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 2.
International Society of the Learning Sciences / ACM DL 2010
Fostering the acquisition and application of domain-specific knowledge through concept mapping
Bert Slof, Gijsbert Erkens, Paul A. Kirschner: Matching representational tools' ontology to part-task demands to foster problem-solving in business economics.
16-18
Carmela Aprea, Hermann G. Ebner: Direct and indirect means of scaffolding the effective use of studentgenerated CMs in economics education.
18-20
Developing students' disciplinary historical thinking:
the role of textual and instructional resources
Darin Stockdill: The teen empowerment through reading, research, and action (TERRA) project.
22-23
Byeong-Young Cho: Historical reasoning on the internet: how do students read and learn about socially controversial issues in new literacy environments?
23-24
Avishag Reisman: Reading like a historian: a document-based history curriculum intervention with adolescent struggling readers.
24
Amy Alexandra Wilson: Constructing history in middle schools: a social semiotic analysis of texts used in three history classrooms.
24-28
Social construction of mathematical meaning through collaboration and argumentation
Gerry Stahl: Computer mediation of collaborative mathematical exploration.
30-33
Rina Hershkowitz, Baruch Schwarz, Shirly Azmon: Distinctiveness of teachers' discourse patterns and their impact on students' emergent and subsequent argumentative activities.
35-36
Integrating philosophy into learning sciences research on epistemic cognition
Clark A. Chin: Broadening the scope of research on epistemic cognition: implications from epistemology and philosophy of science.
38-40
Luke A. Buckland: Implications of philosophy for assessing epistemic cognition.
40-42
Ala Samarapungavan: Underdetermination in philosophy of science and science education.
42-44
Qualitative, quantitative, and data mining methods for analyzing log data to characterize students' learning strategies and behaviors
Thérèse Laferrière, Nancy WaiYing Law: Knowledge building international project (KBIP): a nested network of learning and knowledge creation.
103-104
Neema Moraveji: Supporting and measuring global information literacy through cross-cultural studies of web search.
104-105
Ravi K. Vatrapu: Comparative informatics: investigating cultural and linguistic influences in computer supported collaborative learning.
105-106
Matthew Kam: Language and literacy learning in developing communities via cellphones.
106-108
Increasing rigor and generativity in learning:
connections between the disciplines, children's lived experience and everyday knowledge a symposium
Christopher G. Wright: Paper 1: learning to "see" sound: meaning-making about sound through architectural diagrams among elementary school Black boys.
111-112
Eli Tucker-Raymond: Paper 2: history in schools, teachers, and students: identities and meaning making in middle school social studies.
112-114
Folashade Cromwell Solomon: Paper 3: a writer's way: one teacher's experience learning to see her students' intellectual strengths.
115-116
Content analysis of collaboratively constructed knowledge artifacts:
issues and opportunities for research
Bram de Wever, Hilde van Keer: Development of a content analysis approach for collaboration in a wiki environment.
117-119
Crina Damsa, Patrick Sins, Bert Reijnen: PLearning through collaborative creation of shared knowledge objects: technological support and analytic challenges.
122-124
A new age in tangible computational interfaces for learning
Hayes Raffle: Topobo: programming by example to create complex behaviors.
126-127
Leah Buechley: LilyPad Arduino: rethinking the materials and cultures of educational technology.
127-128
Paulo Blikstein: Connecting the science classroom and tangible interfaces: the bifocal modeling framework.
128-130
Michael S. Horn: Tangible programming in formal and informal educational environments.
130-132
Are we managing learning with Learning Management Systems?
Andrew E. Krumm, Steven Lonn: A multi-institutional analysis of interactions supported by a LMS.
134-135
Mitchell J. Nathan, Chelsea V. Johnson: Drawing inferences about students' mental models of dynamic processes depicted in scientific drawings: the role of gestures and speech.
168-169
Adam A. Colestock, Rosemary S. Russ: Science and mathematics teachers' in-the-moment noticing: attending to student thinking within a lesson and beyond.
181-183
Learning about complexity and beyond:
theoretical and methodological implications for the learning sciences
Pratim Sengupta, Uri Wilensky: Learning about complex systems: the role of perceptual signatures and agent-level mechanisms in understanding emergence: an example in learning electricity.
189-190
Manu Kapur, Michael J. Jacobson: Theoretical and methodological implications of complexity: learning as an emergent phenomenon: methodological implications.
192-193
Michael J. Jacobson, Manu Kapur: Ontologies as scale free networks: implications for theories of conceptual change.
193-194
Understanding the role of <i>place</i> in environmental education across settings
Giovanna Scalone, Philip Bell: Paper 1: ideological dimensions of place: (re)creating an urban area.
196-199
Shari Rose: Paper 2: "the coal plant could give people jobs, but at the same time, it could pollute the air" science learning as participation with and in a place.
199-200
Carrie Tzou: Paper 3: "my place in puget sound": leveraging youths' sense of place in ocean sciences education.
200-202
Kristy Halverson: Improving undergraduates' approaches to understanding tree thinking.
225-226
Using visualization to link abstract science and everyday experience
Hsin-Yi Chang, Kun-Chen Tsai: Investigating the role of physical and virtual experiments in developing integrated understanding of thermal conductivity and equilibrium.
229-230
Jennifer L. Chiu: Promoting links and developing students' criteria for visualizations by prompting judgments of fidelity.
230
Michele P. Notari: Do social skills play a role in collaborative project-based learning? impact of the distribution of perceived social skills within learning groups in a Computer Supported Collaborative Learning- setting: an empirical pilot study.
288-289
Itay Asher, Samira Nasser, Lina Ganaim, Iris Tabak: Putting the pieces together: the challenge and value of synthesizing disparate graphs in inquiry-based science learning.
340-341
Ayush Gupta, Andy Elby: Beyond epistemological deficits: incorporating flexible epistemological views into fine-grained cognitive dynamics.
372-373
Michelle Hoda Wilkerson-Jerde, Uri Wilensky: NetLogo HotLink Replay: a tool for exploring, analyzing and interpreting mathematical change in complex systems.
374-375
Janice L. Anderson: The impact of using video games and/or virtual environments in pre-service elementary teacher science education.
376-377
The identity formation of youth with disabilities across academic disciplines and social contexts.
378-379
Validity evidence for games as assessment environments.
431-432
Leveraging multiple representations to support knowledge integration in plate tectonics.
433-434
Hayat Hokayem, Amelia Gotwals: Investigating the nature of evidence 6th grade students use when constructing scientific explanations in biodiversity.
435-436
Darrell Earnest: The function of mathematical terminology: the case of 'slope'.
437-438
Shawn Y. Stevens, Namsoo Shin: An investigation into students' interpretations of submicroscopic representations.
439-440
Asmalina Saleh, Steven John Zuiker: The "other" curriculum: constructing success and failure in a game-based learning environment.
441-442
Arnan Sipitakiat, Paulo Blikstein: Robotics and environmental sensing for low-income populations: design principles, impact, technology, and results.
447-448
Mariana Levin, Rozy Brar: Coordination and contextuality: revealing the nature of emergent mathematical understanding by means of a clinical interview.
478-479
Kihyun (Kelly) Ryoo, Marcia C. Linn: Student progress in understanding energy concepts in photosynthesis using interactive visualizations.
480-481
Vincent Aleven, Jonathan Sewall: Hands-on introduction to creating intelligent tutoring systems without programming using the cognitive tutor authoring tools (CTAT).
511-512
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