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ICLS 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 1. International Society of the Learning Sciences 2008 - Paul A. Kirschner, Frans J. Prins, Vincent Jonker, Gellof Kanselaar:
Foreword. - Yrjö Engeström:
From design experiments to formative interventions. 3-24 - Dor Abrahamson, Tobin White:
Artifacts and aberrations: on the volatility of design research and the serendipity of insight. 27-34 - Anjo Anjewierden, Hannie Gijlers:
An exploration of tool support for categorical coding. 35-42 - Carmela Aprea:
Task-oriented coaching for teaching instructional planning: a design-based research approach. 43-51 - Maarit Arvaja:
Discursive approach for studying contexts in students' collaborative activity. 52-59 - Christa S. C. Asterhan:
Processes of argumentation and explanation in conceptual change: results from protocol analyses of peer-to-peer dialogue. 60-67 - Paul Ayres, Amina Youssef:
Investigating the influence of transitory information and motivation during instructional animations. 68-75 - Andrew Babson:
Considering semiotic ideologies in the design of literacy learning software for multilingual youth and adults in rural South Africa. 76-84 - Arthur Bakker, Phillip Kent, Richard Noss, Celia Hoyles:
Using technology-enhanced boundary objects to develop techno-mathematical literacies in manufacturing industry. 85-92 - Mike Barnett, Meredith Houle:
Using geographic information systems to support student learning through urban ecology. 93-100 - Yifat Ben-David Kolikant:
From newcomer enculturation to fertile zones of cultural encounter: a bidimensional metaphor for schooling. 101-108 - Angela Calabrese Barton, Miyoun Lim, Edna Tan:
The role of place in science learning among urban middle school students: science as a context and tool. 109-127 - Gaowei Chen, Ming Ming Chiu:
Computer mediated discussions: effects of the previous messages' evaluations, knowledge content, social cues and personal information on the current message. 128-135 - Hercy N. H. Cheng, Winston M. C. Wu, Tak-Wai Chan:
Eual opportunity tactic: an approach to moderating the differences in ability perception. 136-143 - Ming Ming Chiu:
Effects of social metacognition on micro-creativity: statistical discourse analyses of group problem solving. 144-152 - Geraldine Clarebout, Joke Coens, Jan Elen:
The use of iPods in education: a cognitive perspective. 153-158 - Douglas B. Clark, Cynthia M. D'Angelo, Sharon Schleigh, Muhsin Menekse:
International analysis of students' knowledge structure coherence. 159-166 - Stephanie B. Corliss, Michele W. Spitulnik:
Student and teacher regulation of learning in technology-enhanced science instruction. 167-174 - Lindsay L. Cornelius:
Student participation in disciplinary discourses: when the teacher takes a step back, who takes a step forward? 175-182 - Ulrike Cress:
The interaction between groups and individuals: the challenge of statistically analysing cooperative learning. 183-190 - Jodi L. Davenport, David Yaron, David Klahr, Kenneth R. Koedinger:
When do diagrams enhance learning? A framework for designing relevant representations. 191-198 - Elizabeth A. Davis:
Elementary teachers' ideas about effective science teaching: a longitudinal study. 199-206 - Billie Eilam, Yael Poyas:
Identifying variables and constructing relations: effects of multiple images and texts stimuli. 207-215 - Randi A. Engle:
Establishing collaborations in design-based research projects: insights from the origins of the MMAP project. 216-223 - Randi A. Engle, Sharla Roberts, Phi D. Nguyen, Pamela Yee:
A design-based approach to experimental design: investigating hypotheses about how framing influences transfer. 224-231 - Deborah A. Fields, Yasmin B. Kafai:
Knowing and throwing mudballs, hearts, pies, and flowers: a connective ethnography of gaming practices. 232-239 - Seau Yoon Foo, Chee-Kit Looi:
Understanding elementary students' emergent dialogical argumentation in science. 240-247 - Nobuko Fujita, Clare Brett:
Rethinking analysis of progressive discourse in online learning: an activity theory perspective. 248-256 - Ivan Alex Games, Kurt Squire:
Design thinking in gamestar mechanic: the role of gamer experience on the appropriation of the discourse practices of game designers. 257-264 - Lari Garrison, Reed Stevens, Andrew Jocuns:
Gender, institutional structure and learning in an engineering college. 265-272 - Drue Gawel, Rachel S. Phillips, Vanessa Svihla, Nancy Vye, John D. Bransford:
Considerations for the development of a preparation for future learning assessment. 273-280 - Giulia Gelmini-Hornsby, Shaaron Ainsworth, Marie Buda, Charles K. Crook, Claire O'Malley:
Making your views known: the importance of anonymity before and after classroom debates. 281-288 - Steven Gray, Cindy E. Hmelo-Silver, Lei Liu, Rebecca Jordan, Heisawn Jeong, Russell Schwartz, Heather Finkelstein, Daniel Wolsten, Marylee Demeter, Suparna Sinha:
Learning with ecosystem models: a tale of two classrooms. 289-296 - Melissa S. Gresalfi, Adam Ingram-Goble:
Designing for dispositions. 297-304 - Julia Gressick, Sharon J. Derry:
Leadership in small online collaborative learning groups: a distributed perspective. 305-312 - Ayush Gupta, David M. Hammer, Edward F. Redish:
Towards a dynamic model of learners' ontologies in physics. 313-318 - In Sook Han, Charles K. Kinzer:
Examining the effectiveness of a multimedia case-based environment for teaching technology integration to Korean preservice teachers. 319-326 - Robert G. M. Hausmann, Brett van de Sande, Carla van de Sande, Kurt VanLehn:
Productive dialog during collaborative problem solving. 327-334 - Tracy Hayes, Xun Ge:
The effects of computer-supported collaborative learning on students' writing performance. 335-341 - Phillip Herman, Louis M. Gomez, Kimberley Gomez, Adam Williams, Kristen Perkins:
Metacognitive support for reading in science classrooms. 342-349 - Daniel T. Hickey, Sasha A. Barab, Adam Ingram-Goble, Steven J. Zuiker:
First things first: design principles for worthwhile educational videogames. 350-357 - Tatjana S. Hilbert, Matthias Nückles, Sandra Matzel:
Concept mapping for learning from text: evidence for a worked-out-map-effect. 358-365 - Huang-Yao Hong, Xiaodong Lin:
Introducing people knowledge into science learning. 366-373 - Huang-Yao Hong, Marlene Scardamalia, Richard Messina, Chewlee Teo:
Principle-based design to foster adaptive use of technology for building community knowledge. 374-381 - Tarja-Riitta Hurme, Koen Veermans, Tuire Palonen, Sanna Järvelä:
Exploring changes in network structures during online discussions. 382-389 - Halszka Jarodzka, Katharina Scheiter, Peter Gerjets, Sven Gemballa:
In the eyes of experts: teaching dynamic features in biology by modeling experts' eye movement strategies to novices. 390-397 - Aditya Johri, Vinod K. Lohani:
Creating a participatory learning environment in large lecture classes using pen-based computing. 398-405 - Vincent Jonker, Monica Wijers:
Th!nklets for mathematics education: re-using computer games characteristics in educational software. 406-413 - Yasmin B. Kafai, Jacqueline Wong:
Real arguments about a virtual epidemic: conversations and contestations in a tween gaming club. 414-421 - Yasmin B. Kafai:
Considering gender in digital games: implications for serious game designs in the learning sciences. 422-429 - Yasmin B. Kafai, Kylie A. Peppler:
Learning from Krumping: collective agency in dance performance cultures. 430-437 - Diane Jass Ketelhut, Jody Clarke-Midura, Brian C. Nelson, Geordie Dukas:
Rethinking pedagogy: using multi-user virtual environments to foster authentic science learning. 438-445 - Femke C. Kirschner, Fred Paas, Paul A. Kirschner:
Learning from complex cognitive tasks: comparing groups to individuals. 446-452 - Ingo Kollar, Frank Fischer, James D. Slotta:
Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talking aren't the same. 453-460 - Ivan C. K. Lam, Carol K. K. Chan:
Fostering epistemological beliefs and conceptual change in chemistry using knowledge building. 461-468 - Mariana Levin:
The potential for developing algebraic thinking from purposeful guessing and checking. 469-476 - Lei Liu, Cindy E. Hmelo-Silver:
Collaborative scientific conceptual change in simulation-supported learning environment. 477-484
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