ICLS (1)

Publications

2010

Inbal Flash-Gvili, Jeff Dodick
Assessing the development of expertise in an historical-based science: the case of integrative archeology. ICLS (1) (2010)
Jennifer Turns, Brook Sattler, Deborah Kilgore
Disciplinary knowledge, identity, and navigation: the contributions of portfolio construction. ICLS (1) (2010)
Joshua A. Danish, David Phelps
Kindergarten and first-grade students' representational practices while creating storyboards of Honeybees collecting nectar. ICLS (1) (2010)
Nobuko Fujita, Christopher Teplovs
Software-based scaffolding: supporting the development of knowledge building discourse in online courses. ICLS (1) (2010)
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 ICLS (1) (2010)
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. ICLS (1) (2010)
Mara V. Martinez, Wenjuan Li
Fostering mathematical inquiry: focus on teacher's interventions. ICLS (1) (2010)
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. ICLS (1) (2010)
Valerie Otero
Science learning as the objectification of discourse. ICLS (1) (2010)
Vanessa Svihla
Contingent identification in a biomedical engineering classroom. ICLS (1) (2010)
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. ICLS (1) (2010)
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. ICLS (1) (2010)
Luke Conlin, Ayush Gupta, David Hammer
Where to find the mind: identifying the scale of cognitive dynamics. ICLS (1) (2010)
Anna Siewiorek, Andreas Gegenfurtner
Leading to win: the influence of leadership styles on team performance during a computer game training. ICLS (1) (2010)
Ronen Hammer, Miky Ronen, Dan Kohen-Vacs
Stressed yet motivated: web-based peer assessed competition as an instructional approach in higher education. ICLS (1) (2010)
Alecia Marie Magnifico
"Getting others' perspectives": a case study of creative writing environments and mentorship. ICLS (1) (2010)
Kristine Lund
Learning physics as coherently packaging multiple sets of signs. ICLS (1) (2010)
Catherine C. Chase, Jonathan T. Shemwell, Daniel L. Schwartz
Explaining across contrasting cases for deep understanding in science: an example using interactive simulations. ICLS (1) (2010)
Andreas Gegenfurtner, Marja Vauras, Hans Gruber, Dagmar Festner
Motivation to transfer revisited. ICLS (1) (2010)
Susan A. Yoon, Lei Liu
Complexity, robustness, and trade-offs in evaluating large scale STEM education programs. ICLS (1) (2010)
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. ICLS (1) (2010)
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. ICLS (1) (2010)
Christof Wecker, Frank Fischer
Fading instructional scripts: preventing relapses into novice strategies by distributed monitoring. ICLS (1) (2010)
Hedieh Najafi, James D. Slotta
Analyzing equality of participation in collaborative inquiry: toward a knowledge community. ICLS (1) (2010)
Amy Zhang, Monica Cardella
Knowledge transmission and engineering teaching. ICLS (1) (2010)
Melike Kara, Aysenur Yontar Togrol
Effects of instructional design integrated with ethnomathematics: attitudes and achievement. ICLS (1) (2010)
Nicole Shea, Ravit Golan Duncan
Validation of a learning progression: relating empirical data to theory. ICLS (1) (2010)
Mareike Florax, Rolf Plötzner
The influence of presentation format and subject complexity on learning from illustrated texts in biology. ICLS (1) (2010)
Chava Shane-Sagiv
Conceptual confusion in the history classroom. ICLS (1) (2010)
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. ICLS (1) (2010)
Alicia C. Alonzo
Discourse as a lens for reframing consideration of learning progressions. ICLS (1) (2010)
Heisawn Jeong, Cindy E. Hmelo-Silver
An overview of CSCL methodologies. ICLS (1) (2010)
Xiaowei Tang, Janet Coffey
Fostering meaningful scientific argumentation practices through ongoing classroom interactions. ICLS (1) (2010)
Tamara L. Clegg, Christina M. Gardner, Janet L. Kolodner
Playing with food: moving from interests and goals into scientifically meaningful experiences. ICLS (1) (2010)
Suna Ryu, William A. Sandoval
Listen to each other: how the building of norms in an elementary science classroom fosters participation and argumentation. ICLS (1) (2010)
Constance Steinkuehler, Catherine Compton-Lilly, Elizabeth King
Reading in the context of online games. ICLS (1) (2010)
Tara Rosenberger Shankar
Children learning literate practices in spriting. ICLS (1) (2010)
Vicky Pilitsis, Ravit Golan Duncan
Examining preservice teachers' ability to attend and respond to student thinking. ICLS (1) (2010)
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. ICLS (1) (2010)
Bert Slof, Gijsbert Erkens, Paul A. Kirschner
Coordinating collaborative problem-solving processes by providing part-task congruent representations. ICLS (1) (2010)
Yun Wen, Wenli Chen, Chee-Kit Looi
"Ideas first" in collaborative second language (L2) writing: an exploratory study. ICLS (1) (2010)
Patrick Sins
Tension resolution as pattern for practice transformation in interdisciplinary teamwork in professional development. ICLS (1) (2010)
Michael T. Dianovsky, Donald J. Wink
Student learning through journal writing in a natural science course for pre-elementary education majors. ICLS (1) (2010)
Huang-Yao Hong, Fei Ching Chen, Ching Sing Chai, Wen-Ching Chan
Teacher-education students' views about knowledge building theory and practice. ICLS (1) (2010)
Siri Mehus, Reed Stevens, Linda Grigholm
Interactional arrangements for learning about science in early childhood: a case study across preschool and home contexts. ICLS (1) (2010)
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. ICLS (1) (2010)
Rachel E. Scherr, Hunter G. Close
Transformative professional development: cultivating concern with others' thinking as the root of teacher identity. ICLS (1) (2010)
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. ICLS (1) (2010)
Joachim Kimmerle, Ulrike Cress, Christoph Held, Johannes Moskaliuk
Social software and knowledge building: supporting co-evolution of individual and collective knowledge. ICLS (1) (2010)
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. ICLS (1) (2010)