ICLS 2010: Chicago, IL, USA

Fostering the acquisition and application of domain-specific knowledge through concept mapping

• Bärbel Fürstenau, Jeannine Ryssel, Janet Kunath:
  Concept mapping versus summary writing as instructional devices for understanding complex business problems. 14-16
  
• 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
  
• Chris Rasmussen, Michelle Zandieh, Megan Wawro:
  Brokering as a mechanism for the social production of meaning. 33-35
  
• 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

• Janice D. Gobert, Michael A. Sao Pedro, Juelaila J. Raziuddin:
  Studying the interaction between learner characteristics and inquiry skills in microworlds. 46-47
  
• Ryan Shaun Joazeiro de Baker, Adriana M. J. B. de Carvalho, Jay Raspat, Vincent Aleven, Albert T. Corbett, Kenneth R. Koedinger, Mihaela Cocea, Arnon Hershkovitz:
  Educational data mining methods for studying student behaviors minute by minute across an entire school year. 47-48
  
• Roger Azevedo, Amy M. Witherspoon, Amber Chauncey, Mihai C. Lintean, Zhiqiang Cai, Vasile Rus, Arthur Greesser:
  Deciphering the complex nature of log-file data collected during self-regulated learning with MetaTutor. 48
  
• Ido Roll, Vincent Aleven, Kenneth R. Koedinger:
  Analysis of students' actions during online invention activities - seeing the thinking through the numbers. 49-52
  

Symposia

• Michael A. Evans, Martin Packer, Reed Stevens, Cody Maddox, Keith Sawyer, Jorge Larreamendy:
  The learning sciences as a setting for learning. 53-60
  
• Joseph L. Polman, E. Wendy Saul, Alan Newman, Cathy Farrar, Nancy Robb Singer, Eric Turley, Laura Pearce, Jennifer Hope, Glenda McCarty, Cynthia Graville:
  A cognitive apprenticeship for science literacy based on journalism. 61-68
  

"Wherever you go, there you are: " examining the development and integration of individual identity across multiple domains and contexts

• Emily Evans:
  Trail guide self-perception and domain-expert identity at an environmental reserve. 70
  
• Elizabeth Faber:
  Life maps and the multi-contextual development of undergraduate leadership identity. 71-72
  
• Cynthia Carter Ching:
  Identity tensions among teachers as online professional development participants and novice bloggers. 72-73
  
• Deborah A. Fields:
  From home to school and back again: intersecting trajectories of identification in a student's development as a writer. 73-76
  

Symposia

• D. Kevin O'Neill, Yifat Ben-David Kolikant, Joseph L. Polman, Josh Radinsky:
  Understanding a future with multiple pasts: projects on metahistorical understanding. 77-84
  

On the process and outcomes of inquiry learning: changing approaches to assessment

• Ton de Jong, Pascal Wilhelm:
  Assessment and inquiry; issues and opportunities. 86-87
  
• Daniel T. Hickey, Michael K. Filsecker, Eun Ju Kwon:
  Participatory assessment: supporting engagement, understanding, and achievement in scientific inquiry. 87-88
  
• Shaaron Ainsworth:
  Engaging students with assessment: inquiry cartoons. 88-89
  
• Jody Clarke-Midura, Michael Charles Mayrath, Chris Dede:
  Measuring inquiry: new methods, promises & challenges. 89-92
  

Symposia

• Sasha A. Barab, Melissa Gresalfi, Anna Arici, Patrick Pettyjohn, Adam Ingram-Goble:
  Transformative play: games as 21^st century curriculum. 93-100
  

Internationalizing the learning sciences from formal to informal learning environments

• Carolyn Penstein Rosé, Matthew Kam:
  LearnLab India: towards "in vivo" international comparative education research. 102-103
  
• 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
  
• Vanessa L. Peters, James D. Slotta:
  Analyzing student collaborations in a wiki-based science curriculum. 119-120
  
• Elizabeth S. Charles, Nathaniel Lasry, Chris Whittaker:
  Does scale matter: using different lenses to understand collaborative knowledge building. 120-121
  
• 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
  
• Steven Lonn, Andrew E. Krumm:
  Commuter vs. residential: LMS perceptions & use on two campuses. 135-137
  
• Tanya Cleveland Solomon, Kara Makara:
  How does LMS use affect instructional time? 137-138
  
• Diana Perpich:
  The gifts we give ourselves: embedding disciplinary tools in LMS. 138-140
  

Symposia

• Leah A. Bricker, Heather Toomey Zimmerman, Suzanne Reeve, Philip Bell, Brigid Barron:
  Understanding families' educational decision-making along extended learning pathways. 141-148
  

Adaptive human guidance of computer-mediated group work

• Christine Wang, Ming Ming Chiu, Cynthia Carter Ching:
  Statistical discourse analysis of young children's peer tutoring at computers. 150-151
  
• Erin Walker, Nikol Rummel, Kenneth R. Koedinger:
  Automated adaptive support for peer tutoring in high-school mathematics. 151-153
  
• Baruch B. Schwarz, Christa S. C. Asterhan:
  Human guidance of synchronous discussions: a nascent school practice. 153-155
  
• Michael Baker:
  Buds, flowers and fruit: potentialities for guidance in collaborative argumentation-based learning. 155-156
  

Scaling practices of spatial analysis and modeling

• Jasmine Y. Ma, Rogers Hall, Kevin Leander:
  Shifting between person, structure and settlement scales in anthropological field work. 158-159
  
• Katie H. Taylor, Rogers Hall, Kevin Leander:
  Changing the structure of planning participation by moving across scales. 160-161
  
• Nathan C. Phillips, Kevin Leander:
  Modality and scale at AirMed. 161-163
  

Learning about dynamic systems by drawing

• Marcia C. Linn:
  How can selection and drawing support learning from dynamic visualizations? 165-166
  
• Shaaron Ainsworth:
  Improving learning by drawing. 167-168
  
• 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
  
• Wouter R. van Joolingen, Lars Bollen:
  Interactive drawing tools to support modeling of dynamic systems. 169-171
  

The design framework: an organizing artifact for enhancing the fidelity of educational research, implementation, and assessment

• Rich Halverson, Erica Rosenfeld Halverson:
  A modest proposal: a design framework to unify educational discourse. 173-175
  
• Dana Gnesdilow, Jen Scott Curwood:
  Using the design framework as a metarepresentation to facilitate teacher-researcher collaboration. 175
  
• Michelle Bass:
  Artifact families: an affordance of the design framework. 175-176
  
• Anne Karch:
  Branching up, out or off: how features become affordances. 176-178
  

Using digital video to investigate teachers' in-the-moment noticing

• Bruce L. Sherin, Miriam Gamoran Sherin:
  Freezing time: what mathematics and science teachers "see" while teaching. 180-181
  
• 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
  
• Melissa J. Luna, Martha Mulligan, Miriam Gamoran Sherin, Janet Walkoe:
  Supporting video club conversations using teacher-selected video clips. 183-186
  

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
  
• Michelle Hoda Wilkerson-Jerde, Uri Wilensky:
  Seeing change in the world from different levels: understanding the mathematics of complex systems. 190-192
  
• 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
  

Symposia

• Brigid Barron, Amber Levinson, Caitlin Kennedy Martin, Véronique Mertl, Daniel Stringer, Kimberly Austin, Nichole Pinkard, Kimberly Richards, Kimberly Gomez:
  Supporting young new media producers across learning spaces: a longitudinal study of the digital youth network. 203-210
  

Motivation and affect in peer argumentation and socio-cognitive conflict

• Fabrizio Butera, Céline Darnon:
  Socio-cognitive conflict and learning: past and present. 212-213
  
• Christa S. C. Asterhan, Baruch B. Schwarz, Ruth Butler:
  On competitive and co-constructive dialectical argumentation. 213-215
  
• Timothy J. Nokes, John M. Levine, Dan Belenky, Soniya Gadgil:
  Investigating the impact of dialectical interaction on engagement, affect, and robust learning. 215-218
  

Learning to understand the tree of life

• Brenda Phillips, Laura R. Novick, Kefyn Catley:
  How high school students reason about the tree of life: a developmental perspective. 221-222
  
• Camillia Matuk, David H. Uttal:
  Inventing a representation of relatedness. 222-223
  
• Shaaron Ainsworth, Jessica Saffer:
  Can children read trees? 224-225
  
• 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
  
• Douglas B. Clark, Brian C. Nelson, Cynthia M. D'Angelo, Kent Slack, Mario Martinez:
  SURGE: intended and unintended learning in digital games. 230-231
  
• Kevin W. McElhaney:
  How do interactive graphing tools help students interpret virtual experiments about car collisions? 231-232
  
• Ji Shen, Rutchelle Enriquez:
  Transformative modeling in learning current electricity: a case study of preservice teachers. 232
  
• Keisha Varma:
  Using interactive models to support content learning through scientific reasoning. 232-233
  
• Eric N. Wiebe, Mike Carter, James Minogue, Lauren Madden, John Bedward:
  Abstraction and re-representation in visualizations: understanding where the learning occurs. 233-234
  
• Helen Z. Zhang:
  Exploring drawing and critique to enhance learning from visualizations. 234-235
  

Poster symposia

• Itay Asher, Samira Nasser, Lina Ganaim, Iris Tabak, Vassilis Kollias, Eleni A. Kyza, Iolie Nicolaidou, Frederiki Terzian, Andreas Hadjichambis, Dimitris Kafouris, Andreas Redfors, Lena Hansson, Maria Rosberg, Sascha Schanze, Ulf Saballus:
  The educative and scalable functions of authoring tools to support inquiry-based science learning. 236-243
  

Terra nova toward terra firma: data on games for science learning

• Noel Enyedy:
  The role of embodiment and symbolization in supporting physics learning with games and virtual worlds for young children. 245
  
• Constance Steinkuehler:
  Model based reasoning & use in massively multiplayer online games. 245-246
  
• Daniel T. Hickey, Eun Ju Kwon, Michael K. Filsecker:
  Current evidence of engagement, understanding, and achievement in the taiga curriculum in quest atlantis. 246
  
• Douglas B. Clark, Mario Martinez-Garza, Brian C. Nelson, Cynthia M. D'Angelo, Kent Slack:
  SURGE: intended and unintended science learning in games. 247
  
• Ming-Fong Jan, Kurt Squire:
  Learning argumentation through a role-playing game-based curriculum. 247-248
  
• Brian C. Nelson, Younsu Kim, Cecile Foshee, Diane Jass Ketelhut, Catherine C. Schifter, Deepti Mudegowder, David Majerich, Melanie Wills, Angela Shelton, Patric McCormack, Tera Kane, Zoe Freeman:
  Virtual environment-based assessments of science content and inquiry: the SAVE science project. 248-249
  
• Eric Klopfer, Chuan Zhang, Judy Perry, Josh Sheldon:
  GameBuilder: does reduced software complexity allow more time on task? 249
  
• Jody Clarke-Midura, Eugenia Garduno:
  MUVEs and meta-knowledge. 249-251
  

Energy across the curriculum: cumulative learning using embedded assessment results

• Marcia C. Linn:
  Promoting cumulative learning. 253
  
• Libby Gerard:
  Teacher perspectives on cumulative learning. 253-254
  
• Hilary Swanson:
  Eliciting energy ideas in thermodynamics. 254-255
  
• Elissa Sato:
  Redesigning plate tectonics for cumulative learning. 255
  
• Tammie Visintainer, Vanessa Svihla:
  Redesigning global climate change for cumulative learning. 255-256
  
• Kihyun (Kelly) Ryoo:
  New assessments of cumulative learning in photosynthesis. 256-257
  
• Hee-Sun Lee:
  Measuring cumulative understanding: item formats. 257
  
• Vanessa Svihla:
  Measuring cumulative learning across disciplines. 257-259
  

Poster symposia

• Heather Toomey Zimmerman, David E. Kanter, Kirsten Ellenbogen, Leilah Lyons, Steven J. Zuiker, Tom Satwicz, Sandra Toro Martell, Matthew Brown, Sherry Hsi, Brian K. Smith, Molly Phipps, Robert Jordan, Jennifer Weible, Chris Gamrat, Ben Loh, Joyce Ma:
  Technologies and tools to support informal science learning. 260-266
  

Posters

• Nathan R. Holbert, Uri Wilensky:
  FormulaT Racing: combining gaming culture and intuitive sense of mechanism for video game design. 268-269
  
• I don't do science: urban minority girls' science identity development in an informal authentic science context. 270-271
  
• Yuen-Yan Chan:
  Expertise in engineering learning: examining engineering students' collaborative inquiry of computer systems. 272-273
  
• Michael A. Evans, Elisabeth Drechsel, Eric Woods, Guoqiang Cui:
  Multi-touch tabletop computing for early childhood mathematics: 3d interaction with tangible user interfaces. 274-275
  
• Doug Lombardi, Gale M. Sinatra:
  Students' plausibility perceptions of human-induced climate change. 276-277
  
• Steven Lonn:
  Finding the "learning" in biology students' use of Learning Management Systems. 278-279
  
• Pryce Davis:
  Analyzing people's views of science though their categorization of television science programs. 280-281
  
• Chiu-Pin Lin, Lung-Hsiang Wong, Tzu-Chien Liu, Yin-juan Shao:
  An analysis of the interactional patterns in one-to-one and one -to- many collaborative concept mapping activities. 282-283
  
• M. Gail Jones, Manuela Paechter, Grant Gardner, Iris Yen, Amy Taylor, Thomas Tretter:
  Teachers' concepts of spatial scale: an intercultural comparison between Austrian, Taiwanese, and US-American teachers. 284-285
  
• Brian Nelson, Benjamin Erlandson, Andre Denham:
  Sources of evidence for embedded assessment in immersive games. 286-287
  
• 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
  
• Vu-Minh Chieu, Patricio G. Herbst, Michael Weiss:
  The use of animations and online communication tools to support mathematics teachers in the practice of teaching. 290-291
  
• Jeng-Yi Tzeng:
  Pre-implementation technology acceptance model: in the case of a university-based electronic portfolio system. 292-293
  
• Richard Alterman, Johann Ari Larusson:
  Aggregation in the blogosphere. 294-295
  
• Jeff Kupperman, Beth Robertson, Shawn Baglin:
  DevInfo GameWorks: supporting inquiry-based game design. 296-297
  
• Ted Hanss, Stephanie D. Teasley:
  "Oh god, please don't let me hurt them!": assessing self-regulated learning in medical school education. 298-299
  
• Benjamin E. Erlandson, Brian C. Nelson, Andre R. Denham:
  Finding essential complexity for learning in virtual worlds. 300-301
  
• Libby Hemphill, Stephanie D. Teasley:
  Overherd: designing information visualizations to make sense of student's online discussions. 302-303
  
• Constance Steinkuehler, Esra Alagoz:
  Out-of-school virtual worlds based programs: a cross-case analysis. 304-305
  
• Kimberly A. Weaver, Harley Hamilton, Zahoor Zafrulla, Helene Brashear, Thad Starner, Peter Presti, Amy Bruckman:
  Improving the language ability of deaf signing children through an interactive American sign language-based video game. 306-307
  
• Sara Marchlewicz, Donald Wink:
  Using the activity model of inquiry to develop undergraduate students' views of the scientific inquiry process. 308-309
  
• Erica C. Boling, Mary Hough, Hindi Krinsky, Hafiz Saleem, Maggie Stevens:
  Cutting the distance in distance learning: perspectives on effective online learning environments. 310-311
  
• Julia Svoboda, Cynthia Passmore:
  What makes a "good" scientific question?: supporting independent student-driven inquiry. 312-313
  
• Leema K. Berland, Victor R. Lee:
  Anomalous graph data and claim revision during argumentation. 314-315
  
• R. Benjamin Shapiro, Peter Samuelson Wardrip:
  Understanding formative instruction by design. 316-317
  
• The effect of curricular elements on student interest in science. 318-319
  
• Patrik Lundh, Britte Haugan Cheng, William R. Penuel, Aasha Joshi:
  Using design personas to inform refinements to software for science learning. 320-321
  
• Brian Gane, Richard Catrambone:
  Learning to categorize word problems: effects of practice schedules. 322-323
  
• How does the use of analogical mapping as a scaffold for science learners' argumentation support their learning and talking about science? 324-325
  
• Nancy Law, Johnny Yuen, Jing Leng, Wing Wong:
  Community knowledge advancement and individual learning. 326-327
  
• Arnan Sipitakiat:
  Moving towards learning with one-to-one laptop: a longitudinal case study on tools, people, and institutions. 328-329
  
• Constance Steinkuehler, Elizabeth King, Esra Alagoz, Yoonsin Oh, Sarah Chu, Bei Zhang, Aysegul Bakar, Crystle Martin:
  Using a designed, online games based affinity space as a quasi-natural ethnographic context and experiment lab. 330-331
  
• Michael Occhino:
  Facilitation of reform based teacher identity development in pre-service teachers using post-activity reflection debriefs. 332-333
  
• Jan-Willem Strijbos, Ron J. Pat-El, Susanne Narciss:
  Structural validation of a feedback perceptions questionnaire. 334-335
  
• Designing environments to encourage collaborative creativity: two case studies in higher education. 336-337
  
• Chandra Hawley Orrill, Andrew Izsák, Erik Jacobson, Zandra de Araujo:
  Teachers' understanding of partitioning when modeling fraction arithmetic. 338-339
  
• 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
  
• Hebbah El-Moslimany, Ravit Golan Duncan, Janice McDonnell, Sage Lichtenwalner:
  The design and evaluation of educative just-in-time teacher supports in a web-based environment. 342-343
  
• Victor R. Lee, Maneksha DuMont:
  Students' investigations with physical activity data devices. 344-345
  
• Sean C. Duncan:
  A dual-level approach for investigating design in online affinity spaces. 346-347
  
• Chandan Dasgupta, Leilah Lyons, Moira Zellner, Andrew Greenlee:
  Designing for an informal learning environment: towards a participatory simulation design process for public policy planning. 348-349
  
• Steven Kerlin, Elizabeth Goehring, William Carlsen:
  Online science classroom collaborations: a comparison of domestic and international learning communities. 350-351
  
• Mathematics at play. 352-353
  
• Learning as mediated by a nodal ecology: findings from studies of Gamestar Mechanic and quest to learn. 354-355
  
• The role of student agency and sustained inquiry on collaboration and learning of science practices. 356-357
  
• David M. Majerich, Diane Jass Ketelhut, Catherine C. Schifter, Brian C. Nelson, Younsu Kim:
  Reviving Dewey's "reflective thinking" framework for the design of problems in virtual learning environment-based assessments of content and inquiry. 358-359
  
• Baohui Zhang, Xiaoxuan Ye, See Kit Foong, Peichun Chia:
  Developing an iMVT pedagogy for science learning. 360-361
  
• Cesar Delgado:
  Units of length: a notational system for conceptual understanding of size and scale. 362-363
  
• Joan M. T. Walker, Benjamin Dotger:
  Using a comparison task to support prospective educators' interpersonal skill development. 364-365
  
• Gerald P. Niccolai, Zeynab Badreddine, Christian Buty:
  Argumentation at the table-talk level of middle school students participating in scientific cafés. 366-367
  
• Chrystalla Mouza:
  Effects of case-based professional development on teacher technological pedagogical content knowledge. 368-369
  
• Dejana Diziol, Nikol Rummel, Hans Spada, Stephanie Haug:
  Learning in mathematics: effects of procedural and conceptual instruction on the quality of student interaction. 370-371
  
• 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
  
• Marta Kobiela, Rich Lehrer:
  The role of definition in supporting mathematical activity. 380-381
  
• Rebecca Schneider:
  Designing an online environment for all teachers: supporting teachers in learning to learn online. 382-383
  
• Douglas B. Clark, Brian C. Nelson, Cynthia A. D'Angelo, Kent Slack, Mario Martinez-Garza:
  SURGE: integrating Vygotsky's spontaneous and instructed concepts in a digital game? 384-385
  
• Georgia Michael, Nicos Papadouris, Eleni A. Kyza, Constantinos P. Constantinou:
  Developing and validating a web-based learning environment for helping 6^th grade students appreciate subjectivity and uncertainty in science. 386-387
  
• Jon Boxerman, Bruce Sherin:
  Mapping topological relationships in context. 388-389
  
• Kristen B. Wendell, Kathleen G. Connolly, Christopher G. Wright, Linda Jarvin, Chris Rogers:
  Children learning science through engineering: an investigation of four engineering-design-based curriculum modules. 390-391
  
• Debra Bernstein:
  Robot diaries: encouraging and enabling technological creativity. 392-393
  
• Priya Sharma, Susan M. Land, Robert Jordan, Jeff Swain, Brian K. Smith:
  Patterns of interaction and everyday knowledge sharing in social network environments. 394-396
  
• Matthew Berland, Victor R. Lee, Maneksha DuMont:
  Small groups, big mistakes: the emergence of faulty rules during a collaborative board game. 397-398
  
• Sao-Ee Goh, Susan A. Yoon:
  Investigating teacher growth in the context of content innovation. 399-400
  
• Formative feedback handheld tools for teachers. 401-402
  
• Katherine L. McNeill, Diane Silva Pimentel, Eric Strauss:
  The effect of teachers' beliefs and curricular enactments on student learning in high school science. 403-404
  
• Shelley Stromholt, Andrew Shouse, Philip Bell:
  Broadening participation through scaffolding. 405-406
  
• Kimberly Richards, Kimberley Gomez:
  Impasses to innovation in the development and design of new media curriculum. 407-408
  
• Nicole Shechtman:
  Math anxiety in middle school math teachers: implications for teacher practice and professional development. 409-410
  
• Brian A. Danielak, Ayush Gupta, Andrew Elby:
  Incorporating affect in an engineering student's epistemological dynamics. 411-412
  
• Nora Siewiorek, Mary Besterfield-Sacre, Larry J. Shuman, Eric Hamilton:
  Reflection tools in modeling activities. 413-414
  
• Naomi Prusak, Rina Hershkowitz, Baruch B. Schwarz:
  From visualization to logical necessity, through argumentative design. 415-416
  
• Christopher Steinmeier, Susan A. Yoon:
  Using social network analysis to understand online homeschool network interactions. 417-418
  
• Iwan G. J. H. Wopereis, Jeroen J. G. van Merriënboer, Paul A. Kirschner:
  Improvising in music: a learning biography study to reveal skill acquisition. 419-420
  
• Baba Kofi Weusijana, Jimmy Xiantong Ou, Gerry Stahl, Stephen Weimar:
  Virtual Math Teams: an online tool for collaborative learning in the mathematics disciplines. 421-422
  
• Stephanie A. C. Ryan, Donald J. Wink:
  Student conceptions of number in solutions chemistry. 423-424
  
• Cindy E. Hmelo-Silver, Carolyn A. Maher, Grace Agnew, Marjory Palius, Sharon J. Derry:
  The video mosaic: design and preliminary research. 425-426
  
• Tom Caswell, Marion Jensen, Victor R. Lee, Brett E. Shelton:
  From Gettysburg to the Cuban Missile Crisis: designing for historical reenactments with Twitter. 427-428
  
• Andri Ioannou-Nicolaou, Agni Stylianou-Georgiou:
  The CORDTRA analysis tool in action: experiences and suggestions. 429-430
  
• 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 6^th 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
  
• Monica Resendes, Maria Chuy:
  Knowledge building for historical reasoning in Grade 4. 443-444
  
• Hee Seung Lee, Belinda J. Thompson, Keith J. Holyoak, James W. Stigler:
  Learning inter-related concepts in mathematics from videogames. 445-446
  
• Arnan Sipitakiat, Paulo Blikstein:
  Robotics and environmental sensing for low-income populations: design principles, impact, technology, and results. 447-448
  
• Luke A. Buckland, Clark A. Chinn:
  Model-evidence link diagrams: a scaffold for model-based reasoning. 449-450
  
• Matthew Gaydos:
  Rhythm games and learning. 451-452
  
• Kylie A. Peppler, Maria Solomou:
  Building creativity: collaborative learning and creativity in a virtual gaming environment. 453-454
  
• Elisabeth Sylvan:
  Predicting social influence and project influence in Online Communities of Creators. 455-457
  
• James Mathews, Mark Wagler:
  Neighborhood investigations and game design using mobile media. 458-459
  
• Stephanie A. C. Ryan, Donald J. Wink, Susan R. Goldman, James Pellegrino:
  Student understandings of solutions. 460-461
  
• Murat Perit Çakir, Hasan Ayaz, Justin Menda, Kurtulus Izzetoglu, Banu Onaral:
  Connecting brain and learning sciences: an optical brain imaging approach to monitoring development of expertise in UAV piloting. 462-463
  
• Julia Plummer, Lori Agan:
  Reasoning about the seasons: middle school students' use of evidence in explanations. 464-465
  
• Sasha Palmquist:
  Activating childhood expertise to engage with disciplinary concepts. 466-467
  
• Lisa Bouillion Diaz, Jean Creighton, Catherine Eberbach, Dean Grosshandler, Leslie R. Herrenkohl, Sandra Toro Martell:
  Facilitation, teaching, and assistance at the intersection of the learning sciences and informal science education. 468-469
  
• Ming-Fong Jan, Yam San Chee, Ek Ming Tan:
  Unpacking the design process in design-based research. 470-471
  
• Jim Hewitt, Earl Woodruff:
  Knowledge eCommons: merging computer conferencing and wikis. 472-473
  
• Vanessa Svihla, Drue Gawel, Megan Brown, Allison Moore, Nancy Vye, John D. Bransford:
  21^st century assessment: redesigning to optimize learning. 474-475
  
• James Van Haneghan, Susan Pruet, Rhonda Waltman:
  Development of engineering design modules for middle school students: design principles and some initial results. 476-477
  
• 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
  
• Lee Martin, Pamela Gourley-Delaney:
  A photograph-based measure of students' beliefs about math. 482-483
  
• Ben DeVane:
  Identity in informal game-based learning environments. 484-485
  
• Elizabeth King:
  Exploring intersections between online and offline affinity space participation. 486-487
  

The role of explanations in learning

• Cristine H. Legare, Tania Lombrozo:
  Explanation as a guide to learning. 489-490
  
• Joseph J. Williams, Tania Lombrozo:
  The role of explanation in discovery and generalization: evidence from category learning. 490-491
  
• Katherine L. McNeill, Amanda M. Knight:
  Teachers' pedagogical content knowledge of students' science writing and talk. 491-492
  
• Carla Zembal-Saul:
  Toward an emphasis on evidence and explanation in K-5 science teaching. 492
  
• William A. Sandoval, Jarod Kawasaki, Tina Stanford, Sara Carriere, Bladimir Lopez-Prado:
  Disentangling conceptual and epistemic influences on scientific explanation. 492-493
  
• Barbara White, Jennifer L. Chiu, Lauren Barth-Cohen, Beat Schwendimann, Eric Berson, Jennifer King Chen, Hillary Swanson:
  Towards a taxonomy of explanations in science education. 493-495
  

Workshops

• Dan Suthers, Kristine Lund:
  Productive multivocality in the analysis of collaborative learning. 497-498
  
• Astrid Wichmann, Heinz Ulrich Hoppe, Daniel Spikol, Marcelo Milrad, Stamatina Anastopoulou, Mike Sharples, Roy Pea, Heidy Maldonado, Ton de Jong:
  Three perspectives on technology support in inquiry learning: personal inquiry, mobile collaboratories and emerging learning objects. 499-500
  
• Britte Haugan Cheng, Inge Molenaar, Ming Ming Chiu, Vanessa Svihla, Alyssa Friend Wise, Vanessa L. Peters, Katerina Zourou:
  It's about time: purpose, methods, and challenges of temporal analyses of multiple data streams. 501-502
  
• Aditya Johri, Barbara Olds:
  Engineering learning. 503-504
  
• Michael A. Evans, Jochen Rick:
  Collaborative learning with interactive surfaces: an interdisciplinary agenda. 505-506
  
• Ido Roll, Manolis Mavrikis, Sergio Gutiérrez Santos:
  Striking a balance between free and guided exploration - conceptualizing support for exploratory learning environments. 507-508
  
• Mitchell J. Nathan, Nikol Rummel, Kenneth E. Hay:
  Growing the learning sciences: brand or big tent? implications for graduate education. 509-510
  
• Vincent Aleven, Jonathan Sewall:
  Hands-on introduction to creating intelligent tutoring systems without programming using the cognitive tutor authoring tools (CTAT). 511-512
  

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