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ORCIDICLS 2010: Chicago, IL, USA
- Susan R. Goldman, James Pellegrino, Kimberly Gomez, Leilah Lyons, Joshua Radinsky:
Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, ICLS 2010, 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 M. 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 C. 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 G. 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 R. 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 - José Francisco Gutiérrez:
"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, N. 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 P. 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 S. 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
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