eric Beerman, Refika Koseler, Kurt VanLehn. [doi]
• Toward a Nodal Design: Relational Design Across ScaleAngela Booker. [doi]
• Towards Obtaining Facial Proxies for Gaze behaviour in TELKshitij Sharma, Shitanshu Mishra, Zacharoula K. Papamitsiou, Anabil Munshi, Bikram Kumar De, Gautam Biswas, Michail N. Giannakos. [doi]
• Gameful Learning: Designing with Motivation in MindCaitlin Hayward, Barry Fishman. [doi]
• Everyday STEAM Objects as Integrative Boundary ObjectsBlakely Tsurusaki, Carrie Tzou, Laura Carsten Conner. [doi]
• Anchoring Computational Thinking in Upper Elementary Physical Science Through Problem-Centered Storytelling and PlayBradford W. Mott, Kevin M. Oliver, James Minogue, Jennifer Houchins, Andy Smith, Sandra Taylor, Aleata Hubbard Cheuoua, Cathy Ringstaff. [doi]
• In What Contexts Do Teachers Experience Changing Their Science Teaching as Satisfying?Emily Miller, Leema K. Berland. [doi]
• Learning and Teaching in the Ruins: Reassembling Innovation Debris After Grants ExpireNatalia Smirnov. [doi]
• Message Responsiveness During Online DiscussionsGaowei Chen, Chung Kwan Lo, Liru Hu. [doi]
• Identity Negotiation Through Creative and Collaborative Expression: Middle School Girls' Experiences in the Converge Art and Science ProgramMegan McKinley-Hicks, Michael Barnett, Helen Zhang, Ariella Flora Suchow. [doi]
• Integrating Narrative into the Design of Preschool Science ProgramsJulia Plummer, Kyungjin Cho. [doi]
• Supporting Collaboration: From Learning Analytics to Teacher DashboardsYuxin Chen, Asmalina Saleh, Cindy E. Hmelo-Silver, Krista D. Glazewski, Bradford W. Mott, James C. Lester. [doi]
• The Possibilities and Limitations of Infrastructuring With a No-excuses Charter NetworkWilliam Lindsay, Valerie Otero. [doi]
• Supporting Elementary Learners to Explore Causal Interaction PatternsLaura Zangori, Li Ke, Troy D. Sadler, Amanda Peel. [doi]
• Learning Science Through Coding: An Investigation Into the Design of a Domain Specific Modeling ExperienceEmma Anderson, Daniel Wendel. [doi]
• Characterizing Parent-Child Communication, Affect, and Collaboration during Multi-User Digital Tabletop GameplayMichala Cox, Ben DeVane, Jeremy Dietmeier, Kristen Missall, Salloni Nanda. [doi]
• Coding Through Touch: Exploring and Re-Designing Tactile Making Activities with Learners with Visual Dis/abilitiesJooyoung Seo, Gabriela T. Richard. [doi]
• Destabilizing a Target Idea Framing to Expand Epistemic AgencyRobert Hayes, Julia Gouvea. [doi]
• Refugee Youth, Critical Science Literacy, and Transformative PossibilitiesMinjung Ryu, Shannon M. Daniel, Mavreen Rose S. Tuvilla, Casey E. Wright. [doi]
• Emergent Practices in Conceptualizations of LearningJonan Donaldson. [doi]
• "As Teachers, We" and "In My Future Classroom": Pre-Service Teachers and Teacher IdentityChristopher Andrews. [doi]
• Math, The Girl That All the Nerds Want: Examining Attitudes and Beliefs by Personifying MathematicsBriana Rodriguez. [doi]
• Argumentation as Inquiry: Students' Engagement With Uncertainty in Written ArgumentsJulia Gouvea, Katherine Parker. [doi]
• Computing in Fabric: Exploring Posthumanist Capturing of LearningAnna Keune, Kylie Peppler. [doi]
• Examining Students' Quantitative Reasoning in a Virtual Ecosystem Simulation of the Water CycleNicole Panorkou, Erell Germia. [doi]
• Towards Onto-Epistemic Justice: Making Identities and Agencies of Bilingual/Multilingual Learners Visible in Science EducationShakhnoza Kayumova, Akira Harper. [doi]
• The Role of Productive Ambiguity in Shaping Teachers' Sensemaking and Implementation of Science Education ReformCarrie D. Allen. [doi]
• Productive Participation in a Small-Group Mathematics Task: Comparing Individual Turn-Taking and "Collaborative-Play"Heather Fink. [doi]
• Grounded and Embodied Mathematical Cognition for Intuition and Proof Playing a Motion-Capture Video GameMichael Horn 0001, Kelsey Schenck, Fangli Xia, Oh-Hoon Kwon, Mitchell Nathan, Rebecca Vinsonhaler, Candace Walkington. [doi]
• Representing Percents and Personas: Designing Syncretic Curricula for Modeling and Statistical ReasoningSarah C. Radke, Sara Vogel, Christopher Hoadley, Jasmine Y. Ma. [doi]
• Identity Work and Science Learning at the Classroom MarginsFlávio S. Azevedo, Michele J. Mann. [doi]
• Designing Intelligent Cognitive Assistants With Teachers to Support Classroom Orchestration of Collaborative InquiryHaesol Bae, Asmalina Saleh, Chen Feng, Krista D. Glazewski, Cindy E. Hmelo-Silver, Yuxin Chen, Adam Scribner, Thomas A. Brush, Bradford W. Mott, Seung Y. Lee, James C. Lester. [doi]
• Embodied Representations in Computing Education: How Gesture, Embodied Language, and Tool Use Support Teaching RecursionAmber Solomon, Miyeon Bae, Betsy DiSalvo, Mark Guzdial. [doi]
• Becoming Tidier Over Time: Studying #tidytuesday as a Social Media-Based Context for Learning to Visualize DataJoshua Rosenberg 0001, Anthony Schmidt, Aaron Rosenberg, Jennifer Longnecker, Michael Mann. [doi]
• Taking Up the Mantle of Knowing: Supporting Student Engagement in Progressive Scientific Discourse in GeoscienceScott McDonald, Kraig Wray, Jonathan McCausland, Kathryn Bateman, Amy Pallant, Hee-Sun Lee. [doi]
• Fostering Perspective-taking in History Students Through Board GamesChristina Stiso, Zachary Ryan, Joshua A. Danish, Eric Robinson. [doi]
• Interdisciplinary Learning in Undergraduate and Graduate Education: Conceptualizations and Empirical AccountsLina Markauskaite, Hanni Muukkonen, Crina Damsa, Kate Thompson, Natasha Arthars, Ismail Celik, Molly Sutphen, Rachelle Esterhazy, Tone Dyrdal Solbrekke, Ciaran Sugrue, Velda McCune, Penny Wheeler, Daniela Vasco, Yael Kali. [doi]
• Professional Learning to Support the Implementation of Instructional Materials: Case Studies From an Integrity PerspectiveJohn Russell. [doi]
• How Are Different Educational Cultures Incorporating Maker Education? The Case of ChinaShuangting Yao, Paulo Blikstein, Yoo Kyung Chang. [doi]
• Theatrical Modeling as a Design for Perspectival LearningJackson Reimers, Corey E. Brady. [doi]
• Viewing Science as Practice: Implications for the Language Development and Inclusion of English LeanersEmily Reigh, Emily Miller. [doi]
• Pedagogical Affordance Analysis: Leveraging Teachers' Pedagogical Knowledge to Elicit Pedagogical Affordances and Constraints of Instructional ToolsTomohiro Nagashima, Kexin Yang, Anna Bartel, Elena Silla, Nicholas Vest, Martha W. Alibali, Vincent Aleven. [doi]
• Improving Classroom Dialogue: An Analytics-supported, Video-based Teacher Professional Development ApproachGaowei Chen, Anthony Cheng, Carol K. K. Chan. [doi]
• Towards a Process Model of Developing Artistic Practice Within Experimental Music CommunitiesPeter J. Woods. [doi]
• The Importance of Aiming for Practical Wisdom: Why We Should Nest Epistemic Goals in Phronetic GoalsJoseph L. Polman, Robbin Riedy, Leighanna Hinojosa. [doi]
• Learning Science and Design-Based Research in a Corporate Training ProgramMatthew Duvall. [doi]
• Mathematical Thinking and Representational Engagement of In-Service Secondary Mathematics Teachers in Pattern-Based Algebraic Growth TasksKelly L. Boles. [doi]
• Spatial Reasoning in Minecraft: An Exploratory Study of In-Game Spatial PracticesMarcelo Worsley, David Bar-El. [doi]
• Learning from Negative Experience: A Philosophical Exploration of "Productive Failure"Aline Nardo, Dragan Trninic. [doi]
• Embodied Reflective Practices in Ballet: How Video Technology Mediates Reflection Across Time, Scale, and BodiesXinyun Peng, Susan M. Land, Ty Hollett. [doi]
• Diagnosing Scientific Reasoning Skills in Inquiry Settings: The Role of Pre-service Teachers' Professional KnowledgeAmadeus J. Pickal, Clark A. Chinn, Raimund Girwidz, Birgit Jana Neuhaus, Christof Wecker. [doi]
• Designing a Model for Deliberation-Based LearningSpencer Evan Carlson, Kristine Lu, Evey Huang, Elizabeth Gerber, Matthew W. Easterday. [doi]
• Is It Just Steps and Calories? Elementary School Students' Conceptualization of Ownership and Privacy of Self-Tracking DataAndria Agesilaou, Eleni A. Kyza. [doi]
• Emotional and Cognitive Affordances of Collaborative Learning EnvironmentsGaoxia Zhu, Chew Lee Teo, Marlene Scardamalia, Mohamed Faizal Badron, Kit Martin, Preeti Raman, Jim Hewitt, Tang Wee Teo, Aik-Ling Tan, Dingxuan Andy Ng, Raadiyah Nazeem, Zoe Donoahue, Zhixin Lai, Leanne Ma, Earl Woodruff. [doi]
• Finding Opportunities to Pursue Interest in the Classroom: Contrasting Two Cases of Redesigning Tabletop GamesBeaumie Kim, Reyhaneh Bastani, Farzan Baradaran Rahimi, Shima Dadkhahfard. [doi]
• Designing and Implementing Cognitively Demanding Science Tasks for Fostering Productive Disciplinary EngagementMiray Tekkumru Kisa, Ozlem Akcil Okan. [doi]
• Facilitating Discussion of Controversial Issues: Digital Practice SpaceTaylor M. Kessner, Joshua Littenberg-Tobias, Katrina Kennett, Sarah J. Kaka, Anthony Tuf Francis, G. R. Marvez, Justin Reich, Essence Smith. [doi]
• Navigating Dual Goals of Team Collaboration and Design Concept Development in a Middle School Bio-Inspired Robotics UnitKristen B. Wendell, Fayette Shaw, Khushbu Kshirsagar, Ethan Danahy, Debra Bernstein, Gillian Puttick, Michael Cassidy. [doi]
• Back in the Day, Shaping Tomorrow: Stakeholder Collaboration to Support Youth Learning About Local Public HistoryHelen Lubbock, Andrew L. Hostetler, Rogers Hall, Lorenzo Washington. [doi]
• Charting the Identity Turn in K-12 Computer Science Education: Developing More Inclusive Learning Pathways for IdentitiesMia S. Shaw, Yasmin B. Kafai. [doi]
• Learners' Emergent Designs for Play: Game Design as Mathematical Modeling PracticesReyhaneh Bastani, Beaumie Kim. [doi]
• Teacher Professional Vision in the Work of Co-DesignAndrea S. Gomoll, Cindy E. Hmelo-Silver, Selma Sabanovic. [doi]
• For the Next Seven Generations: Hopes and Needs of Tribal Children as Expressed by The Tribal Leaders and ParentsJared Tenbrink. [doi]
• Building Blocks: Kids Designing Scientific, Domain-Specific, Block-Based, Agent-Based MicroworldsKit Martin, Connor Bain, Hillary Swanson, Michael Horn 0001, Uri Wilensky. [doi]
• Agreeing to Disagree for the Sake of Formative Evaluation: A Delphi Panel Deliberates on Mathematical Thinking and DoingEllen Jameson, Lynne McClure. [doi]
• Harnessing the Power of Research + Practice: Aggregating Knowledge About Implementation to Better Support Equity Outcomes in SystemsBritte Haugan Cheng, Tiffany Lee Clark, Katie Van Horne. [doi]
• Using Design-Based Research to Improve Peer Help-Giving in a Middle School Math ClassroomAreej Mawasi, Ishrat Ahmed, Erin Walker, Shang Wang 0001, Zeynep Marasli, Amanda Whitehurst, Ruth Wylie. [doi]
• "Would You Rather Have it be Accurate or Diverse?" How Male Middle-School Students Make Sense of Algorithm BiasGolnaz Arastoopour Irgens, JaCoya Thompson. [doi]
• Understanding Adult Social Stances During a Children's Museum VisitJeremy Dietmeier, Ben DeVane. [doi]
• How Teachers Use Causal Reasoning About Classroom Experiences to Improve TeachingElizabeth B. Dyer, Mekenzie Meadows, Rachel Winesberry. [doi]
• Reframing Playful Participation in Museums: Identity, Collaboration, Inclusion, and JoyMatthew Berland, Maxine McKinney de Royston, Leilah Lyons, Vishesh Kumar, Derek L. Hansen, Paula K. Hooper, Robb Lindgren, James Planey, Kathryn C. Quigley, Wren Thompson, Elham Beheshti, Stephen Uzzo, Stephanie Hladik, Basak Helvaci Ozacar, Marie-Claire Shanahan, Pratim Sengupta, June Ahn, Elizabeth Bonsignore, Kari Kraus, Kathryn Kaczmarek-Frew, Angela Booker. [doi]
• Understanding Science Learning Through Writings on Engineering DesignXudong Huang, Wanli Xing, Henglv Zhao, Jie Chao, Corey Schimpf, Guanhua Chen, Charles Xie. [doi]
• "I Thought We Said": Perceived Peer Support, Discourse Cohesion, and Regulation in Engineering DesignHa Nguyen, Kyu Yon Lim, Lily Wu, Christian Fischer, Mark Warschauer. [doi]
• Probing Learning Scientists' Beliefs About Learning and ScienceShayan Doroudi, Kenneth Holstein, Petr Johanes. [doi]
• Broadening Learning Sciences Theoretical Lenses to Understand Young Children's SensemakingDanielle T. Keifert, Christine Wang, Dania Sacks, Sharona T. Levy, Xintian Tu, Joshua A. Danish, Megan Humburg, Noel Enyedy. [doi]
• Effects of the Prior Knowledge and Scaffolding in Facilitating Complex Skills through Simulations: A Meta-AnalysisOlga Chernikova, Nicole Heitzmann, Matthias Stadler, Tina Seidel, Frank Fischer 0001. [doi]
• Whose Video?: Surveying Implications for Participants Engagement in Video Recording Practices in Ethnographic ResearchColin Hennessy Elliott, Sarah C. Radke, David DeLiema, Deborah Silvis, Lauren Vogelstein, Shirin Vossoughi, Rogers Hall. [doi]
• "I Did Not Think We Did That Much Twists": Using Video to Reanimate Embodied Experiences for Use in Scientific DiscussionsKatherine Carr Chapman. [doi]
• Examining Shared Strategies for Knowledge Construction in NGSS-Aligned Instructional ScaffoldImogen Herrick, Ananya Matewos, Doug Lombardi. [doi]
• Developing Sixth Graders' Cultural Competence Across the Curriculum: A Collaborative Redesign ProcessBreanne K. Litts, Melissa Tehee, Jennifer Jenkins, Stuart Baggaley. [doi]
• Rethinking Rater Effects When Using Teacher Observation ProtocolsYing Chen, Rachel A. Yim, Richard Kogen, Mike Stieff, Alison Castro Superfine. [doi]
• PhD Prep Summit: A Social Design ExperimentAireale J. Rodgers, Ashley M. Stewart. [doi]
• Math for Social Justice in a Prospective Teacher Content Course: Increasing Engagement and Developing Political ConocimientoAlexa Lee-Hassan. [doi]
• What Do Equitable Physics Lab Groups Look Like in Light of Inchargeness?Sophia Jeon, Eleanor C. Sayre, N. G. Holmes. [doi]
• NetLogo Mobile: An Agent-Based Modeling Platform and Community for Learners, Teachers, and ResearchersJohn Chen, Uri Wilensky. [doi]
• What to Do During a Whale-nami? Supporting Preservice Teachers' Learning During an Extended Teaching RehearsalDavid Stroupe, J. Brian Hancock, Amelia Gotwals. [doi]
• Online Discussion Forum Help-Seeking Behaviors of Students Underrepresented in STEMVictoria Jay, Genevieve M. Henricks, Carolyn J. Anderson, Lawrence Angrave, Nigel Bosch, Najmuddin Shaik, Destiny Williams-Dobosz, Suma Bhat, Michelle Perry. [doi]
• "Heritage Stories": Co-constructing Heritage in a Museum SettingAleksandra Adach. [doi]
• Bridging Public Discourse and Knowledge Building Discourse in Science Classrooms with the IdeaMagnets ToolBodong Chen, Yu-Hui Chang, David Groos. [doi]
• Scaling High School AP Computer Science: Access and Outcomes from Chicago Public SchoolsJohn Wachen, Adam Shelton, Steven McGee, Andrew M. Rasmussen, Erica Wheeler, Lucia Dettori. [doi]
• Inquiry Into Practice in School-Based Teacher Team Activities: Comparing Video Analysis, Peer Consultation and Pedagogical PlanningMiriam Babichenko, Christa S. C. Asterhan, Adam Lefstein. [doi]
• Designing and Orchestrating the Classroom Experience for Technology-Enhanced Embodied LearningMarianna Ioannou, Andri Ioannou, Yiannis Georgiou, Symeon Retalis. [doi]
• Investigating Collaborative Teacher Learning in Rural ContextsNicole Bannister, Phillip Wilder. [doi]
• Conceptualization and Quantification of Thinking Sustainability in Dialogic Collaborative Problem SolvingLiru Hu. [doi]
• Teaching for Improved Procedural Flexibility in MathematicsJon Star, Bethany Rittle-Johnson, Kelley Durkin, Mason Shero, Jessica Sommer. [doi]
• Game Making and Designerly ThinkingElisabeth Gee, Luis Pérez-Cortés, Taylor Kessner. [doi]
• Queering Complexity Using Multi-Agent SimulationsDylan Paré, Marie-Claire Shanahan, Pratim Sengupta. [doi]
• Investigating a Museum-Based Pop-Up Science Program as a "Learner Centric Ecology of Resources"Catherine Dornfeld Tissenbaum, Sadhana Puntambekar. [doi]
• From Correspondence to Prefiguration: Mobilizing Learning Sciences for Alternative Social FuturesNatalia Smirnov, Joanna Weidler-Lewis. [doi]
• Collaborative Agency that Drives Collaborative Problem-Solving and LearningYu Xia, Marcela Borge. [doi]
• Participatory Planning and Teaching Restructuring Power Hierarchies and Supporting Learning OpportunitiesKathleen Schenkel, Angela Calabrese Barton. [doi]
• Facilitating Collaborative Diagnosing in Medicine with a Simulation: Effects of Adaptive and Static Information Sharing ScriptsAnika Radkowitsch, Martin R. Fischer, Ralf Schmidmaier, Frank Fischer 0001. [doi]
• Does Coercing the Use of a Group Awareness Tool Help Groups Achieve More Equal Participation?Sebastian Strauss, Nikol Rummel. [doi]
• Teacher Groupwork Monitoring Routines and the Nature of Students' Conversation in Small GroupsNadav Ehrenfeld, Ilana Horn, Jessica Moses, Brette Garner. [doi]
• "I Start Getting Deeper": Voice Development as Evidence of Learning Through Art MakingMaggie Dahn. [doi]
• Negotiating With the Task to Encourage Generative Collaboration in Teacher WorkgroupsAnthony Matranga, Melinda Sebastian, Jason Silverman, Valerie Klein, Wesley Shumar. [doi]
• The Tension Between Pattern-seeking and Mechanistic Reasoning in Explanation Construction in Elementary Science ClassroomXiaowei Tang, Andrew Elby, David Hammer. [doi]
• Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanationTomohiro Nagashima, Anna Bartel, Elena Silla, Nicholas Vest, Martha W. Alibali, Vincent Aleven. [doi]
• Correlation Between the Change of Cognitive Load and Learning Performance in Video-based LearningHye Jeong Park, Il-Hyun Jo. [doi]
• Interdisciplinary Research in Technology-Enhanced Learning: Strategies for Effective WorkingChristothea Herodotou, Tina Papathoma, Gareth J. Davies, Mark Gaved, Eileen Scanlon. [doi]
• Examining the Relationship Between Calibration and Reflection in an Online Discussion EnvironmentYu Xia, Marcela Borge. [doi]
• Global Perspectives on Social Movement Collective Action as LearningJoe Curnow, A. Susan Jurow, Miwa Aoki Takeuchi, Virgie Aquino Ishihara, Meixi Ng, Santiago Rincón Gallardo, Miguel Morales Elox, José W. Meléndez, Josephine Pham, Thomas Philip, Tafadzwa Tivaringe, Ben Kirshner, Suraj Uttamchandani. [doi]
• Designs for Learning With and Through SoundRogers Hall, Emma Reimers, Dionne Champion, Brian Gravel, Eli Tucker-Raymond, Amon Millner, Ananda Maria Marin, Kyle Halle-Erby, Deborah Silvis, Katie Headrick Taylor, Jasmine Y. Ma. [doi]
• Scaling a System of Professional Learning for Formative Assessment Co-Design: The Aspire ProjectErin Marie Furtak, Clarissa Deverel-Rico, Jason Buell, Kate Henson, Kelsey Tayne. [doi]
• Interpreting Graphs to Distinguish Factors That Impact Climate ChangeElizabeth A. McBride, Marcia C. Linn, Jonathan M. Vitale. [doi]
• Challenging Appearance Bias: An Embodied and Collective ApproachSamantha Strife, Leah Peña Teeters, Anne Fritzson, Bernadette Park, Darcy Gist, Emma Lischwe, Bonnie Schrag, Wendy Herron, Sona Dimidjian. [doi]
• "Doing Justice" for an Audience of One: Motivation and Revision when Students Write for PodcastsEmily Southerton. [doi]
• Data Literacies and Social Justice: Exploring Critical Data Literacies through Sociocultural PerspectivesGolnaz Arastoopour Irgens, Simon Knight 0001, Alyssa Friend Wise, Thomas M. Philip, Maria C. Olivares, Sarah Van Wart, Sepehr Vakil, Jessica Marshall, Tapan S. Parikh, M. Lisette Lopez, Michelle Wilkerson, Kris D. Gutiérrez, Shiyan Jiang, Jennifer Kahn. [doi]
• On Planning the Canoeing of Rapids and Its Reasoning ProcessesKevin A. Nguyen, Flávio S. Azevedo, Adam Papendieck. [doi]
• Designing an Immersive Environment for Preservice Teachers: Considering Learning Spaces When Planning for TeachingJennifer Clifton, Kate Thompson, Ben Williams, Sakinah S. J. Alhadad. [doi]
• Designing Dance for Museums: Using Diagrammatic Transcripts to Analyze Embodied Interactions in an Informal Learning EnvironmentLindsay Lindberg, Ananda Maria Marin. [doi]
• Developing AI into Explanatory Supporting Models: An Explanation-visualized Deep Learning Prototype for Computer Supported Collaborative LearningHaoyu Chen, Esther Tan, Yoon Lee, Sambit Praharaj, Marcus Specht, Guoying Zhao. [doi]
• Single Template vs. Multiple Templates: Examining the Effects of Problem Format on PerformanceYang Jiang, Ma. Victoria Almeda, Shimin Kai, Ryan S. Baker, Korinn Ostrow, Paul Salvador Inventado, Peter Scupelli. [doi]
• Reviewing Approaches to Assessment of Students' DesignsDouglas B. Clark, Chris Ostrowdun, Stefan Rothschuh, Senay Purzer. [doi]
• Creating Purpose: A Case Study of the Creative Process of an African American Teen in Maker EducationIsabel Correa, Nathan Holbert. [doi]
• Design Principles for the Design of Digital Badge Systems: Supporting Learning in Informal Science ProgramsTheresa Horstman, Gavin Tierney, Carrie Tzou. [doi]
• Students' Epistemological Framing of Roles in a Collaborative Game Design ProjectTalia A. Hurwich, Camillia Matuk, Christopher M. Hovey. [doi]
• Why Mrs. Stone Never Calls on Debra: A Case of Race-Gender Ideology in PracticeNiral Shah, Beth Herbel-Eisenmann, Daniel L. Reinholz. [doi]
• Abstraction in Disciplinary Problem SolvingJessica Karch, Hannah Sevian. [doi]
• Characterizing Metacognitive and Progressive Dialogue in Knowledge-Building ClassroomYuyao Tong, Carol K. K. Chan. [doi]
• An Interactional Ethnographic Approach to Understanding the Design of Student Learning in a Self-directed STEM ClassPakon Ko. [doi]
• Complexifying the Process of Generating an Aim in a Teacher Preparation Networked Improvement CommunityCarlos Sandoval, Elizabeth van Es. [doi]
• Exploring the Dynamics and Potentials of Reimagining and Engaging Intergenerational LearningMegan Bang, Angela Booker, Krystal Villanosa, Charlene Montano Nolan, Shawn Peterson, Amanda Ramayon, Ashley Braun, Sara Marie Ortiz, Philip Bell, Priya Pugh, Jordan Sherry-Wagner, Meixi Ng, Shirin Vossoughi, Nikki McDaid-Morgan, Leah A. Bricker, Forrest Bruce, Mario Guerra, Carrie Tzou, Elizabeth Starks. [doi]
• Alignment and Convergence for What? And How? Tensions of Writing Instruction Within a Test-Based Accountability SystemEmily Howe. [doi]
• Practices for Social-Spatial Justice: A Community Project for Reclaiming the Local Science CenterAngela Calabrese Barton, Micaela Balzer, Barbara Calabrese Barton, Wonjung Kim, Sinead Brien, Day Greenberg. [doi]
• Investigating Children's Interactions Across Face-to-face and Virtual Spaces: Case Study of Mobile Eye-tracking AnalysisYong Ju Jung, Marcela Borge. [doi]
• Characterizing Mathematics Teacher Educator Noticing and Its Relation to Novice Teacher Opportunities for LearningMarta Kobiela, Saba Din, Vandana Chandrasekhar, Ashley Cameron. [doi]
• Investigating the Development of Data Literacy Through Apt Epistemic Performance with Elementary School StudentsAmanda M. Cottone, Susan A. Yoon, Jooeun Shim, Bob Coulter, Stacey Carman. [doi]
• Systematic Literature Review on Narrative-Based Learning in Educational Technology Learning Environments (2007-2017)Areej Mawasi, Peter Nagy, Ruth Wylie. [doi]
• "The Disabled Body Speaks Back"; Emotion as Central to Embodiment in Mathematical ExperienceRachel Lambert, David Hernández-Saca, Rebeca Mireles-Rios. [doi]
• Creating Equitable Connected Learning Experiences for Teachers, Students, and ParentsKeisha Varma, Elena Contreras Gullickson, Tayler Loiselle, Corissa Rohloff, Isabel López, Samuel Bullard, Lucas Simpson, Abdirashid Abdi. [doi]
• The Role of Motivational Structures in Teacher Professional Learning CommunitiesDana Vedder-Weiss, Rinat Sabag-Cohen, Yariv Feniger. [doi]
• Iterative Participant and Activity Structures in a Peer Supported Science Infographic CurriculumStephen Sommer, Joseph L. Polman. [doi]
• Instability is a Feature, Not a Bug: How Teachers Grow Their Pedagogical Knowledge in an Interdisciplinary, Skills-Centered, Ever-Evolving SchoolVered Resnick, Yifat Ben-David Kolikant. [doi]
• Building a Professional Learning Community around Science Assessment: Designing and Using Assessment Tasks to Support Multi-Dimensional InstructionBrian Gane, Elizabeth M. Lehman, Meg Bates, Sania Zahra Zaidi, Alexa Lee-Hassan, Diksha Gaur, Krystal Madden, James Pellegrino. [doi]
• Making changes: Counteracting Latina Young Women's Negative STEM Experiences Through Culturally Responsive Physical ComputingLiam Fischback, Kristin A. Searle, R. Benjamin Shapiro, Annie Kelly, Colby Tofel-Grehl. [doi]
• Integrating Computer Science in Science: Considerations for ScaleAri Krakowski, Eric Greenwald, Jake Duke, Meghan Comstock, Natalie Roman. [doi]
• Broadening Conceptualizations of Learning: Fix-It-Foxing as a Practice for *Learning From* and *Learning WithDanielle T. Keifert. [doi]
• Neutrality, "New" Digital Divide, and Openness Paradox: Equity in Learning Environments Mediated by Educational TechnologyAreej Mawasi, Earl Aguilera, Ruth Wylie, Elisabeth Gee. [doi]
• Mapping the Design Space for Teacher Learning Through ReflectionSherice N. Clarke, Zaynab Gates, Michael Foster 0004, Sushil S.. [doi]
• The Pragmatics of Board Games in K-12 Science ClassroomsChris Quintana, Rebecca M. Quintana, Leah A. Bricker. [doi]
• "Social Scientists Need to Be Nice and Empathetic": Exploring Students' Beliefs Related to Social Sciences and HumanitiesValentina Nachtigall, Nikol Rummel. [doi]
• Kira & the Spinners: Exploring the Dilemmas of a Structured-Choice Learning Environment in a Public SchoolPeter Meyerhoff, Reed Stevens. [doi]
• Scaling Just Like Experts Do: Results of an Expert Interview StudyClaudia Mazziotti, Rüya Doenmez, Jeremy Roschelle. [doi]
• How Students Weight Different Types of Group Awareness Attributes in Wiki Articles: A Mixed-Methods ApproachLisa Ollesch, Sven Heimbuch, Hannah Krajewski, Cora Weisenberger, Daniel Bodemer. [doi]
• Practice-Based Teacher Education With ELK: A Role-Playing Simulation for Eliciting Learner KnowledgeXu Wang 0016, Meredith M. Thompson, Kexin Yang, Dan Roy, Kenneth R. Koedinger, Carolyn Penstein Rosé, Justin Reich. [doi]
• Turning Bugs into Learning Opportunities: Understanding Debugging Processes, Perspectives, and PedagogiesYasmin B. Kafai, Gautam Biswas, Nicole Hutchins, Caitlin Snyder, Karen Brennan, Paulina Haduong, Kayla DesPortes, Morgan Fong, Virginia J. Flood, Oia Walker-van Aalst, David DeLiema, Deborah A. Fields, Melissa S. Gresalfi, Corey E. Brady, Selena Steinberg, Madison Knowe, Diana Franklin, Merijke Coenraad, David Weintrop, Donna Eatinger, Jen Palmer, Michelle Wilkerson, Collette Roberto, Nicole Bulalacao, Joshua A. Danish. [doi]
• Recognizing and Supporting Perseverance in Mathematical Problem-Solving via Conceptual Thinking ScaffoldsJoseph DiNapoli, Emily Miller. [doi]
• Civic Engagement With Visualizing Data in Science MuseumsKylie Peppler, Anna Keune, Ariel Jiyeon Han. [doi]
• Teaching the Purpose and Meaning of Algebraic Variables Through Systems-of-Equations Story Problems: Multimedia ApproachesJeffrey Bye, Pei-Jung Chuang, Lauren Anthony, Patricia Cheng. [doi]
• Figuring the 'Making' With Indian Teachers: Can We Reimagine STEM Learning?Durgaprasad Karnam, Ravi Sinha, Ashish Kumar Pardeshi. [doi]
• Organizing for Collective Agency: Negotiating Social and Disciplinary Risks of Collaborative LearningPriyanka Agarwal. [doi]
• Tuning Into the Craft: Materials as a Driver of Learning ComputingAnna Keune, Kylie Peppler. [doi]
• Insights on (In)Equity Initiatives in the Context of Discourse, Organizations, and IdentityAnna Bethune, Heather McCambly, Aireale J. Rodgers, Krystal Villanosa. [doi]
• Understanding Augmented Reality Tools in Maker SpacesCaroline Vanderlee, Iulian Radu, Bertrand Schneider. [doi]
• Visualizing Qualitative Data: Creative Approaches for Analyzing and Demonstrating Lively Data from Diverse Learning SettingsYong Ju Jung, Jaclyn Dudek, Shulong Yan, Marcela Borge, Soo Hyeon Kim, Jian Liao, Ben Shapiro, Heather Toomey Zimmerman. [doi]
• Learning From Design Failure, CollaborativelyShulong Yan, Marcela Borge. [doi]
• Gender Differences in Stress, Perceived Competence, and Perceived Choice During Remote Collaborative Problem SolvingKimberly Michelle Ying, Fernando J. Rodríguez, Kristy Elizabeth Boyer. [doi]
• Talk and Tech: The Impact of Technology Type and Setting on the Communication Patterns of a Child With AutismJim Gribble, Ali Hansen, Danielle Harlow, Kelly Lai. [doi]
• A Psychological Perspective on Data Processing in Cognitive Group Awareness ToolsLenka Schnaubert, Lydia Harbarth, Daniel Bodemer. [doi]
• Increasing Children's Knowledge of Pattern Detection and Skip Counting Using a Tablet-based Math ActivityCheyeon Ha, Xinying Hou, Huy A. Nguyen, Judith Odili Uchidiuno. [doi]
• 'When is safe enough?' Considering Diversity and Equity When Brokering Pre-Professional Learning Opportunities to Minoritized YouthRafi Santo, Dixie Ching, Kylie Peppler, Chris Hoadley. [doi]
• Blending Everyday Movement and Representational Infrastructure: An Interaction Analysis of Kindergarteners Coding Robot RoutesDeborah Silvis, Victor R. Lee, Jody Clarke-Midura, Jessica F. Shumway, Joseph Kozlowski. [doi]
• Can Cultural Insights Be Considered a Way to Trigger the Development of Future-Scaffolding Skills?Giulia Tasquier, Eleonora Barelli, Elina Palmgren. [doi]
• Partnering for Equity: Examining Research Practice Partnerships as Part of Community ContextsUng-Sang Lee, Kristina Stamatis, Jennifer Pacheco, Ricarose Roque, Sari Widman, Kerri Wingert, Christopher Wegemer, Joey Huang. [doi]
• Undergraduate Researcher PersonasTra Huynh, Adrian Madsen, Eleanor C. Sayre. [doi]
• Classroom Interaction Geography: A Case StudyBen Shapiro, Brette Garner, Hui Soo Chae, Gary Natriello. [doi]
• Spread and Scale in the Digital Age: A Conceptual FrameworkCynthia Coburn, Jennifer Higgs, Richard Paquin Morel, Amy Catterson. [doi]
• Partnerships for Culturally Relevant and Sustaining Pedagogies Through Community Walks and MappingKathryn Bateman, Jonathan McCausland. [doi]
• Invisible Battles: Divergent Conceptions of Student-Centered TalkHeather Meston, Emily Phillips Galloway. [doi]
• Designing Multimodal Composition Activities for Integrated K-5 Programming and StorytellingRobert Whyte, Shaaron Ainsworth, Jane Medwell. [doi]
• Expanding the Frame: Designing a Learning Analytics System Using a Theory of LearningPhilip J. Piety. [doi]
• Using Computational Modeling to Integrate Science and Engineering Curricular ActivitiesKevin W. McElhaney, Ningyu Zhang, Satabdi Basu, Elizabeth A. McBride, Gautam Biswas, Jennie Chiu. [doi]
• An Epistemic Network Analysis of STEM Identity Exploration in Virtual Learning EnvironmentsAmanda Barany, Hamideh Talafian, Aroutis Foster. [doi]
• Student Engagement and the Negotiation of Joint Enterprise in a Project-Based Learning CourseGavin Tierney, Susan B. Nolen. [doi]
• Supporting Elementary Students to Develop Mathematical Models Within Design-Based Integrated Science and Mathematics ProjectsSarah Lilly, Sarah J. Fick, Jennie Chiu, Kevin W. McElhaney. [doi]
• Across Research Practice Partnerships: Examining Two Projects to Develop Understandings of Infrastructure and EquityKristina Stamatis, Ung-Sang Lee. [doi]
• Examining Students' Debugging and Regulation Processes During Collaborative Computational Modeling in ScienceMona Emara, Shuchi Grover, Nicole Hutchins, Gautam Biswas, Caitlin Snyder. [doi]
• Dynamic Quality of Teacher Interaction in Professional Learning CommunitiesMarloes Hendrickx, Marieke Thurlings, Perry den Brok. [doi]
• Application of AutoML in the Automated Coding of Educational Discourse DataSeung B. Lee, Xiaofan Gui, Eric Hamilton 0001. [doi]
• Teachers' Conceptualizations of Computational and Mathematical ThinkingMargaret Walton, Janet Walkoe, Andrew Elby, Janet Shufor Bih epse Fofang, David Weintrop. [doi]
• Associations Between Self-Regulated Learning Strategies and Science Assignment Score in a Digital Literacy PlatformEffat Farhana, Teomara Rutherford, Collin F. Lynch. [doi]
• When Dissent and Debate Risk Fracturing Mathematics Learning CommunitiesTesha Sengupta-Irving. [doi]
• Designing for Playful Math Engagement Across Learning EnvironmentsChristine Lee, Megan Wongkamalasai, Naomi Thompson, Lara Jasien, Andee Rubin. [doi]
• Diagnosis of Misconceptions with Coherent Underlying Structure in Learning DiffusionMan Su, J. Yohan Cho, Brandon Vanbibber, Jesse Ha, Michelene T. H. Chi. [doi]
• Exploring Women of Color's Conceptualizations of Studying Undergraduate Biology: A Cultural AnalysisAngela Google, Anna Strimaitis Grinath, Grant Gardner. [doi]
• Weaving the Fabric of Adaptive STEM Learning Environments Across Domains and SettingsRoy Pea, Shuchi Grover. [doi]
• Computational Tinkering in Science: Designing Space for Computational Participation in High School BiologyColin Dixon, Lisa A. Hardy, Sherry Hsi, Seth Van Doren. [doi]
• Designing Online Experiences to Support Teacher Learning and Professional Development Across Subject AreasAbby Reisman, Susan A. Yoon, Emma Anderson, Tymesia Brown, Richard Correnti, Caroline Ebby, Lindsay Goldsmith-Markey, Joshua Littenberg-Tobias, Eric Klopfer, Lindsay Clare Matsumura, Kate Miller, Justin Reich, Janine Remillard, Thomas Richman, Ilana Schoenfeld, Jooeun Shim, Maggie Walsh, Daniel Wendel, Dena Zook-Howell, Barry Fishman. [doi]
• Integrating STEM and Computing in PK-12: Operationalizing Computational Thinking for STEM Learning and AssessmentShuchi Grover, Gautam Biswas, Amanda Dickes, Amy Voss Farris, Pratim Sengupta, Beth Covitt, Kristin Gunckel, Alan Berkowitz, John Moore, Golnaz Arastoopour Irgens, Michael Horn 0001, Uri Wilensky, Shari Metcalf, Soobin Jeon, Chris Dede, Gillian Puttick, Debra Bernstein, Kristen B. Wendell, Ethan Danahy, Michael Cassidy, Fayette Shaw, Daniel Damelin, Steve Roderick, A. Lynn Stephens, Namsoo Shin, Irene A. Lee, Emma Anderson, Ximena Dominguez, Phil Vahey, Aman Yadav, Kathryn Rich, Christina V. Schwarz, Rachel A. Larimore, Paulo Blikstein. [doi]
• Assessment of Creativity During Family Engineering Workshops in Informal Learning EnvironmentsSoo Hyeon Kim, Heather Toomey Zimmerman. [doi]
• Embedded Assessment Tools for Maker Classrooms: A Design-Based Research ApproachY.-J. Kim, Yumiko Murai, Stephanie Chang. [doi]
• Teacher Noticing and Shifting of Student Epistemic FramingChristopher A. F. Hass, Qing X. Ryan, Eleanor C. Sayre. [doi]
• Exploring Synergistic Learning Processes Through Collaborative Learner-to-Learner QuestioningCaitlin Snyder, Nicole Hutchins, Gautam Biswas, Shitanshu Mishra, Mona Emara. [doi]
• Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Youth With Autism Spectrum Disorder: A Qualitative Analysis of Parent PerspectivesRoxanne Rashedi, Kemberlee Bonnet, Rebecca Schulte, David Schlundt, Amy Swanson, Amy Kinsman, Nicole Bardett, Zachary Warren, Pablo Juárez, Gautam Biswas, Maithilee Kunda. [doi]
• Patterns of Mechanistic Reasoning in an Integrated Earth Science and Geotechnical Engineering UnitChelsea J. Andrews, Kristen B. Wendell, Nicole Batrouny, Tejaswini Dalvi. [doi]
• Co-designing a Collective Journey of Knowledge Creation With Idea-Friend MapsXueqi Feng, Jan van Aalst, Carol K. K. Chan, Yuqin Yang. [doi]
• Augmenting Instructor Decision-Making with Data in MakerspacesEdwin Chng, Sofya Zeylikman, Bertrand Schneider. [doi]
• Developing a Disciplinarily Diverse Course-based Research Experience: Outcomes and Design ConsiderationsAdam Papendieck, Katherine Ellins, Julia Clarke. [doi]
• Predictions of Integer Model Affordances Pan Out for Short-Term, but Not Longer-Term, Learning of Initial Integer ConstructsJulie Nurnberger-Haag. [doi]
• "Doing Physics" And "Doing Code": Students' Framing During Computational Modeling in PhysicsLuke Conlin, Nicole Hutchins, Shuchi Grover, Gautam Biswas. [doi]
• Common Errors, Successful Debugging, and Engagement During Block-based Programming Using Educational Robotics in Elementary EducationChrysanthos Socratous, Andri Ioannou. [doi]
• Fundamental Challenges to Learning to Teach Science as PracticeWilliam A. Sandoval, Jarod N. Kawasaki, Heather Clark. [doi]
• Materiality Constraining and Enabling Collaboration in Secondary School Maker Centered LearningVarpu Mehto, Kaiju Kangas, Pirita Seitamaa-Hakkarainen. [doi]
• Debugging for Art's Sake: Beginning Programmers' Debugging Activity in an Expressive Coding ContextCorey E. Brady, Melissa S. Gresalfi, Selena Steinberg, Madison Knowe. [doi]
• A Computational Approach to Modeling Online Identity DiscoursesAdam Papendieck. [doi]
• A Feel for Physics: A Study of the Affective Dimensions of Professional Physics PracticeBernard G. David, Flávio S. Azevedo. [doi]
• Differences in Idea Improvement Processes between High and Low Learning-Outcome Groups in Project-based LearningAnthony J. Taiki Kawakubo, Jun Oshima. [doi]
• Living Within the Tensions: The Impact of Conflicting Visions of Equity-oriented Mathematics Teaching on Teacher LearningMallika Scott. [doi]
• Supporting Groups to Monitor Themselves: Does It Distribute the Interaction?Jiyoung Lim, Kyu Yon Lim. [doi]
• Designing Drawing Activities to Support Simulation-based Learning in Quantum MechanicsShaaron Ainsworth, Antje Kohnle, Gina Passante. [doi]
• Visual Counter-Storytelling Toward Equity and TeachingShima Dadkhahfard, Miwa Aoki Takeuchi. [doi]
• Constructing and Representing a Quantitative Structure: A Conceptual AnalysisHalil I. Tasova, Kevin C. Moore. [doi]
• Framework for Evaluating the Pedagogical Features of University Courses Representing Collaborative Knowledge Work PracticesMinna Lakkala, Hanni Muukkonen, Liisa Ilomäki, Auli Toom. [doi]
• Using the Critical Questions Model of Argumentation for Science Teacher Professional Learning and Student OutcomesMichael Nussbaum, Lixian Tian, Michael Van Winkle, Harsha Perera, LeAnn Putney, Ian J. Dove, Kris Carroll. [doi]
• Developing Pedagogical Practices That Support Disciplinary Practices When Integrating Computer Science Into Elementary School CurriculumFlorence R. Sullivan, Enrique Suárez, Emrah Pektas, Lian Duan. [doi]
• Examining How Engineering Educators (Re)produce or Challenge Technocracy in Their Pedagogical ReasoningChandra Turpen, Jennifer Radoff, Ayush Gupta, Hannah Sabo, Andrew Elby. [doi]
• Preparing Researchers to Participate in Collaborative ResearchKristen Davidson, Adam Bell, Robbin Riedy, Carlos Sandoval, Christopher Wegemer, Tiffany Clark, Caitlin Farrell, Barry J. Fishman, Jennifer Russell, William R. Penuel, Ananda Maria Marin. [doi]
• Equity Across State Systems: Possibilities and Tensions in Understanding ScaleKerri Wingert, Robbin Riedy, Melissa Campanella, William R. Penuel. [doi]
• Iteration in STEAM: Moving Beyond FailurePriya Pugh, Blakely Tsurusaki, Carrie Tzou, Laura Carsten Conner, P. Teal Sullivan. [doi]
• Measuring Equitable Science Instruction at ScaleAndy Krumm, William R. Penuel, Carol Pazera, Carolyn Landel. [doi]
• Expanding the Borders of Music-Based Qualitative Research Methods Through Graphic ScoresPeter J. Woods, Karis Jones. [doi]
• Families' Imaginations in a Meteorology Workshop: Imagining Weather Through Prototyping a Weather StationYu-Chen Chiu, Heather Toomey Zimmerman. [doi]
• Critical Autoethnography: a Korean Science Teacher's Consciousness AnalysisWonjung Kim. [doi]
• From a Network of Research-Practice Partnerships to a Multi-Expertise Learning and Design CommunityYael Kali, Ornit Sagy, Nirit Lavie-Alon, Ronit Dolev. [doi]
• Theorizing the Politics of Identity in Engineering: Reflections From the University of Tehran, IranSepehr Vakil, Elham Beheshti. [doi]
• Data Literacy for Social JusticeCamillia Matuk, Susan A. Yoon, Joseph L. Polman, Anna Amato, Jacob Barton, Nicole Bulalacao, Francesco Cafaro, Lina Chopra Haldar, Amanda M. Cottone, Krista Cortes, Kayla DesPortes, Tim Erickson, William Finzer, Katie Headrick Taylor, Beth Herbel-Eisenmann, Cynthia Graville, Kris D. Gutiérrez, Traci Higgins, Blanca E. Himes, Kathryn A. Lanouette, Hollylynne Lee, Vivian Lim, M. Lisette Lopez, Leilah Lyons, Dan Milz, Maria C. Olivares, Elizabeth Osche, Tapan S. Parikh, Thomas Philip, Laurie Rubel, Joey Shelley, Edward Rivero, Jessica Roberts, Collette Roberto, Tony Petrosino, Andee Rubin, Jooeun Shim, Megan Silander, Stephen Sommer, David Stokes, Marian Tes, Milka Trajkova, Ryan J. Urbanowicz, Ralph Vacca, Sarah Van Wart, Veena Vasudevan, Michelle Wilkerson, Peter J. Woods. [doi]
• So What? Now What? Two Tools for Supporting Teachers' Thought ExperimentsSarah Larison, Jen Munson, Jennifer Richards. [doi]
• Emotion Regulation in Academic, Contentious Learning Discussions: Analysis and Effects on the Quality of the DialogueEfrat Firer, Benzi Slakmon, Baruch B. Schwarz. [doi]
• Coding and Analyzing Scientific Observations From Middle School Students in MinecraftSherry Yi, Matt Gadbury, H. Chad Lane. [doi]
• Identity Negotiation of Pre-service Teachers of English as a Foreign LanguageHazel Vega, Golnaz Arastoopour Irgens. [doi]
• Fixedness and Growth at Individual and Collective Levels in Knowledge Building CommunitiesShiri Kashi, Yotam Hod. [doi]
• Designing Orchestration Support for Collaboration and Knowledge Flows in a Knowledge CommunityBodong Chen, Hong Shui, Stian Håklev. [doi]
• Material Entanglements as a Source of Resistance to Educational Injustice in STEM LearningColin Hennessy Elliott. [doi]
• Gender and Gendered Discourse in Online STEM College CoursesGenevieve M. Henricks, Suma Bhat, Michelle Perry. [doi]
• Student Immediacy: The Key to Collaborative Learning Dynamics?Rebekah Skoog, Sisilia Kusumaningsih, Jingjing Sun. [doi]
• Promoting Equity and Inclusion in STEM Curriculum DesignReina Fujii, Kevin W. McElhaney, Nonye Alozie. [doi]
• Effects of Task Design on Collaboration Patterns in an Online TaskJessica Andrews-Todd, Monica Toscano. [doi]
• Conceptualizing STEM Majors' Developing Agency and Autonomy in Undergraduate MathematicsMariana Levin, John P. Smith, Shiv Karunakaran, Valentin A. B. Küchle, Sarah Castle. [doi]
• How Should Kids Decide Which Idea Is Better?: Understanding Children's Perceptions of Group Decision-MakingJingjing Sun, Greg Friedman. [doi]
• Evaluating Computer-based Science Assessments for Universal Design Learning PrinciplesKaryn Housh, Abeera P. Rehmat, Cindy E. Hmelo-Silver, Dante Cisterna, Lei Liu. [doi]
• Understanding Self-ethnography as a Pedagogical Tool to Combat Whiteness in Science EducationJonathan McCausland, Scott McDonald. [doi]
• Evolution of a Tangible Letter Learning Game Through Design-Based Research DevelopmentHeidy Maldonado, Ariel Zekelman. [doi]
• Evidence-based Design Principles for Effective Professional Development: A Critical Appraisal of the EvidenceChrista S. C. Asterhan, Adam Lefstein. [doi]
• Strategic Use Of Content-Specific And Content-Neutral Technologies To Cater Learning Diversity In MathematicsThomas K. F. Chiu. [doi]
• Investigating the Developmental Trajectory of Critical Thinking in Online Discourse Among College Students: An Epistemic Network AnalysisHaoxin Xu, Dan Huang, Jing Leng, Xianlong Xu. [doi]
• Fostering Science Identity Through Transmedia Storytelling: A Mixed-Methods ApproachPeter Nagy, Areej Mawasi, Ruth Wylie. [doi]
• Grounding Computational Abstractions in Scientific ExperienceAmy Voss Farris, Amanda Dickes, Pratim Sengupta. [doi]
• Back to Computational Transparency: Co-designing With Teachers to Integrate Computational Thinking in Science ClassroomsConnor Bain, Gabriella Anton, Michael Horn 0001, Uri Wilensky. [doi]
• University Arboretum as Agentful TopographyJaclyn Dudek. [doi]
• Instructor Feedback Practices in Undergraduate Writing at ScaleKatherine McEldoon, Jessica Yarbro, Samuel Downs, Matthew Ventura, Faby Gagne, Seth Corrigan, Devon Skerritt, Ruth Lahti. [doi]
• Two Cases of Prospective Mathematics Teachers Learning to Notice and Name Students' Strengths and Support Students' ParticipationDiana Bowen. [doi]
• Why Knowledge Analysis Changes the Design of Computational Learning Environments in Biology EducationMatthew Lira. [doi]
• Mathematics Learning and The Making of Neoliberal UndesirabilityTesha Sengupta-Irving. [doi]
• Being in Touch With the Core of Social Interaction: Embodied Design for the NonverbalRachel Chen, Arianna Ninh, Betty Yu, Dor Abrahamson. [doi]
• Building a Theory of Teacher Learning, TogetherIlana Horn, Catherine Lewis, Shelley Friedkin, Brette Garner, Nadav Ehrenfeld, Janet Carlson, Hilda Borko, Alissa Fong, Meghan Shaughnessy, Nicole Garcia. [doi]
• "Who Wouldn't Want to Be in a Better Situation?": The Effects of Institutionalized Barriers on Youth Worker ExpertiseErica Van Steenis. [doi]
• The Impact of Scaffolding on Simulation Assessment Performance for Systems and Systems ModelsKaryn Housh, Cindy E. Hmelo-Silver, Abeera P. Rehmat, Dante Cisterna, Lei Liu. [doi]
• Expanding Iterations in Making in Support of Community WisdomAngela Calabrese Barton, Edna Tan, ReAnna Roby, Day Greenberg. [doi]
• Socio-emotional Dynamics in Teacher LearningDana Vedder-Weiss, Beth Hufnagel, Lama Z. Jaber, Carla Finkelstein, Vesal Dini, Katherine Schneeberger McGugan, Brette Garner, Ilana Horn, Rotem Trachtenberg Maslaton, Adam Lefstein, Sarah Michaels. [doi]
• Differences in Rhetorical and Refutational Argument Complexity by Grade LevelVeronica L. Cavera, Hebbah El-Moslimany, Ravit Golan Duncan, Clark A. Chinn. [doi]
• Designing for Data-Wisdom: Data for Whom, of What, Towards What Ends?Katie Headrick Taylor, Adam Bell, Jiyoung Lee, Erin Riesland, Maria Hays, Ari Hock, Molly Shea. [doi]
• Face-Work in Teacher Learning from Problems of PracticeAdi Mendler, Dana Vedder-Weiss. [doi]
• Supporting Novice Teachers' Learning to Enact a Social Justice Framework of Science TeachingJarod N. Kawasaki, Heather Clark, Annamarie Francois. [doi]
• Coaching That Supports Teachers' Learning to Enact Ambitious InstructionEben B. Witherspoon, Nathaniel Ferrer, Richard Correnti, Christian Schunn, Mary Kay Stein. [doi]
• Supporting Teachers for Expansive Sense-Making in Elementary Science ClassroomsMelissa Braaten, Christina V. Schwarz, Christa Haverly. [doi]
• Modeling in Languages, Languages of Modeling: Integrating Science Practices and Translanguaging PracticesAshlyn E. Pierson, Douglas B. Clark, Corey E. Brady. [doi]
• Taking on the Task of Reimagining Teacher Education: Positioning Teachers as Emergent Learning Scientists within Complex Political and Ethical EcologiesNatalie Davis, Paula K. Hooper, Ruben Echevarria, Arturo Munoz, Shirin Vossoughi, Arturo Cortez, Meixi Ng, Josephine Pham, Mallika Scott, Tesha Sengupta-Irving, Jessica Tunney, Meghan Macias. [doi]
• The Aesthetics of (Un)Charted Play: Negotiating Nostalgia and Digital Demons in an Era of "Post-Truth" Educational ResearchNathan Holbert, Haeny Yoon, Cassie Brownell, Christopher Moffett, Michael Dando, Isabel Correa, Lalitha Vasudevan. [doi]
• Wicked Play: Wicked Problems, Designerly Citizens, Design GamesTaylor Kessner, Elisabeth Gee, Luis Pérez-Cortés. [doi]
• Exploring the Connections Between Epistemic Agency and a Commitment to the Collective Enterprise of Sensemaking in the Science ClassroomJessica L. Alzen, Kelsey Edwards, William R. Penuel, Brian J. Reiser, Cynthia Passmore, Chris Griesemer, Aliza Zivic, Christina Murzynski. [doi]
• Improvisational Infrastructuring by Facilitators in Public ComputingStephanie Hladik, Marie-Claire Shanahan, Pratim Sengupta. [doi]
• Patterns of Identity Exploration Among High School Students in a STEM Course Augmented by a Virtual Learning EnvironmentHamideh Talafian, Amanda Barany, Aroutis Foster. [doi]
• Bridging Research and Practice to Implement Change in Teaching and Learning at ScaleDaniel C. Edelson, Brian J. Reiser, Katherine L. McNeill, Renee Affolter, Andrew E. Krumm, William R. Penuel. [doi]
• Building Knowledge From Challenging Text: Issues Associated with Moving Pedagogy from Traditional Classroom Delivery to an AI Enhanced Differentiated InstructionDonna Caccamise, David Quigley, John Weatherley, Rachel Lieber, Peter Foltz. [doi]
• Enhancing Knowledge Building Discourse with Automated Feedback on Idea ComplexityJianwei Zhang 0004, Guangji Yuan, Jiuning Zhong, Sam Pellino, Mei-Hwa Chen. [doi]
• Automated Collaboration Assessment Using Behavioral AnalyticsNonye Alozie, Svati Dhamija, Elizabeth A. McBride, Amir Tamrakar. [doi]
• Pre-Service Teachers Expansively Framing their Engagement Through Authorship and AccountabilityGrant T. Chartrand. [doi]
• An Identity Trajectory Analysis of a Scientist/Educator Engagement With a Large Urban DistrictDonald J. Wink. [doi]
• Designing for Joint Attention and Co-presence Across Parallel RealitiesRolf Steier. [doi]
• World of Motives: Seeking the "Why" in Videogame PlaySherry Yi. [doi]
• Pair Debugging of Electronic Textiles Projects: Analyzing Think-Aloud Protocols for High School Students' Strategies and Practices While Problem SolvingGayithri Jayathirtha, Deborah A. Fields, Yasmin B. Kafai. [doi]
• Negotiating Contradictions in Identity Development: Re-engaging Youth in Alternative School ContextsGavin Tierney. [doi]
• An In-depth Study of Assessment of Collaborative Problem Solving (CPS) Skills of Students in Both Technological and Authentic Learning SettingsHaley W. C. Tsang, Yiming Liu, Nancy Law. [doi]
• Designing Interdisciplinary Arrangements and InfrastructuresRyan Seth Jones, Anna Strimaitis Grinath. [doi]
• Using Activity Theory to Understand the Synergy Between Human and Computer Support in Collaborative Inquiry LearningAsmalina Saleh, Haesol Bae, Cindy E. Hmelo-Silver, Krista D. Glazewski, Yuxin Chen, Bradford W. Mott, James C. Lester. [doi]
• Conceptual and Epistemic Uncertainties in Teacher Collaborative LearningIdo Gideon, Gideon Dishon, Dana Vedder-Weiss. [doi]
• Asset-Based Science Teaching: Supporting Pre-Service Teacher Learning in a Secondary Science Methods CourseRachael Gordon. [doi]
• Integrating a Science of Learning and Development Framework Into a Teacher Education ProgramRaha Moussavi, Megan Powell Cuzzolino, Meredith C. Moore, Yoon Jeon Kim. [doi]
• What Energy Ideas Matter for Future Learning?Marcus Kubsch, Knut Neumann, Jeffrey Nordine, David Fortus, Joseph Krajcik. [doi]
• Axes of Support: Explicit to Implicit and Practical to EpistemicSarah J. Fick, Anna Maria Arias, Tina Vo, Carrie-Anne Sherwood, Amanda Benedict-Chambers, Abraham Lo. [doi]
• To Design, or To Redesign?: Juxtaposing Creation and Play in Game DesignLuis Pérez-Cortés, Elisabeth Gee, Taylor Kessner. [doi]
• Reasoning About Disagreements: Instructional Design to Improve Thinking About Controversial Multiple DocumentsToshio Mochizuki, Clark A. Chinn, Randi M. Zimmerman, Etsuji Yamaguchi. [doi]
• Characterising Shared Epistemic Agency in a Knowledge Building Learning EnvironmentMin Lee, Yawen Yu, Carol K. K. Chan. [doi]
• Net.Create: Network Analysis in Collaborative Co-Construction of Historical Context in a Large Undergraduate ClassroomKalani Craig, Joshua A. Danish, Megan Humburg, Maksymilian Szostalo, Ann McCranie, Cindy E. Hmelo-Silver. [doi]
• Scenius at YOUmedia: Supporting and Sustaining Young People's Collective GeniusVirginia Killian Lund. [doi]
• A Multidimensional Framework of Group Productive Disciplinary EngagementToni Kempler Rogat, Britte Haugan Cheng, Cindy E. Hmelo-Silver, Anne Traynor, Temitope Adeoye, Andrea S. Gomoll, Brenda Downing, J. Adam Scribner. [doi]
• Identifying Discrepant Events as a Strategy to Improve Critical Thinking About Scientific Models in a Heat Transfer Unit in Middle-SchoolTamar Fuhrmann, Carmel Bar, Paulo Blikstein. [doi]
• Teaching Wikipedia: Supporting Students in Lifelong LearningSarah McGrew, Virginia Byrne. [doi]
• ESCAPE Puzzles: Bringing Physics to Fruition Through Classroom-Based MakingDouglas Ball, Colby Tofel-Grehl, Kristin A. Searle. [doi]
• Do Affordances of Classroom Furniture Affect Learning in Undergraduate Active-Learning Courses?Martina A. Rau, John Moore, Judith Burstyn. [doi]
• The Dynamic Nature of Teachers' Framing of the Problem of Student Mathematical DifficultyElizabeth B. Dyer. [doi]
• Circuits, Bags and Agency: Conceptualizing Children's Tinkering Projects as ManglesPriyanka Parekh, Elisabeth Gee, Deena Gould. [doi]
• Learning About Crosscutting Concepts as ConceptsLauren Barth-Cohen, Michael C. Wittmann. [doi]
• Playdough Modeling in Geological Field Work to Support Spatial SkillsKathryn Bateman, Jonathan Ham, Thomas F. Shipley, Basil Tikoff, Naomi Barshi, Carol Ormand. [doi]
• What Do Students Learn About Experimental Research by Designing Interactive Fiction Games?Anna Amato, Camillia Matuk, Dylan G. M. Schouten, Steven C. Sutherland, Gillian Smith 0001, Casper Harteveld. [doi]
• First and Third Graders' Conceptions of ProgrammersLaura Bofferding, Mahtob Aqazade, Lizhen Chen, Sezai Kocabas, Ana-Maria Haiduc. [doi]
• Teacher Learning at the Boundaries of Cross-Curricular CollaborationEdith Koh. [doi]
• Mutually Supportive Mathematics and Computational Thinking in a Fourth-Grade ClassroomJanet Bih Fofang, David Weintrop, Margaret Walton, Andrew Elby, Janet Walkoe. [doi]
• "But There's a Lot of People It Would Help": An Initial Investigation of Youth Approaching and Engaging in Engineering Problem DefinitionJacqueline Handley, Elizabeth Moje. [doi]
• Face-to-Face Holographic Agent Used as Catalyst for Learning and Employing Co-regulation in Collaborative DiscussionToshio Mochizuki, Naruaki Ishikawa, Hironori Egi, Ayane Hisatomi, Yutaka Ishii, Natsumi Yuki, Yoshihiko Kubota, Hiroshi Kato. [doi]
• "Compel Them to Engage with the Content: " Upgrading an Undergraduate Geology Course Using ICAPCatherine E. Cullicott, Steven Semken, Michelene T. H. Chi, Nicole Boucher. [doi]
• Reimagining Science Teaching and Learning: Preparing Secondary Science Teachers as Equity Advocates, Designers, and Social Change AgentsTammie Visintainer. [doi]
• #quiltsforpulse: Investigating Quilting Processes to Inform Community-based EngagementAnna Keune, Nickolina Yankova, Kylie Peppler. [doi]
• A Theory of Action for Classifying and Implementing Online Text-Based Curriculum Materials Using Natural Language ProcessingAaron M. Kessler, Anindya Roy, Daniel Seaton. [doi]
• Using the Student Hat to Push on Multiple Goals in Teacher Professional LearningBenjamin R. Lowell, Katherine L. McNeill. [doi]
• Examining Preservice Teachers' Written Responses to a Hypothetical Classroom Scenario Involving RaceJosé Gutiérrez, Tracy Dobie, Kevin Greenberg, Rachel Francom, Lauren Barth-Cohen. [doi]
• Assessing Systems Thinking Across Disciplines: A Learning ProgressionAbeera P. Rehmat, Cindy E. Hmelo-Silver, Karyn Housh, Lei Liu, Dante Cisterna. [doi]
• An Exploratory Study of Science Teachers' Instructional Decision-Making in Relation to "Coherence"Gözde Tosun. [doi]
• Vocabulary Models of Informal Language Production in RedditAlexander Brooks, Andrew Turner, Matthew Berland. [doi]
• Supporting Teachers Supporting Students: Iterative Development of TIPS in a Teacher DashboardAmy Adair, Rachel Dickler. [doi]
• Incorporating Research and Educator Voice in Edtech DesignAlison Shell, Medha Tare, Eunice Blemahdoo. [doi]
• Combining Scripts, Group Awareness Tools and Self-Regulated Learning - Theoretical Implications and Practical ImplementationsLenka Schnaubert, Freydis Vogel, Daniel Bodemer, Frank Fischer 0001, Anika Radkowitsch, Ralf Schmidmaier, Martin R. Fischer, Dimitra Tsovaltzi, Thomas Puhl, Roger Azevedo. [doi]
• Computational Thinking in Support of Learning and TransferNicole Hutchins, Gautam Biswas, Rachel Wolf, Doris B. Chin, Shuchi Grover, Kristen Pilner Blair. [doi]
• Talking in Pairs: Learning From and With Teachers Through Artifact-Based Dyadic InterviewsPaulina Haduong, Karen Brennan. [doi]
• Culturally Relevant Constructionist Design: A Design Principle for Low-income School-based Maker ExperiencesSawaros Thanapornsangsuth, Nathan R. Holbert. [doi]
• Complexity and Proximity: Framing School Mathematics Challenges Inside and Outside Metropolitan AreasChuck Munter, Phi Nguyen, Cassandra Quinn. [doi]
• Two Approaches to Teaching with NetLogo: Examining the Role of Structure and AgencyAmanda Bell. [doi]
• Developing Argumentation Skills in Elementary StudentsGreg Friedman, Alyssa Fusco, Jingjing Sun. [doi]
• Technology Entanglements of Pre-Service Teachers: A Socio-Material Analysis of Coherence in Technology and Teacher EducationJoanna Weidler-Lewis, Michelle Wooten, Scott McDonald. [doi]
• How One Implementation of an Educational Innovation DiedKay E. Ramey, Reed Stevens. [doi]
• Providing Instructional Support for Makerspaces: Examining the Type and Diversity of Student Social InteractionsEdwin Chng, Mohamed Raouf Seyam, William Yao, Bertrand Schneider. [doi]
• "String Theory": Making Connections Between Theory, Design, and Task in Design-Based ResearchVanessa Svihla, Yan Chen, Aaron Cowan, Todd Hynson, Jordan O. James, Sara McGinnis, Abigail Ramirez Ortiz, Judith Tomasson, Megan Tucker, Madalyn Wilson Fetrow, Christy Albright, Jasmine Desiderio, Dayra Fallad-Mendoza, Kristen Ferris, Danielle Gilliam, Austin Megli, Michelle Roach, Clarissa Sorensen-Unruh, Rebecca Williams. [doi]
• Examining Modalities of Embodied Interactions and the Effects on Learning From a Collaborative Science SimulationJames Planey, Robb Lindgren. [doi]
• I Solved it! Using the Rubik's Cube to Support Mental Rotation in a Middle School Science ClassroomJesslyn Valerie, Gary Aylward, Keisha Varma. [doi]
• Unpacking Collaborative Sense-Making: The Role of Reflective Accuracy in Collaborative Process QualityTugce Aldemir, Marcela Borge. [doi]
• For Good Measure: Identifying Student Measurement Estimation Strategies Through Actions, Language, and GestureAvery Harrison, Hannah Smith, Anthony Botelho, Erin Ottmar, Ivon Arroyo. [doi]
• Weaving the Strands: Tangible Board Game Design for Integrated and Collaborative ESL/EFL LearningLingde Kong, Michael Horn 0001. [doi]
• Equivalence Tasks in a Digital Algebraic Notation System Promotes Performance in Middle School MathematicsKatharine Sawrey, Jenny Yun-Chen Chan, Erin Ottmar. [doi]
• On the Weakness of Feedback in EducationCaroline Yoon. [doi]
• Storytelling for Science Learning: Developing an Assessment Framework to Examine Adolescents' Multimodal Sci-Fi NarrativesHua Ran, Ji Shen, Blaine E. Smith, Maria Kolovou, Changzhao Wang. [doi]
• Variations in Teachers' Practical Conceptions of Epistemic AgencySusan Kelly, Nitasha Mathayas, Nessrine Machaka, Jacqueline Chis, Christina Krist. [doi]
• Learning in the More Than Human World: A Conceptual Analysis of Posthuman PedagogyLili Yan, Breanne K. Litts, Chungsoo Na. [doi]
• Exploring Differences in Student Learning and Behavior between Real-Life and Virtual Reality Chemistry Laboratory ExperimentsElliot Hu-Au, Sandra Y. Okita. [doi]
• Promoting Systems Thinking Through Arts-Based Science ActivitiesRobert W. Danielson, Elizabeth Grace, Molly Kelton, Alison White, Ana Maria Martínez, Jeb Owen, Patricia Butterfield. [doi]
• Identity Exploration in a Kerbal Space Program Community ForumAmanda Barany, Aroutis Foster. [doi]
• Best Practices for Facilitation in a Choice-based, Peer Learning Environment: Lessons From the FieldKay E. Ramey, Reed Stevens. [doi]
• Augmented Reality Improved Learning of Lower-level Students by Empowering their Participation in Collaborative ActivitiesJingwan Tang, Yang Zhang, April Luehmann, Andrew White. [doi]
• What, How, and Why Do Elementary Teachers Think About Using Representations in Their Science Teaching?Joshua A. Danish, Christina Stiso, Celeste Nicholas, Cindy E. Hmelo-Silver, Meredith Park Rogers, Dionne Cross Francis. [doi]
• Friends for the Movement: Emotion and Learning in the Balance of Intrinsic and Strategic RelationsTanner Vea. [doi]
• A Design Framework for National Place-Independent Science Instructional Materials to Incorporate Local PhenomenaEmily Harris, Lindsey Mohan, Katahdin Cook Whitt. [doi]
• Mechanistic Explanations Across Undergraduate Chemistry and Biology CoursesChristina V. Schwarz, Melanie Cooper, Tammy Long, Caleb Trujillo, Keenan Noyes, Joelyn de Lima, Jenna Kesh, Jon Stoltzfus. [doi]
• Cognitive Dissonance and Equity: Designing Digital Simulations for K-12 Computer Science Teacher EducationLaura R. Larke, Garron Hillaire, Hao Chen, Ritam Dutt, Carolyn Penstein Rosé, Justin Reich. [doi]
• Reconceptualizing MeasurementCésar Delgado, Edward Silver. [doi]
• Reading Comprehension and Mental Model Development: A Cross-Validation of Methods and Technologies to Assess Student Understanding of the TextMin-Kyu Kim, Ali Heidari, Kathryn S. McCarthy. [doi]
• Deepening Perceptions of Learning: Studying and Designing Ethical Practice With Researchers, Teachers and LearnersShirin Vossoughi, Megan Bang, Nikki McDaid-Morgan, Paula K. Hooper, Allena Berry, Alexis Papak, Angela Booker, Caroline Collins, Ananda Maria Marin, Kyle Halle-Erby, Priyanka Agarwal, Meixi Ng, Arturo Cortez, Kalonji Nzinga, Kelsey Tayne, Natalie Davis. [doi]
• Student Reflections on Pair Programming in Middle School: A Thematic AnalysisMehmet Celepkolu, Aisha Chung Galdo, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. [doi]
• TunePad: Engaging Learners at the Intersection of Music and CodeMichael Horn 0001, Amartya Banerjee, Melanie West, Nichole Pinkard, Amy Pratt, Jason Freeman, Brian Magerko, Tom McKlin. [doi]
• Revisiting and Revising Knowledge Building Community Design Principles: What do the Participants Have to Say?Etan Cohen, Yotam Hod. [doi]
• Socio-Semantic Network Analysis of Knowledge Building Discourse: The Current State and Future DirectionsJun Oshima, Ritsuko Oshima. [doi]
• Becoming a Dentist: Tracing Professional Identity Development Through Mixed Methods Data Mining of Student ReflectionsAlyssa Friend Wise, Sameen Reza, Rujun Han. [doi]
• Design of an Expansively-Framed Board Game-based Unit to Introduce Computer Programming to Upper Elementary StudentsVictor R. Lee, Frederick Poole, Jody Clarke-Midura, Mimi Recker. [doi]
• Hybrid Modeling in 6th Grade STEM: Seeds of Convergence ResearchAshlyn E. Pierson, Corey E. Brady, Douglas B. Clark, Pratim Sengupta. [doi]
• "That's Bogus as Hell!": Getting Under the Hood of Surveillance Technologies in an Out Of School STEM Learning EnvironmentSepehr Vakil, Jessica Marshall, Sanjin Ibrahimovic. [doi]
• An Iterative Course Design Project to Improve Preservice Physics Teacher Preparation for Teaching With TechnologyRebecca Rosenblatt, Raymond Zich. [doi]
• Scaffolding a Lesson With Noisy Data: One Physics Lesson, Two Teacher ApproachesA. Lynn Stephens, Natalya St. Clair, Brandi Ediss, Hee-Sun Lee. [doi]
• Self and Socially Shared Regulation of Learning in Data Science Education: A Case Study of "Quantified Self" ProjectJiangxiang Zhang, Bian Wu. [doi]
• Analytical Designs: Goodwin's Substrates as a Tool for Studying LearningDanielle T. Keifert, Rogers Hall, Noel Enyedy, Lauren Vogelstein, Ashlyn E. Pierson, Nadav Ehrenfeld, Samantha Marshall, Katherine Schneeberger McGugan, Ananda Maria Marin, Elisa Noemí Orellana Faulstich, Clementine Bordeaux, Heather Clark, Jamie Gravell, Lindsay Lindberg, Denise Morales, Lilia Rodriguez, Renee White Eyes, Virginia J. Flood, Geetanshi Sharma, David DeLiema, Jesslyn Valerie, Alexis Cabrera, Sophie Smith, Sihan Xiao, Chi Xiao, Xuehui Wang, Brette Garner, Michael Sean Smith, Benedikt W. Harrer, Douglas B. Clark. [doi]
• Characterizing the Emergence of a Knowledge-Building Community in Online Mathematics Teacher Professional DevelopmentAnthony Matranga, Matthew Duvall, Jason Silverman. [doi]
• Design Conjectures for Place-Based Science Learning about Water: Implementing Mobile Augmented Reality with FamiliesHeather Toomey Zimmerman, Susan M. Land, Katharine E. Grills, Yu-Chen Chiu, Yong Ju Jung, Jeffrey Williams. [doi]
• Positioning in Groups: The Roles of Expertise and Being in ChargeTra Huynh, Amali Priyanka Jambuge, Hien Khong, James T. Laverty, Eleanor C. Sayre. [doi]
• Exploring Learning Supports in Virtual Reality-based Flexibility Training for Adolescents with AutismJewoong Moon, Fengfeng Ke. [doi]
• Multimodal Data Analytics for Assessing Collaborative InteractionsYanghee Kim, Cynthia D'Angelo, Francesco Cafaro, Xavier Ochoa, Danielle P. Espino, Aaron Kline, Eric Hamilton 0001, Seung B. Lee, Sachit Butail, Lichuan Liu, Milka Trajkova, Michael Tscholl, Jaejin Hwang, Sungchul Lee, Kyungbin Kwon. [doi]
• What Kind of Place is School to Learn? A Comparative Perspective From Students on the QuestionReed Stevens, Kay E. Ramey. [doi]
• Understanding Epistemic Networks in Virtual Reality-based Collaborative Gameplay for Social-Skills Training With Children With AutismJewoong Moon, Fengfeng Ke. [doi]
• Designing Multilevel Architecture for Learning to Support Continuous Learning Innovations: Two School Cases in A Design-based Implementation Research ProjectLeming Liang, Pakon Ko, Yutong Wang, Nancy Law. [doi]
• Epistemic Agency Shifts between Children and Parents during Inventing with Robotics at Museum-based MakerspaceYong Ju Jung, Devon Purington Whalen, Heather Toomey Zimmerman. [doi]
• Attending to Gender and Sexuality in Learning: Lessons From Scholarship By, For, and With LGBTQ+ PeopleSuraj Uttamchandani, Addie Shrodes, Jose Lizarraga, Arturo Cortez, Dylan Paré, Marie-Claire Shanahan, Pratim Sengupta, Megan Bang, Chris Hoadley. [doi]
• Ideological Contestations in Faculty's Conversational Categories for Students in Faculty Online Learning CommunitiesStephanie Williams, Chandra Turpen. [doi]
• Students With Sophisticated Epistemological Beliefs About Justification, but not Certainty, of Science Knowledge Revise Hypotheses More Frequently in Authentic Science InquiryMelanie E. Peffer, Tessa Youmans. [doi]
• Scaling Up and Scaling Out Situative Design of Online/Hybrid Instruction and AssessmentDaniel T. Hickey, Rebecca C. Itow. [doi]
• Exploring the Utility of Eye-tracking in Identifying Misconceptions in a Digital Mathematics GameJoyce Zhou-Yile Schnieders, Maria Ofelia Clarissa Z. San Pedro, Pamela Paek, Anthony Claypool, Andrew Coulson. [doi]
• Variations in Student Authority in One Collaborative SmallKathryn Mehltretter, Paul Hutchison. [doi]
• Developing Computational Thinking Assessments for Elementary Students: Connecting Cognition, Observation, and InterpretationBrian Gane, Noor Elagha, Feiya Luo, Ruohan Liu, Wei Yan, Carla Strickland, Diana Franklin, Kathryn Rich, James Pellegrino, Maya Israel. [doi]
• Using Circuit Playground Express and Maps To Visualize Population Migration DataChrista Cannell, Colby Tofel-Grehl, Kristin A. Searle. [doi]
• "Decomposing Myself": Computational Thinking in an Identity ContextMelissa Perez, Patricia Garcia. [doi]
• Knitting and Computing as an Entryway to Computer ScienceStephanie Yang. [doi]
• Studying Whole Class Discussions at Scale With Conversation Profile AnalysisRyan Seth Jones, Joshua Rosenberg 0001. [doi]
• Pre-school Children Talking About the Models They Have Constructed: Analysis of Children-Constructed Models and Their PresentationLoucas Louca 0002. [doi]
• Epistemic Injustices Obstruct Reliable Epistemic PracticesRandi M. Zimmerman, Clark A. Chinn. [doi]
• Understanding Visitors' Immersive Experiences in a Multisensory Architecture ExhibitionHenrikke Flittig Aardalen, Rolf Steier. [doi]
• The Ethical Turn in Epistemic CognitionSimon Knight 0001. [doi]
• Can Technology Empower the Public to Think Scientifically? The Case of nQuireChristothea Herodotou, Mike Sharples, Eileen Scanlon. [doi]
• Physical Research: Professional Dancers Exploring Collective Possibilities in a Solidifying SubstrateLauren Vogelstein. [doi]
• "When I Learned Science in Spanish, I had to Switch to English": The Stigmatization of Non-dominant Languages in EngineeringGreses Pérez, Stanley Johnson. [doi]
• Building Capacity Via Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional DevelopmentKelly L. Boles, Michael Jarry-Shore, Anthony Villa, James Malamut, Hilda Borko. [doi]
• Teachers Learning to Promote Classroom Discourse, Equity, Agency, and EngagementAllison Hall, Mitchell Nathan, Michael Horn 0001, Susan Fitzpatrick, Brent Dolezalek, Richard Correnti, Eben B. Witherspoon, Lindsay Clare Matsumura, Maggie Walsh, Christian Schunn, Mary Kay Stein, Celeste Nicholas, Jessica McClain, Meredith Park Rogers, Joshua A. Danish, Lynsey Gibbons, Eve Manz, Annie Wilhelm, Andrea Bien, Sarah Kavanagh, Eric Siy, Elizabeth Dutro, Hala Ghousseini, Elham Kazemi, Chris Griesemer, Aliza Zivic, Kelsey Edwards, Christina Murzynski, J. F. Trey Smith, Jessica L. Alzen, Cynthia Passmore, William R. Penuel, Brian J. Reiser, Susan Goldman, Monlin Ko, Patricio G. Herbst, Amanda Milewski, Amy Ogan, Sherice N. Clarke, Andrea S. Gomoll, John Zimmerman, Jesús Calvillo, Kris D. Gutiérrez. [doi]
• Design Practice and Learning: (Re)Designing a Tabletop Game in a STEM ClassroomFarzan Baradaran Rahimi, Beaumie Kim, Shima Dadkhahfard. [doi]