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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 2. International Society of the Learning Sciences / ACM DL 2010
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 B. 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 C. Graesser:
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 J. 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 S. Gresalfi, Anna Arici, Patrick Pettyjohn, Adam Ingram-Goble:
Transformative play: games as 21st 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
- X. 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 J. 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
- Richard 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, Daniel M. 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 M. 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-Garza:
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 Zhihui 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 M. 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 F. 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 L. 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 - Melissa 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 C. Nelson, Benjamin E. Erlandson, André R. 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, André 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 S. Bruckman:
Improving the language ability of deaf signing children through an interactive American sign language-based video game. 306-307 - Sara Marchlewicz, Donald J. 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