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ORCIDICLS 2008: Utrecht, The Netherlands
- Paul A. Kirschner, Jeroen J. G. van Merriënboer, Ton de Jong:
Cre8ing a learning world: Proceedings of the 8th International Conference for the Learning Sciences, ICLS 2008, Utrecht, The Netherlands, June 23-28, 2008, Volume 2. International Society of the Learning Sciences 2008 - Chee-Kit Looi, Longkai Wu:
Design of agent tutee's question prompts to engage student's role-playing as tutor in a learning-by-teaching agent environment. 3-10 - Loucas T. Louca, Dora Tzialli, Zacharias C. Zacharia:
Identification-interpretation/evaluation-response: a framework for analyzing classroom-based teacher discourse in science. 11-18 - Flori H. Manning, Susan R. Goldman, Yasuhiro Ozuru, Kimberly A. Lawless, Kimberley Gomez, Jason Braasch:
Students' analysis of multiple sources for agreements and disagreements. 19-26 - Lina Markauskaite, Peter Reimann:
Enhancing and scaling-up design-based research: the potential of e-research. 27-34 - John Martin, James Mathews, Ming-Fong Jan, Christopher Holden:
Restructuring activity and place: augmented reality games on handhelds. 35-42 - Patricia Marzin, Erica de Vries:
How can we take into account student conceptions of the facial angle in a palaeontology laboratory work? 43-50 - Kevin W. McElhaney, Marcia C. Linn:
Impacts of students' experimentation using a dynamic visualization on their understanding of motion. 51-58 - Richard Medina, Daniel D. Suthers:
Bringing representational practice from log to light. 59-66 - Anne Meier, Hans Spada:
Promoting the drawing of inferences in collaboration: insights from two experimental studies. 67-74 - Joi D. Merritt, Joseph Krajcik, Yael Shwartz:
Development of a learning progression for the particle model of matter. 75-81 - Tom Moher:
Learning and participation in a persistent whole-classroom seismology simulation. 82-90 - Gaëlle Molinari, Mirweis Sangin, Marc-Antoine Nüssli, Pierre Dillenbourg:
Effects of knowledge interdependence with the partner on visual and action transactivity in collaborative concept mapping. 91-98 - Johannes Moskaliuk, Joachim Kimmerle, Ulrike Cress:
Learning and knowledge building with wikis: the impact of incongruity between people's knowledge and a wiki's information. 99-106 - Hanni Muukkonen, Kai Hakkarainen, Mikko Inkinen, Kirsti Lonka, Katariina Salmela-Aro:
CASS-methods and tools for investigating higher education knowledge practices. 107-114 - Foo-Keong Ng, Chee-Kit Looi, Wenli Chen:
Rapid collaborative knowledge building: lessons learned from two primary science classrooms. 115-123 - Matthias Nückles, Sandra Hübner, Alexander Renkl:
Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn. 124-131 - Sandra Y. Okita, Jeremy N. Bailenson, Daniel L. Schwartz:
Mere belief in social action improves complex learning. 132-139 - Chandra Hawley Orrill, Susan Sexton, Soo-Jin Lee, Cheryl Gerde:
Mathematics teachers' abilities to use and make sense of drawn representations. 140-147 - Cordula Orth, Theo J. Bastiaens:
Situated multimedia learning for older adults: exploring the benefits of age-specific instructional design. 148-155 - Maarten Overdijk, François-Xavier Bernard, Wouter van Diggelen, Michael J. Baker:
From mastery to utilisation: appropriation of tools for collaboration in learning situations. 156-163 - Tuire Palonen, Marita Neitola, Kaarina Laine:
Friendship ties and exclusionary ties in classroom: the social structure among eight years old children. 164-171 - Elisabeth Paus, Regina Jucks:
Do we really mean the same? the relationship between word choices and computer mediated cooperative learning. 172-179 - William R. Penuel, Barry J. Fishman, Lawrence P. Gallagher, Christine Korbak, Bladimir Lopez-Prado:
The mediating role of coherence in curriculum implementation. 180-187 - Kylie A. Peppler, Yasmin B. Kafai:
New literacies and the learning sciences: a framework for understanding youths' media arts practices. 188-195 - Kylie A. Peppler, Yasmin B. Kafai:
Developing a design culture in a computer clubhouse: the role of local practices and mediators. 196-203 - Vanessa D. I. Pfeiffer, Sven Gemballa, Barbara Bizer, Halszka Jarodzka, Birgit Imhof, Katharina Scheiter, Peter Gerjets:
Enhancing students' knowledge of biodiversity in a situated mobile learning scenario: using static and dynamic visualizations in field trips. 204-212 - Stephanie Pieschl, Rainer Bromme, Torsten Porsch, Elmar Stahl:
Epistemological sensitisation causes deeper elaboration during self-regulated learning. 213-220 - Maaike Prangsma, Carla A. M. van Boxtel, Gellof Kanselaar, Paul A. Kirschner:
History learning with textual or visual tasks: student dialogue. 221-228 - Mari Carmen Puerta Melguizo, R. Ignacio Madrid, Herre van Oostendorp:
The importance of navigation support and reading order on hypertext learning and cognitive load. 229-236 - Joshua Radinsky, Susan Goldman, Melissa Singer:
Students' sense-making with visual data in small-group argumentation. 237-245 - Michael Andrew Ranney, Luke F. Rinne, Louise Yarnall, Edward Munnich, Luke Miratrix, Patricia K. Schank:
Designing and assessing numeracy training for journalists: toward improving quantitative reasoning among media consumers. 246-253 - Bart Rienties, Dirk T. Tempelaar, Piet Van den Bossche, Wim Gijselaers, Mien S. R. Segers:
Students' motivations and their contributions to virtual learning. 254-261 - Tamar Ronen-Fuhrmann, Yael Kali:
How to design educational technologies?: the development of an instructional-model. 262-270 - Jeremy Roschelle, Nicole Shechtman, Stephen Hegedus, Jessica Pierson, Michelle McLeese, Deborah G. Tatar:
Cognitive complexity in mathematics teaching and learning: emerging findings in a large-scale experiment. 271-278 - Rosemary S. Russ, Bruce Sherin:
Reframing research on intuitive science knowledge. 279-286 - Mirweis Sangin, Gaëlle Molinari, Marc-Antoine Nüssli, Pierre Dillenbourg:
How learners use awareness cues about their peer's knowledge?: insights from synchronized eye-tracking data. 287-294 - Johann W. Sarmiento, Gerry Stahl:
Extending the joint problem space: time and sequence as essential features of knowledge building. 295-302 - Rachel E. Scherr, David M. Hammer:
Student behavior and epistemological framing: examples from collaborative active-learning activities in physics. 303-310 - Anne Schüler, Katharina Scheiter, Peter Gerjets, Ralf Rummer:
The modality effect in multimedia learning: theoretical and empirical limitations. 311-318 - Silke Schworm, Pia Bradler, Alexander Renkl:
Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examples. 319-326 - Peter Sen Kee Seow, Baohui Zhang, Hyo-Jeong So, Chee-Kit Looi, Wenli Chen:
Towards a framework for seamless learning environments. 327-334 - Arnan Sipitakiat, David Cavallo:
Giving the head a hand: constructing a microworld to build relationships with ideas in balance control. 335-342 - James D. Slotta, Vanessa L. Peters:
A blended model for knowledge communities: embedding scaffolded inquiry. 343-350 - Gerry Stahl, Murat Perit Çakir:
Integrating synchronous and asynchronous support for group cognition in online collaborative learning. 351-358 - Robin Stark, Veronika Kopp, Martin Fischer:
Case based learning with worked examples in medicine: effects of errors and feedback. 359-365 - Mike Stieff, Sonali Raje:
Expertise & spatial reasoning in advanced scientific problem solving. 366-373 - Xiaowei Tang, Janet Coffey, Dan Levin, David M. Hammer:
The scientific method and scientific inquiry: tension as in teaching and learning. 374-381 - Andrea Tartaro, Justine Cassell:
Playing with virtual peers: bootstrapping contingent discourse in children with autism. 382-389 - Jakita Owensby Thomas:
The rest of the story: understanding small-group case interpretation performance and capability in middle-school project-based inquiry classrooms. 390-397 - Kate Thompson:
The value of multiple representations for learning about complex systems. 398-406 - Michael Tscholl, John Dowell:
Characterising knowledge construction through a process analysis of dialogues. 407-414 - Jody S. Underwood:
Effective feedback: guidelines for improving performance. 415-422 - Floris M. Van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. van der Vleuten, Henk G. Schmidt:
The influence of verbal elaboration on subsequent learning: an experimental study in a PBL-setting. 423-429 - Carla van de Sande, Gaea Leinhardt:
The good Samaritan effect: a lens for understanding patterns of participation. 430-437 - Herre van Oostendorp, Michiel J. Beijersbergen, Sam Solaimani:
Conditions for learning from animations. 438-445 - Erica de Vries, Alix Geronimi, Jacques Baillé:
Introducing a representational tool of the trade in middle school. 446-453 - Juan Dee Wee, Chee-Kit Looi:
Re-inventing maths problem design: using guided collaborative critique (GCC) in chat environments. 459-466 - Yang Yang, Charles K. Crook, Claire O'Malley:
Cutting through layers of the BBC "Onion street": children's use of homework message boards out-of-school. 467-474 - Anat Yarden, Nir Esterman:
The effect of disciplinary identity on interdisciplinary learning during scientific group meetings. 475-482 - Jennifer Yeo, Seng-Chee Tan:
Constructive use of authoritative sources in science meaning making. 483-490 - Susan A. Yoon:
Advancing a new perspective on decision-making about socio- scientific issues: the study of memes and memetic processes. 491-498 - José P. Zagal, Amy S. Bruckman:
The game ontology project: supporting learning while contributing authentically to game studies. 499-506 - Nan Zhou, Alan Zemel, Gerry Stahl:
Questioning and responding in online small groups engaged in collaborative math problem solving. 507-515 - Steven J. Zuiker, Kate T. Anderson, Lai Har Judy Lee, Yam San Chee:
Designing for the epistemological entailments of physics through game-centered dialogical activity cycles. 516-523
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last updated on 2024-10-31 20:22 CET by the dblp team
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