ISLS Annual Meeting 2021 (Online Event)
Reflecting the Past and Embracing the Future
Bochum, Germany, June 8-11
Workshops: June 1-7
Reflecting the Past and Embracing the Future
Bochum, Germany, June 8-11
Workshops: June 1-7
Session I
- From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms. Connor Bain, Gabriella Anton, Michael Horn and Uri Wilensky.
- Early Childhood Cross-Topic Interest Development in STEM. Amanda Barany, Amanda Siebert-Evenstone and Mamta Shah.
- Emergent learning possibilities and evolving design spaces in students’ redesigning the Pandemic board game. Reyhaneh Bastani and Beaumie Kim
- A Review of Complexity Perspectives in the Learning Sciences. Reyhaneh Bastani and Beaumie Kim
- Designing for Home-Based Science Learning: Infrastructuring Within New Openings and Constraints. Betsy Beckert, Annabel Stoler, Chris Georgen, Eve Manz and Enrique Suárez
- Transmedia Sensemaking: Working Across Cultural Artifacts to Build Understand. Katerine Bielaczyc
- Supporting Collaborative Learning About the Nature of Science and STEM Identity Development in a High-School Biology Class in Ontario. Elena Boldyreva, Maria Niño-Soto and Jim Slotta
- Mapping Conceptual Tensions Around Civic Learning. Fabio Campos and Christopher Hoadley
- Expanding How We Record and Report Learning: Exploring Employers’ Perspectives. Steven Cederquist and Barry Fishman
- Worked Examples: Do Learning and Perceived Helpfulness Align? Avery Harrison Closser, Hannah Smith, Jenny Chan, Cindy Trac and Erin Ottmar
- Integrating Computational Thinking into Elementary Science Online. Lautaro Cabrera, Merijke Coenraad, Virginia L. Byrne, Heather Killen and Diane Jass Ketelhut
- Participatory Design of Game-Based Math Learning Platform: Teacher-Researcher Negotiation and Collaboration. Chih-Pu Dai, Fengfeng Ke and Yanjun Pan
- Designing Narratives in Multimodal Representations for Game-Based Math Learning and Problem Solving. Chih-Pu Dai and Fengfeng Ke
- Designing Artificial Intelligence (AI) in Virtual Humans for Simulation-Based Training with Graduate Teaching Assistants. Chih-Pu Dai, Fengfeng Ke, Zhaihuan Dai, Luke West, Saptarshi Bhowmik and Xin Yuan
- Investigating Perseverance Improvement in Secondary Mathematics Students. Joseph DiNapoli
- Towards a Theory of Mathematics Teacher Learning Ecologies. Nadav Ehrenfeld
- The Role of Parents in the Development of Youths’ Interest in an Engineering Workshop. Lillyanna Faimon and Heather Toomey Zimmerman
- Embodied Discourse Analysis of Online Student Study Sessions: A Novel Method of Screen Recording Research. Anne Fensie and Asli Barrie
- Thinking through Representation: Interpreting Representational Fluency Across Contexts in Computational Thinking Enhanced Activities. Janet Shufor Bih Epse Fofang, David Weintrop, Peter Moon and Andrew Elby
- Making students’ ideas visible through coding a scientific computational model. Tamar Fuhrmann, Cassia Fernandez, Paulo Blikstein and Roseli de Deus Lopes
- Supporting youth environmental interest and identity development through program infrastructures connecting people and place. Marijke Hecht
- The heart of the matter: High school educators’ experiences of teaching project-based learning. Avneet Hira and Emma Anderson
- Make with Data: Challenging and contextualizing open-source data with personal and local knowledge. Nathan Holbert and Cassie Xu
- An Interplay of Problem-Solving Modes and Authority: Framework for Equitable Collaboration in Undergraduate Physics Labs. Sophia Jeon, N. G. Holmes, Eleanor Sayre and Scott Franklin
- Integrating Immersive Technology into Small Group Learning Environments. Taehyun Kim, James Planey, Robb Lindgren and Jina Kang
- Productive anger? Changing systems understanding due to negative emotions. Taehyun Kim, Vishesh Kumar and Mike Tissenbaum
- Scaffolding Debugging That Uses Tinkering. ChanMin Kim and Brian Belland
- Grounded and Embodied Proof Production: Are Gestures and Speech Enough to Produce Deductive Proof? DOY KIM, Michael Swart, Kelsey Schenck and Mitchell Nathan
- The Immune System and Hindu Nationalism: Nation Making in a Grade 8 Biology Lesson. Rishi Krishnamoorthy and Jasmine Ma
- Exploring Gender Gap in Students Understanding, Self-Efficacy, and Motivation During Maker Activities. Nicola YL. Law, Sandra Y. Okita, Yipu Zheng and Marcus Y-Y. Cheung
- Show the Flow: Visualizing Students’ Problem-Solving Processes in a Dynamic Algebraic Notation Tool. Ji-Eun Lee, Aravind Stalin, Vy Ngo, Kathryn C. Drzewiecki , Cindy Trac and Erin Ottmar
- “Do I hear buzzing?” Emergent Bilinguals Engaging in Science. Sarah Lee
- Investigating Children’s Problem-Solving Patterns in Digital Game-Based Learning for Computational Thinking Development. Zhichun Liu and Jewoong Moon
- Linking Talk Types to Socioemotional Formation and Regulation. Nikki Lobczowski, Kayley Lyons, Jeffrey Greene and Jacqueline McLaughlin
- Reorienting co-design toward care during a pandemic. Camillia Matuk, Kayla DesPortes, Veena Vasudevan, Ralph Vacca, Peter J. Woods, Megan Silander and Anna Amato
- Using sequence mining to explore the representational flexibility development of adolescents with autism spectrum disorder in virtual reality-based flexibility training. Jewoong Moon, Fengfeng Ke, Zlatko Sokolikj and Shayok Chakraborty
- Rethinking Technology-based Educational Studies in the Evolving Classroom Environment: An Interview Study with US Teachers. Tomohiro Nagashima, Gautam Yadav and Vincent Aleven
- An Iterative Design Cycle: Using Productive and Unproductive Frustration to Guide Re-Design. Ekta Shokeen, Anthony Pellicone, David Weintrop, Diane Jass Ketelhut, Caro Williams-Pierce, Jandelyn Plane, Michel Cukier and Firoozeh Rahimian
- Who Are the Data Scientists in Education? An Investigation of the Identities and Work of Individuals in Diverse Roles. Joshua Rosenberg, Evelina Galas and Bret Staudt Willet
- How Does Students’ Perception Of The Main Point Of A Unit Relate To The Quality Of The Final Argument? Kathryn Rupp, Karyn Higgs, M. Anne Britt, Steven McGee, Randi McGee-Tekula, Kathleen Easly, Brent Steffens and Amanda Durik
- Making Space for Gender Equity in Makerspaces. Renato Russo, Walter Goya, Cassia Fernandez, Lívia Macedo, Tamar Fuhrmann and Paulo Blikstein
- Scaling Teacher Candidates’ Family Engagement Training Through Simulations and Artificial Intelligence. Rose Sebastian and Debajyoti Datta
- Outside Learning Environments. Jarek Sierschynski
- Promoting Science Self-Concept with Inquiry-based Curricula. Mike Stieff and Stephanie Werner
- Learner Behavior and Career Benefits in Business Massive Open Online Courses. Anne Trumbore
- Materials and participants: A dialogical relationship. Blakely Tsurusaki, Carrie Tzou and Laura Conner
- Students doing citizen science on an unfolding pandemic. Veena Vasudevan, Camillia Matuk, Engin Bumbacher, Ido Davidesco, Suzanne Dikker, Sushmita Sadhukha, Kim Chaloner, Kim Burgas, Rebecca Martin and Yury Shevchenko
- Examining Teacher Reflection in a Multimodal Composition about Identity. Hazel Vega and Golnaz Arastoopour
- A Review of Active Learning within JLS and ijCSCL: What can the Learning Sciences tell Active Learning Practitioners? Joel Wiebe, Rubaina Khan, Garrick Burron and Jim Slotta
- Supporting Children’s Spatial Representation Practices Through Playful and Embodied Experiences. Megan Wongkamalasai and Christine Lee
- Family-Friendly Teacher Professional Development. Marcelo Worsley, Sarah Priscilla Lee and Stephanie T. Jones
- A Tale of Two PDs: Exploring Teachers’ Experiences in Co-designing Computational Activities. Sally Wu, Bonni Jones, Hillary Swanson, Michael Horn and Uri Wilensky
- Investigating Teacher Data Needs In Terms of Teacher Immediacy and Nonverbal Behaviors. FRANCESKA XHAKAJ, Na Young Lee, Erik Ulberg, Amy Luo, Seoyoung Lee, Katrina Hu and Amy Ogan
- Identifying and Coding STEM Interest Triggers in a Summer Camp. Sherry Yi, Matt Gadbury and H. Chad Lane
- Design of Multi-Dimensional Science Labs for Future Teachers for Online Learning. Laura Zeller, Stefany Sit, Alister Cunje, Sam Tempel, Ummie Ansari and Mahogany Lawson
- Peeking into the AI Hype: Investigating Research Trends and Collaboration Dynamics in Artificial Intelligence in Education. Yipu Zheng, Jie Chen, Zhuqian Zhou, Zach Friedman and Paulo Blikstein
- From “in a sleep” to “stayed every day”: Engaging Students and Teachers with micro:bit Smart-Greenhouses. Yihong Cheng and David Jackson
- Studying Shared Regulation in Immersive Learning Environments. Rinat Levy Cohen, Aditi Mallavarapu, Leilah Lyons and Stephen Uzzo
- Transition, Lamination, and Personification: Affordances for Teacher Learning in a Mixed Reality Simulation. Jamie Gravell, Annie Garrison Wilhelm and Ann Marie Wernick
- Supporting Learning Interaction in a Distributed Learning Environment with Tangible User Interfaces. Yanhong Li, Beat Rossmy and Heinrich Hussmann
- Embodiment & Social Interactions in a Class Virtual Reality Poster Session. Gennie Mansi, Blair MacIntyre and Jessica Roberts
- Building Intercultural Competencies through Virtual Teams in Engineering Education. Anuli Ndubuisi, Elham Marzi and Jim Slotta
- Analyzing Peer Interaction as Asynchronous Online Professional Development Scales Up to Include More Teachers. Thomas Richman, Susan Yoon, Amin Marei and Kate Miller
- Teaching about COVID-19: Using a Virtual Epidemic to Contextualize and Problematize Infectious Disease Epidemiology in a High School Class. Amanda Strawhacker, Tyler Hansen, Colby Tofel-Grehl and Yasmin Kafai
- Technology’s Role in Supporting Collaborative Interactions: An Ecological Approach. Dhvani Toprani and Marcela Borge
Identifying Productive Conflict During Upper Elementary Students’ Collaborative Programming. Zarifa Zakaria, Jennifer Tsan, Jessica Vandenberg, Collin Lynch, Kristy Boyer and Eric Wiebe
Session II
- Assessing Pedagogical Practices to Support Self-Regulated Learning in Science. Idit Adler, Liat Copel, Cathie Norris and Elliot Soloway
- Exploring affordances provided by online non-curricular resources to undergraduate students learning software development. Andrés Araos, Crina Damsa and Dragan Gasevic
- Evaluating a Historical Video Game: Roles of Gaming Expertise and History Expertise. Naama Edri Goldik and Sarit Barzilai
- Striving for Adaptivity – Enabling Complex Problem-Solving Processes in a Computer-Based Learning Environment. Antje Boomgaarden, Katharina Loibl and Timo Leuders
- Designing an Intervention to Foster Teachers’ Contingent Responsiveness during Science Discussions. Lydia Cao
- Simulation-Based Learning in Higher Education: A Meta-Analysis on Adapting Instructional Support. Olga Chernikova, Matthias Stadler, Nicole Heitzmann, Ivan Melev, Doris Holzberger, Tina Seidel and Frank Fischer
- Exploring university students’ ecologies of digital resources in the context of disciplinary learning. Lise Toft Henriksen, Dan Uehara and Crina Damsa
- Green Chemistry in the Third Age: Engaging Older Adults in Learning about Sustainability. Pryce Davis
- No Player Left Behind: Exploring the Use of Collaborative Talk in a Playfixing Activity. Yuchan (Blanche) Gao, Jeremy Bernier, Taylor M. Kessner, Luis E. Pérez Cortés and Elisabeth R. Gee
- Addressing Students’ Needs: Development of a Learning Analytics Tool for Academic Path Level Regulation. Egle Gedrimiene, Anni Silvola, Henna Kokkonen, Satu Tamminen and Hanni Muukkonen
- Learners’ Adjustment Strategies Following Impasses in Medical Simulations – Effects of Prior Knowledge. Nicole Heitzmann, Matthias Stadler, Frank Fischer, Martin R. Fischer, Ralf Schmidmaier and Anika Radkowitsch
- Searching for instruction: Practices and trajectories in the selection of online video tutorials. Thomas Hillman and Oskar Lindwall
- Using Augmented Reality for Biology Learning in High School: A Quasi-Experiment Study. Christy Weng-Lam Cheong, Xingmin Guan and Xiao Hu
- Epistemological understanding of history in lower secondary education, and its influence on historical reasoning skills. Iris Hulders, Michiel Voet and Bram De Wever
- Students’ Epistemological and Positional Framing in Uncertain Situations During a Collaborative Design Activity. Navneet Kaur and Chandan Dasgupta
- The Impact of Interdisciplinary STEM Innovation on the Role Identity of Science Teachers. Pak On KO, Frank Li and Nancy Law
- Beyond Supervision: Human / Machine Distributed Learning in Learning Sciences Research. Marcus Kubsch, Joshua Rosenberg and Christina Krist
- A Multimodal Discourse Analysis of Textbooks: A Case Study of Oxford Junior Middle School English (Shanghai Edition). Meng Li
- Engagement patterns in an asynchronous virtual classroom: Different use of active observation and ICAP framework. Ji Young Lim and Kyu Yon Lim
- Kitchen Science at Home: Engaging pre-school children through distance education during covid-19 quarantine. Loucas Louca
- Design-Centered Research-Practice Partnerships as a Means to Promote Multidimensional Transfer Among In-Service Teachers. Noam Malkinson, Yotam Hod, Yael Kali and Irit Sasson
- Exploring Teachers’ Perspectives on Epistemic Growth. Shiri Mor-Hagani and Sarit Barzilai
- Using Relational Event Modeling to Capture Shared Regulation Interactions in Collaborative Learning. Ha Nguyen, Kyu Yon Lim, Liang Li Wu and Christian Fischer.
- Fostering students’ argumentation skills with game-based learning method: A systematic review. Omid Noroozi and Hojjat Dehghanzadeh
- Asking students to carry out generative learning activities in text learning: Exploring the role of the quality of the performed learning activities. Antje Proske and Susanne Narciss
- Exploring Prompted Self-Explanation in the Context of Second Language Acquisition in Vocational Settings. Sai Raj Reddy and Vivek Seshadri
- Identifying and Responding to Process Failures in Problem-solving. Tanmay Sinha
- Teacher Roles in Prison Learning: Contradictions and Provocations. Joanna Weidler-Lewis
- Riddle of the Spirit: Cultivating children’s ecological imagination through multiliteracies pedagogy. Chin-Chin Wong, Kristiina Kumpulainen, Jenny Renlund and Jenny Byman
- Engagement in MOOCs Discussion Forums: Dimensions and Indicators. Yannick Stéphane Nleme Ze and Gaëlle Molinari
- Synergies Between Humans and Machines to Support the Orchestration of CSCL Scripts at Different Scales. Ishari Amarasinghe and Davinia Hernández-Leo
- Towards Estimating Classroom Orchestration Load using Physiological and Self-Perception Measures. Ishari Amarasinghe, Milica Vujovic and Davinia Hernández-Leo
- PK–12 Computing Teacher Interactions in an Online Professional Learning Experience. Paulina Haduong, Carter Zenke, Jessica Eng and Karen Brennan
- OptimizerSpace: A CSCL Tool for Search and Optimization. Arthur Hjorth, Ida Bang Hansen and Jacob Sherson
- Empowering Secondary School Students’ Argumentative Writing Skills: The Effectiveness Of Dialogic Support And Cognitive Strategic Support On Students’ Collaborative Writing Processes. Yana Landrieu, Fine De Smedt, Bram De Wever and Hilde Van Keer
- Grasping Evidence with EDDiE: A CSCL Tool to Support Collaborative Reasoning about Disagreements in Multiple Documents. Toshio Mochizuki, Clark Chinn, Randi Zimmerman, Myat Min Swe Myat Min Swe, Htay Min Khaung Htay Min Khaung and Seiji Sekine
- Introducing a New Approach for Investigating Learning Behavior. Mario Niederhauser, Alessia Ruf, Carmen Zahn, Joscha Jäger and Klaus Opwis
- The Value of Using Roles while Collaboratively Writing Synthesis Texts in University. Karen Putzeys and Bram De Wever
- SciNote: Collaborative Problem Solving and Argumentation Tool. Janet Rafner, Arthur Hjorth, Carrie Weidner, Shaeema Zaman Ahmed, Christian Poulsen, Clemens Klokmose and Jacob Sherson
- Exploring Turtle Blocks in an online collaborative environment. Ravi Sinha and Amit Dhakulkar
- Exploring the Role of Curriculum in Learning Analytics to Support Knowledge Building Practice. Chew Lee Teo, Aloysius Ong and Alwyn Lee
- Scaffolding Epistemic Understanding of Discourse and Knowledge Building Using Knowledge-Forum Analytics and Reflective Assessment. Yuyao Tong and Carol Chan
- Promoting College Students’ Systems Thinking during Pandemic. Yawen Yu, Xiaofeng Li, Shengwen Dong and Gaowei Chen
- The Interplay of Knowledge Construction and Regulation of Learning in CSCL settings. Kateryna Zabolotna, Jonna Malmberg, Sanna Järvelä and Hanna Järvenoja
Session III
- Collaboration & Peer Social Relationships: The Role of Friendships in Middle School Inquiry Science. Karlyn Adams-Wiggins and Cameron Haluska
- Computational Art Practice in Transdisciplinary Contexts. Gabriella Anton and Kit Martin
- Exploring Elementary Science Teacher Identity in a Professional Development Program: Soren’s Story. Rachel Askew, Bethany Daniel, Sarah Lee, Dionne Cross Francis and Noel Enyedy
- Improving teacher noticing of students’ science ideas with a dashboard. Kelly Billings, Libby Gerard and Marcia C. Linn
- Integrating Data Science Explorations in Science Classrooms. Bodong Chen and Rukmini Avadhanam
- GuARdians of Tomorrow: A Compelling Simulation for Understanding Sustainability. Luis Perez Cortes, Jesse Ha, Man Su and Brian Nelson
- Learning to be Open: Expansive Family Networks and Emotional Support as Connection Pathways. Maggie Dahn, Nickolina Yankova, Kylie Peppler, Jenny Lee, AmBer Montgomery, Scott Sikkema and Joseph Spillberg
- “A Person with a Big Lengua”: Productive Callouts in Whole Class Discussions. Maggie Dahn.
- Scientific Model Evaluation During a Gallery Walk. Joshua Danish, Morgan Vickery, Ravit Duncan, Zachary Ryan, Christina Stiso, Jinzhi Zhou, Danielle Murphy, Cindy Hmelo-Silver and Clark Chinn
- Investigating Student Engagement through a Virtual Reality Classroom. Noah Glaser, Ido Davidesco and Elana Zion Golumbic
- Supporting Students Remotely: Integrating Mathematics and Science in Virtual Labs. Rachel Dickler, Michael Sao Pedro, Amy Adair, Janice Gobert, Joseph Olsen, Jason Kleban, Cameron Betts, Charity Staudenraus and Patrick Roughan
- Development of a Faculty Community of Practice for Scholarship of Teaching and Learning. Jonan Phillip Donaldson, Ciana Bowhay, Kathrin Dunlap, Merlyn Joseph and Mahjabin Chowdhury
- Implicating Practice: Using Rehearsals to Move Toward Equitable Science Teaching. Sara Dozier and Lynne Zummo
- Designing educative supports for scientific argumentation: a case study of DBR before and during the pandemic. Kathleen Easley, Steven McGee, Randi McGee-Tekula, M. Anne Britt, Kathryn Rupp and Karyn Higgs
- Teacher learning as co-operative work to expand images of future classrooms. Colin Hennessy Elliott, Alex Gendreau Chakarov, Quentin Biddy, Jeffrey B. Bush, Jennifer Jacobs and Mimi Recker
- From “playful activities” to “knowledge building”: A case study about a teacher’s perceptions on the role of experiments. Cassia Fernandez, Tatiana Hochgreb-Haegele and Paulo Blikstein
- A case study on the pedagogical alignment between science and makerspace teachers. Cesar de Castro Brasileiro, Cassia Fernandez, Tatiana Hochgreb-Haegele and Paulo Blikstein
- Differentiated Instruction in Online Teacher Professional Development. Liam Fischback, Kristin Searle and Colby Tofel-Grehl
- Responding to STEM Students’ Gestured Candidate Responses. Virginia J. Flood and Benedikt Harrer
- Accidental Homeschoolers: Associations Between Parenting Stress and Children’s Engagement with Homeschooling. Antje von Suchodoletz, Susanna Fullmer and Ross Larsen
- Embodied geometry in haircutting practice. Ryan Gertenbach and Flavio Azevedo
- Cognitive load measurement using two kinesthetic-based methods: Rhythmic tapping method and tactile detection response task. Kevin Greenberg
- The Human-Interpreter Problem in Youth Encounters with AI. Eric Greenwald, Maxyn Leitner and Ning Wang
- Anything But Race: Race-Evasion and Color-blindness in Preservice Teachers’ Responses to a Hypothetical Scenario. José Gutiérrez, S. Shiver, Tracy Dobie, Rachel Francom and Lauren Barth-Cohen
- Introducing outside experts into the classroom: The mediating impact of instructor beliefs on the learner experience. Kemi Jona and Nikki James
- Computational Thinking in Preschool: Bridging Home and School . Danae Kamdar, Shuchi Grover, Phil Vahey, Tiffany Leones and Ximena Dominguez
- Creation of an Inventory Assessing Epistemic Beliefs about the Co-Construction of Knowledge in Team Science Contexts. Erica Kessler, Jason L.G. Braasch, Deborah Tollefsen and Chrysanthe Preza
- Curriculum Mechanics for Motivation. Taylor M. Kessner and Caitlin Hayward
- Merging Teacher Professional Development with Designing Curriculum Incorporating Cutting-Edge Science in a Natural History Museum. Heather Killen, Laura Soul and Rich Barclay
- How Community-Driven Design Research Endures When the World is on Fire. Breanne K. Litts, Patty Timbimboo-Madsen, Rios Pacheco, Gwen Davis, Monica Smiley, , , Lili Yan, Minah Nguyen and Adam Sherlock
- Constructivist Dialogue Mapping: A Comparison of Museum Experience. Kit Martin, Michael Horn and Uri Wilensky
- Gesture-based representational challenges for learning science with Mixed Reality technologies. Nitasha Mathayas
- Exploring Self-Efficacy Shifts within an Informal STEM Program. Areej Mawasi, Ruth Wylie and Peter Nagy
- Expanding Science Learning within Community-Based Hands-on Transdisciplinary STEAM Experiences. Areej Mawasi, Ruth Wylie and Punya Mishra
- Students’ Dynamic Framing of Epistemic Agency. Jason May and Lauren Barth-Cohen
- “You Get to See for Yourself”: Immersive Media to Facilitate Observation and Engagement in Remote Schooling. Eileen McGivney
- Multimodal Deep Learning Model for Detecting Types of Interactions for Regulation in Collaborative Learning., Andy Nguyen, Sanna Järvelä, Yansen Wang, Carolyn Rosé, Jonna Malmberg and Hanna Järvenoja
- Family Resilience during Covid-19: Contrasting Cases of Mothers’ Beliefs and Behaviors to Support Child Well-being. Judy Nguyen, Brigid Barron, Caitlin K. Martin, Cindy K. Lam, Rose K. Pozos, Veronica Lin, Zohar Levy and Susie Garcia
- Zone of proximal self: A sociocultural framework for examining the development of possible selves and social-emotional competencies., Judy Nguyen, Andrew Phuong, Christopher Hunn and Fabrizio Mejia
- Learning in an Arts Education Collective Impact Initiative. Adam Papendieck, Brent Hasty and Jackson Knowles
- A learning sciences and organizational behavior framework for analyzing how college instructors learn inclusive pedagogies. Andrew Phuong, Judy Nguyen, Christopher Hunn and Fabrizio Mejia
- The Use of Narrative in the Development of Spatial Sensemaking Practices. Julia Plummer, Kyungjin Cho and Madison Botch
- Before the Storm: How Families were Supported for the Transition to Distance Learning. Rose K. Pozos, Caitlin K. Martin, Brigid Barron, Cindy K. Lam, Judy Nguyen, Veronica Lin, Zohar Levy and Susie Garcia
- Promoting Reflection in a Community-Oriented MOOC. Rebecca Quintana, Yuci Liu, Yuanru Tan and Jacob Aguinaga
- Datafication in Figured Worlds: Narrating COVID-19 Data. Josh Radinsky, Iris Tabak and Aleksandra Adach
- Developing a Conceptual Framework for Dignity-Affirming Care in Collaborative Research. Robbin Riedy
- Considering K-12 Learners’ Use of Bayesian Methods. Joshua Rosenberg, Marcus Kubsch, Nathan Kenner
- Addressing Challenges When Designing NGSS Aligned 3-Dimensional Assessments for Young Learners. Daisy Rutstein, Nonye Alozie, Reina Fujii and Ron Fried
- Designing Effective Automated Feedback for Modeling Tools. Mara Negrut and Kihyun “Kelly” Ryoo
- Teachers as Learners in Research Practice Partnerships: A Design Narrative of a Social Design Experiment for Maker-based Learning. Emily Schindler
- Breadboards and paper circuits: Differences in advanced circuitry learning and PCB layout design. Raul Mishael Sedas, Kylie Peppler and Naomi Thompson
- Learning with Purpose: Orienting Student Agency Towards Community Solidarity in a Secondary Science Curriculum. Samuel Severance
- Expanding the learning sciences toolkit and reach: A methodology for the critical analysis of discourse across media. Max Sherard and Flavio Azevedo
- Two Exploratory Case Studies of Teachers’ Adaptive Expertise in teaching Bioinformatics in High School Science Classrooms. Jooeun Shim, Susan Yoon, Amanda Cottone and Kate Miller
- Why Robots?: Historicizing Engineered Imaginaries and Coded Visions of Learning. Deborah Silvis and Colin Hennessy Elliott
- Discursive Identity Negotiation through Questioning in Student Presentations of Learning. Stephen Sommer
- Becoming a STEAM-Teacher: Co-construction of a zone of proximal identity development to support program implementation. Kristina Stamatis, Ishita Pradhan and William Penuel.
- Proof of Concept: Applying Recurrence Quantification Analysis to Model Fluency in a Math Embodied Design. Sofia Tancredi, Rotem Abdu, Dor Abrahamson and Ramesh Balasubramaniam
- Leveraging Dilemmas as a Pedagogical Tool for Novice Youth Worker Learning. Erica Van Steenis
- An Assessment Focused Research-Practice Partnership. Keisha Varma and Tayler Loiselle
- Educational Grantmakers’ Conceptualizations of Equity. Heather McCambly, Krystal Villanosa and Claire Mackevicius
- Boundary Spanning Roles and Power in Educational Partnerships. Christopher Wegemer and Jennifer Renick
- Interface as an Integrative Framework for Understanding Learning and Knowledge Acquisition in Public Library Contexts. Sari Widman
- From Novice to Instructor: Inspiring Educators to Facilitate Maker-Centered Learning. Stephanie Yang, Edwin Chng and Bertrand Schneider
- Exploring the Impact of Coursework on Literacy Teacher Candidates’ TPACK Development for Technology-integrated Instructional Planning. Huijing Wen, Hui Yang, Sule Yilmaz Özden and Valerie Shinas
- MineArt: Active Prolonged Engagement through Participatory Exhibits in Art Museums. Lexie Zhao and Michael Horn
- A Template for Facilitating Knowledge-Building Discourse in Online Teacher Professional Development. Bohdana Allman and Heather Leary
- Initial Analysis of Prompted Discourse Patterns in an Informal, Online, Global Collaborative Learning Environment. Danielle Espino, Seung Lee, Megan Hokama and Eric Hamilton.
- Please Introduce Yourself: Exploring Student Identity in Academic Online Spaces. Preeti Raman, Dina Soliman and Jim Hewitt
- Distributed Interactions During “Hands-On” Labs with Paraeducators. Seth Van Doren, Lisa Hardy, Colin Dixon and Sherry Hsi