ICLS 2010: Chicago, IL, USA
Susan R. Goldman, James Pellegrino, Kimberly Gomez, Leilah Lyons, Joshua Radinsky (Eds.): Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, ICLS '10, Chicago, IL, USA, June 29 - July 2, 2010, Volume 1. International Society of the Learning Sciences / ACM DL 2010- 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
- 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
- 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
- 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
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last updated on 2013-06-18T214307 by the dblp team