ICLS 2010: Chicago, IL, USA

• Ulrike Magner, Rolf Schwonke, Alexander Renkl, Vincent Aleven, Octav Popescu:
  Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement? 1-8
  
• Joachim Kimmerle, Ulrike Cress, Christoph Held, Johannes Moskaliuk:
  Social software and knowledge building: supporting co-evolution of individual and collective knowledge. 9-16
  
• Mareike Florax, Rolf Plötzner:
  The influence of presentation format and subject complexity on learning from illustrated texts in biology. 17-24
  
• Bart Rienties, Bas Giesbers, Dirk T. Tempelaar, Mien S. R. Segers, Wim Gijselaers:
  An invisible preference for intrinsic motivation in computer-mediated communication. 25-32
  
• Loucas T. Louca, Dora Tzialli, Zacharias C. Zacharia:
  Investigating pre-service elementary teachers' epistemologies when talking about science, enacting science and reflecting on their enactment. 33-40
  
• Daniel M. Levin, Jennifer Richards:
  Exploring how novice teachers learn to attend to students' thinking in analyzing case studies of classroom teaching and learning. 41-48
  
• Jianwei Zhang, Richard Messina:
  Collaborative productivity as self-sustaining processes in a grade 4 knowledge building community. 49-56
  
• Ruth Wylie, Kenneth R. Koedinger, Teruko Mitamura:
  Extending the self-explanation effect to second language grammar learning. 57-64
  
• Ronen Hammer, Miky Ronen, Dan Kohen-Vacs:
  Stressed yet motivated: web-based peer assessed competition as an instructional approach in higher education. 65-72
  
• Erin Marie Furtak, Deborah Morrison, Kathleen Henson:
  Centering a professional learning community on a learning progression for natural selection: transforming community, language, and instructional practice. 73-80
  
• Elizabeth Bagley, David Williamson Shaffer:
  The epistemography of urban and regional planning 912: appropriation in the face of resistance. 81-88
  
• Inbal Flash-Gvili, Jeff Dodick:
  Assessing the development of expertise in an historical-based science: the case of integrative archeology. 89-96
  
• Yael Poyas:
  Teachers collaborating with Wiki: the impact of professional status, language, and age. 97-104
  
• Ulrike Cress, Ursula Fischer, Korbinian Moeller, Claudia Sauter, Hans-Christoph Nuerk:
  The use of a digital dance mat for training kindergarten children in a magnitude comparison task. 105-112
  
• Huang-Yao Hong, Fei Ching Chen, Ching Sing Chai, Wen-Ching Chan:
  Teacher-education students' views about knowledge building theory and practice. 113-120
  
• Huang-Yao Hong, Yu-Han Chang:
  Design-based knowledge building practices in mathematics teaching. 121-128
  
• Erin Marie Furtak, Deborah Morrison, Kathleen Henson:
  Centering a professional learning community on a learning progression for natural selection: transforming community, language, and instructional practice. 129-136
  
• Ji Shen, Ou Lydia Liu, Hsin-Yi Chang:
  Measuring transformative modeling: a framework of formatively assessing students' deep conceptual understanding in physical sciences. 137-144
  
• Jennifer Evarts Lineback, Fred Goldberg:
  Using changes in framing to account for differences in a teacher's classroom behavior. 145-152
  
• Catherine C. Chase, Jonathan T. Shemwell, Daniel L. Schwartz:
  Explaining across contrasting cases for deep understanding in science: an example using interactive simulations. 153-160
  
• Chava Shane-Sagiv:
  Conceptual confusion in the history classroom. 161-165
  
• Paul Teske, Teale Fristoe:
  "Let the players play!" & other earnest remarks about videogame authorship. 166-173
  
• Markus Huff, Vera Bauhoff, Stephan Schwan:
  A closer look at the split attention effect: integrated presentation formats for troubleshooting tasks. 174-181
  
• Chen-Wei Chung, Wang-Hsin Kuo, Chen-Chung Liu:
  Facilitating group learning in science laboratory courses using handheld devices. 182-189
  
• Vicky Pilitsis, Ravit Golan Duncan:
  Examining preservice teachers' ability to attend and respond to student thinking. 190-198
  
• Augusto Z. Macalalag Jr., Ravit Golan Duncan:
  Changes in teachers' ability to design inquiry-based lessons during a two-year preparation program. 199-206
  
• Jingyan Lu, Ming Ming Chiu, Nancy WaiYing Law:
  Effects of on-line collaborative argumentation processes on justifications. 207-214
  
• Margaret Carr, Jane McChesney, Bronwen Cowie, Robert Miles-Kingston, Lorraine Sands:
  Dispositions, disciplines, and marble runs: a case study of resourcefulness. 215-221
  
• Constance Steinkuehler, Catherine Compton-Lilly, Elizabeth King:
  Reading in the context of online games. 222-229
  
• Chris Phielix, Frans J. Prins, Paul A. Kirschner:
  Group awareness of social and cognitive behavior in a CSCL environment. 230-237
  
• William R. Penuel, Lauren Bates, Shelley Pasnik, Eve Townsend, Lawrence P. Gallagher, Carlin Llorente, Naomi Hupert:
  The impact of a media-rich science curriculum on low-income preschoolers' science talk at home. 238-245
  
• Iolie Nicolaidou, Eleni A. Kyza, Frederiki Terzian, Andreas Hadjichambis, Dimitris Kafouris:
  Scaffolding students in evaluating the credibility of evidence using a reflective web-based inquiry environment on biotechnology. 246-253
  
• David Shaenfield:
  Arguing with peers: examining two kinds of discourse and their cognitive benefits. 254-260
  
• Christopher J. Harris, Rachel S. Phillips, William R. Penuel:
  Eliciting and developing students' ideas and questions in a learner-centered environmental biology unit. 261-268
  
• Padraig Nash, David Williamson Shaffer:
  Mentor modeling: the internalization of modeled professional thinking in an epistemic game. 269-276
  
• Luke Conlin, Ayush Gupta, David Hammer:
  Where to find the mind: identifying the scale of cognitive dynamics. 277-284
  
• Phil Vahey, Teresa Lara-Meloy, Judit Moschkovich, Griselda Velazquez:
  Representational technology for learning mathematics: an investigation of teaching practices in Latino/a classrooms. 285-292
  
• April Cordero Maskiewicz, Victoria Winters:
  Interpreting elementary science teacher responsiveness through epistemological framing. 293-300
  
• Orit Parnafes:
  Representational practices in the activity of student-generated representations (SGR) for promoting conceptual understanding. 301-308
  
• Orit Parnafes:
  Tracing knowledge re-organization: a fine grain analytical framework for looking at students' developing explanations. 309-316
  
• Pratchayapong Yasri, Rebecca Mancy:
  Perceptions of the relationship between evolutionary theory and biblical explanations of the origins of life and their effects on the learning of evolution among high school students. 317-324
  
• Murat Perit Çakir, Gerry Stahl, Alan Zemel:
  Interactional achievement of shared mathematical understanding in a virtual math team. 325-332
  
• Jeremy Roschelle, Jessica Pierson, Susan Empson, Nicole Shechtman, Margie Dunn, Deborah G. Tatar:
  Equity in scaling up SimCalc: investigating differences in student learning and classroom implementation. 333-340
  
• Richard West:
  Distributed creativity within a community of student instructional designers. 341-348
  
• Lung-Hsiang Wong, Chee-Kuen Chin, Chee-Lay Tan, May Liu, Cheng Gong:
  Students' meaning making in a mobile assisted Chinese idiom learning environment. 349-356
  
• Gaowei Chen, Ming Ming Chiu, Zhan Wang:
  Group micro-creativity in online discussions: effects of new ideas and social metacognition. 357-364
  
• Andrew F. Heckler:
  Concrete vs. abstract problem formats: a disadvantage of prior knowledge. 365-371
  
• Patrick Sins:
  Tension resolution as pattern for practice transformation in interdisciplinary teamwork in professional development. 372-379
  
• Shelley V. Goldman, Roy Pea, Kristen Pilner Blair, Osvaldo Jimenez, Angela Booker, Lee Martin, Indigo Esmonde:
  Math engaged problem solving in families. 380-387
  
• Rachel E. Scherr, Hunter G. Close:
  Transformative professional development: cultivating concern with others' thinking as the root of teacher identity. 388-395
  
• Kathleen E. Metz:
  Scaffolding children's understanding of the fit between organisms and their environment in the context of the practices of science. 396-403
  
• Kristine Lund:
  Learning physics as coherently packaging multiple sets of signs. 404-411
  
• Erica Halverson:
  Digital art-making as a representational process. 412-419
  
• Joshua A. Danish, David Phelps:
  Kindergarten and first-grade students' representational practices while creating storyboards of Honeybees collecting nectar. 420-427
  
• Leema K. Berland, Andrea Forte:
  When students speak, who listens?: constructing audience in classroom argumentation. 428-435
  
• Yun Wen, Wenli Chen, Chee-Kit Looi:
  "Ideas first" in collaborative second language (L2) writing: an exploratory study. 436-443
  
• Nicole Shechtman, Jeremy Roschelle:
  Large scale analysis of student workbooks: what can we learn about learning? 444-451
  
• Andreas Gegenfurtner, Marja Vauras, Hans Gruber, Dagmar Festner:
  Motivation to transfer revisited. 452-459
  
• Dav Clark, Michael Andrew Ranney:
  Known knowns and unknown knowns: multiple memory routes to improved numerical estimation. 460-467
  
• Tamar Ronen-Fuhrmann, Yael Kali:
  The role of concretization in acquiring design knowledge. 468-475
  
• Bert Slof, Gijsbert Erkens, Paul A. Kirschner:
  Representational scripting to support students' online problem-solving performance. 476-483
  
• Wenli Chen, Peter Sen Kee Seow, Hyo-Jeong So, Yancy Toh, Chee-Kit Looi:
  Extending students' learning spaces: technology-supported seamless learning. 484-491
  
• Dor Abrahamson:
  A tempest in a teapot is but a drop in the ocean: action-objects in analogical mathematical reasoning. 492-499
  
• Ivica Boticki, Hyo-Jeong So:
  Quiet captures: a tool for capturing the evidence of seamless learning with mobile devices. 500-507
  
• Andreas Gegenfurtner, Anna Siewiorek:
  The many dimensions of having a good eye: a methodological reflection of metaphors in visual cognition analysis. 508-515
  
• Elisabeth Paus, Gisela M. Gerhards, Regina Jucks:
  Delinquent or criminal?: fostering conceptual understanding of technical terms in computer-mediated collaborative learning. 516-523
  
• Anna Siewiorek, Andreas Gegenfurtner:
  Leading to win: the influence of leadership styles on team performance during a computer game training. 524-531
  
• Nicole Shea, Ravit Golan Duncan:
  Validation of a learning progression: relating empirical data to theory. 532-539
  
• Lori M. Takeuchi:
  What counts as scientific practice?: a taxonomy of scientists' ways of thinking and doing. 540-547
  
• Vanessa L. Peters, James D. Slotta:
  Analyzing collaborative knowledge construction in secondary school biology. 548-555
  
• Moshe Krakowski, Kristin Ratliff, Louis M. Gomez, Susan Levine:
  Spatial intelligence and the research: practice challenge. 556-563
  
• Natalia Schlichter, Rainer Watermann, Matthias Nueckles:
  Personal beliefs about learning and teaching: comparison of student teachers in the sciences and humanities at different stages of their studies. 564-571
  
• Olivia Levrini, Paola Fantini, Barbara Pecori, Marta Gagliardi, Mariateresa Scarongella, Giulia Tasquier:
  A longitudinal approach to appropriation of science ideas: a study of students' trajectories in thermodynamics. 572-579
  
• Namsoo Shin, Shawn Y. Stevens, Joseph Krajcik:
  Designing assessments to track student progress. 580-587
  
• Alicia C. Alonzo:
  Discourse as a lens for reframing consideration of learning progressions. 588-595
  
• Xornam S. Apedoe, Kristina V. Mattis, Bianca Rowden-Quince, Christian D. Schunn:
  Examining the role of verbal interaction in team success on a design challenge. 596-603
  
• Loucas T. Louca, Maria Santis, Dora Tzialli:
  Implementing a lesson plan vs. attending to student inquiry: the struggle of a student-teacher during teaching science. 604-611
  
• Jennifer M. Langer-Osuna, Randi A. Engle:
  "I study features; believe me, I should know!": the mediational role of distributed expertise in the development of student authority. 612-619
  
• Carmen Zahn, Karsten Krauskopf, Friedrich W. Hesse, Roy Pea:
  Digital video tools in the classroom: empirical studies on constructivist learning with audio-visual media in the domain of history. 620-627
  
• David Hatfield, David Williamson Shaffer:
  The epistemography of journalism 335: complexity in developing journalistic expertise. 628-635
  
• Torsten Porsch, Rainer Bromme:
  Which science disciplines are pertinent?: impact of epistemological beliefs on students' choices. 636-642
  
• Carla van de Sande:
  Free, open, online, mathematics help forums: the good, the bad, and the ugly. 643-650
  
• Cory T. Forbes, Cheryl Ann Madeira, James D. Slotta:
  Activity-theoretical research on science teachers' expertise and learning. 651-658
  
• Michael C. Wittmann:
  Using conceptual blending to describe emergent meaning in wave propagation. 659-666
  
• Alan J. Hackbarth, Sharon J. Derry, Brendan R. Eagan, Julia Gressick:
  Adapting workflow technology to design-based research: development of a method for organizing the "messiness" of research in technology-rich online learning environments. 667-674
  
• Bert Slof, Gijsbert Erkens, Paul A. Kirschner:
  Coordinating collaborative problem-solving processes by providing part-task congruent representations. 675-682
  
• Monica Gavota, Mireille Bétrancourt, Daniel Schneider:
  Writing and commenting on professional procedures: in search of learning designs promoting articulation between school and workplace learning. 683-689
  
• Susan A. Yoon, Lei Liu:
  Complexity, robustness, and trade-offs in evaluating large scale STEM education programs. 690-697
  
• Dana Gnesdilow, Anushree Bopardikar, Sarah A. Sullivan, Sadhana Puntambekar:
  Exploring convergence of science ideas through collaborative concept mapping. 698-705
  
• Molly Bolger, Marta Kobiela, Paul Weinberg, Rich Lehrer:
  Embodied experiences within an engineering curriculum. 706-713
  
• Isabel Braun, Susanne Philippi:
  "Romantic" beats "classic": new insights on the effects of self-regulation on learning by writing. 714-721
  
• Corey Drake, Angela Calabrese Barton:
  Teacher learning about teacher-parent engagement: shifting narratives and a proposed trajectory. 722-729
  
• Melike Kara, Aysenur Yontar Togrol:
  Effects of instructional design integrated with ethnomathematics: attitudes and achievement. 730-735
  
• Annelies Raes, Tammy Schellens, Bram de Wever:
  The impact of web-based collaborative inquiry for science learning in secondary education. 736-741
  
• Katherine E. Lewis:
  Reconceptualizing mathematical learning disabilities: a diagnostic case study. 742-749
  
• Astrid Wichmann, Jan Engler, Heinz Ulrich Hoppe:
  Sharing educational scenario designs in practitioner communities. 750-757
  
• Charles Severance, Stephanie D. Teasley:
  Preparing for the long tail of teaching and learning tools. 758-764
  
• Mike Stieff, Minjung Ryu, Bonnie Dixon:
  Students' use of multiple strategies for spatial problem solving. 765-772
  
• Patrick Brown, Keith R. Sawyer, Regina Frey, Sarah Luesse, Daniel Gealy:
  What are they talking about?: findings from an analysis of the discourse in peer-led team learning in general chemistry. 773-777
  
• Khusro Kidwai:
  A web-based reading environment designed to fundamentally extend readers' interaction with informational texts. 778-785
  
• Kevin W. McElhaney, Marcia C. Linn:
  Helping students make controlled experiments more informative. 786-793
  
• Christof Wecker, Frank Fischer:
  Fading instructional scripts: preventing relapses into novice strategies by distributed monitoring. 794-801
  
• Michael T. Dianovsky, Donald J. Wink:
  Student learning through journal writing in a natural science course for pre-elementary education majors. 802-809
  
• Christof Wecker, Ingo Kollar, Frank Fischer, Helmut Prechtl:
  Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts. 810-817
  
• Jennifer Turns, Brook Sattler, Deborah Kilgore:
  Disciplinary knowledge, identity, and navigation: the contributions of portfolio construction. 818-825
  
• Tom Moher, Jennifer Wiley, Allison Jaeger, Brenda López Silva, Francesco Novellis, Deborah Kilb:
  Spatial and temporal embedding for science inquiry: an empirical study of student learning. 826-833
  
• Suparna Sinha, Steven Gray, Cindy E. Hmelo-Silver, Rebecca Jordan, Sameer Honwad, Catherine Eberbach, Spencer Rugaber, Swaroop Vattam, Ashok K. Goel:
  Appropriating conceptual representations: a case of transfer in a middle school science teacher. 834-841
  
• Iris Tabak, Michael Weinstock, Hilla Zviling-Beiser, Ben Gurion:
  Discipline-specific socialization: a comparative study. 842-848
  
• Mara V. Martinez, Wenjuan Li:
  Fostering mathematical inquiry: focus on teacher's interventions. 849-856
  
• Phillip Herman, Kristen Perkins, Martha Hansen, Louis M. Gomez, Kimberley Gomez:
  The effectiveness of reading comprehension strategies in high school science classrooms. 857-864
  
• Katerine Bielaczyc, John Ow:
  Making knowledge building moves: toward cultivating knowledge building communities in classrooms. 865-872
  
• Brian W. Frank:
  Multiple conceptual coherences in the speed tutorial: micro-processes of local stability. 873-880
  
• Jan van Aalst:
  Gaining an insider perspective on learning physics in Hong Kong. 881-888
  
• Marcela Borge, John M. Carroll:
  Using collaborative activity as a means to explore student performance and understanding. 889-896
  
• Melissa Dyehouse, Nicole Weber, Jun Fang, Constance Harris, Annette Tomory, Johannes Strobel:
  First-year engineering students' environmental awareness and conceptual understanding with participatory game design as knowledge elicitation. 897-904
  
• Jose Francisco Gutierrez:
  "I don't know - I'm just genius!": distinguishing between the process and the product of student algebraic reasoning. 905-912
  
• Vanessa Svihla:
  Contingent identification in a biomedical engineering classroom. 913-920
  
• Heisawn Jeong, Cindy E. Hmelo-Silver:
  An overview of CSCL methodologies. 921-928
  
• Li Sha, Christopher Teplovs, Jan van Aalst:
  A visualization of group cognition: semantic network analysis of a CSCL community. 929-936
  
• Elizabeth Gire, Adrian Carmichael, Jacquelyn J. Chini, Amy Rouinfar, Sanjay Rebello, Garrett W. Smith, Sadhana Puntambekar:
  The effects of physical and virtual manipulatives on students' conceptual learning about pulleys. 937-943
  
• Tara Rosenberger Shankar:
  Children learning literate practices in spriting. 944-951
  
• Laura A. Cathcart, Mike Stieff, Gili Marbach-Ad, Ann C. Smith, Kenneth A. Frauwirth:
  Using knowledge space theory to analyze concept maps. 952-959
  
• Hedieh Najafi, James D. Slotta:
  Analyzing equality of participation in collaborative inquiry: toward a knowledge community. 960-967
  
• Jere Confrey, Alan Maloney:
  The construction, refinement, and early validation of the equipartitioning learning trajectory. 968-975
  
• Hua Ai, Marietta Sionti, Yi-Chia Wang, Carolyn Penstein Rosé:
  Finding transactive contributions in whole group classroom discussions. 976-983
  
• David Sederberg, Lynn A. Bryan:
  Magnetism as a size dependent property: a cognitive sequence for learning about magnetism as an introduction to nanoscale science for middle and high school students. 984-991
  
• Thérèse E. Dugan, Reed Stevens, Siri Mehus:
  From show, to room, to world: a cross-context investigation of how children learn from media programming. 992-999
  
• Kylie A. Peppler, Heidi J. Davis:
  Arts and learning: a review of the impact of arts and aesthetics on learning and opportunities for further research. 1000-1007
  
• Tobin White:
  Space and time in classroom networks: mapping conceptual domains in mathematics through collective activity structures. 1008-1015
  
• Bryan J. Matlen, David Klahr:
  Sequential effects of high and low guidance on children's early science learning. 1016-1023
  
• Michael A. Sao Pedro, Janice D. Gobert, Juelaila J. Raziuddin:
  Comparing pedagogical approaches for the acquisition and long-term robustness of the control of variables strategy. 1024-1031
  
• Tiffany-Rose Sikorski, David Hammer:
  A critique of how learning progressions research conceptualizes sophistication and progress. 1032-1039
  
• Janet Coffey, Ann R. Edwards, Carla Finkelstein:
  Dynamics of disciplinary understandings and practices of attending to student thinking in elementary teacher education. 1040-1047
  
• Nobuko Fujita, Christopher Teplovs:
  Software-based scaffolding: supporting the development of knowledge building discourse in online courses. 1048-1054
  
• Janet Walkoe:
  Seeing algebraic thinking in the classroom: a study of teachers' conceptualizations of algebra. 1055-1062
  
• Carol K. K. Chan, Ivan C. K. Lam:
  Conceptual change and epistemic growth through reflective assessment in computer-supported knowledge building. 1063-1070
  
• Kate T. Anderson, Melissa Gresalfi:
  Talking with your mouth full: the role of a mediating tool in shaping collective positioning. 1071-1078
  
• Xiaowei Tang, Janet Coffey:
  Fostering meaningful scientific argumentation practices through ongoing classroom interactions. 1079-1086
  
• Amy Zhang, Monica Cardella:
  Knowledge transmission and engineering teaching. 1087-1094
  
• Suna Ryu, William A. Sandoval:
  Listen to each other: how the building of norms in an elementary science classroom fosters participation and argumentation. 1095-1102
  
• Siri Mehus, Reed Stevens, Linda Grigholm:
  Interactional arrangements for learning about science in early childhood: a case study across preschool and home contexts. 1103-1110
  
• Deniz Eseryel, Victor Law:
  Promoting learning in complex systems: effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment. 1111-1118
  
• Stephanie Scopelitis, Siri Mehus, Reed Stevens:
  Made by hand: gestural practices for the building of complex concepts in face-to-face, one-on-one learning arrangements. 1119-1126
  
• Carrie Tzou, Philip Bell:
  Micros and me: leveraging home and community practices in formal science instruction. 1127-1134
  
• Tamara L. Clegg, Christina M. Gardner, Janet L. Kolodner:
  Playing with food: moving from interests and goals into scientifically meaningful experiences. 1135-1142
  
• Valerie Otero:
  Science learning as the objectification of discourse. 1143-1150
  
• Alecia Marie Magnifico:
  "Getting others' perspectives": a case study of creative writing environments and mentorship. 1151-1157
  
• Robin Adams, Tiago Forin, Saranya Srinivasan, Llewellyn Mann:
  Cross-disciplinary practice in engineering contexts: a developmental phenomenographical perspective. 1158-1165
  

Last update Fri May 25 08:19:43 2012 CET by the DBLP Team — Data released under the ODC-BY 1.0 license — See also our legal information page