yusuke1997/dblp-id-title huggingface dataset:
Effects on an Individual's Prior Knowledge on Collaborative Knowledge Construction and Individual Learning Outcomes in Videoconferencing
Design Principles for Science Laboratory Instruction Using Augmented Virtuality Technologies
Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanation
"We Were on the Same Level": Young Engineering Researchers Taking Up Agentive Positions in a Diverse Learning Community
Branching up, out or off: how features become affordances
Electronic Textiles and Ambient Belonging
Personally-Seeded Discussions to Scaffold Online Argumentation
Units of length: a notational system for conceptual understanding of size and scale
Understanding Teachers' Cultural Models about Technology
Rethinking Transdisciplinarity in the Learning Sciences: Critical and Emergent Perspectives
Investigating Teacher Change in Creating Classroom Knowledge Building Communities
3D Game Design with Programming Blocks in StarLogo TNG
Supporting the Scaling of Innovations: Guiding Teacher Adaptation of Materials by Making Implicit Structures Explicit
Music By Ear: An Interactive System to Teach Old-time Fiddle
Using social network analysis to understand online homeschool network interactions
Connected Learning for Adults: An Exploratory Study of How Informal Educators Think about Teaching
Becoming Together: Creating and Looking at Collaborations as Learning Products
Self-explaining Science Texts: Strategies, Knowledge and Reading Skill
Identities and Astronomy Camp: How Individual Campers Make Meaning of Science Experiences
Turning to Experience Negative Signs as Operations
Exploring changes in network structures during online discussions
Embedded Assessment Tools for Maker Classrooms: A Design-Based Research Approach
Learning for the Real World: Proceedings of the Second International Conference on the Learning Sciences, ICLS 1996, Evanston, IL, USA, July 24-27, 1996
Developing an iMVT pedagogy for science learning
Exploring how novice teachers learn to attend to students' thinking in analyzing case studies of classroom teaching and learning
Disentangling conceptual and epistemic influences on scientific explanation
Examining Modalities of Embodied Interactions and the Effects on Learning From a Collaborative Science Simulation
Engaging in Design: Reflections of Young Paper Engineers
Cognitive Partnerships on the Bench Tops
Students With Sophisticated Epistemological Beliefs About Justification, but not Certainty, of Science Knowledge Revise Hypotheses More Frequently in Authentic Science Inquiry
Investigating the role of physical and virtual experiments in developing integrated understanding of thermal conductivity and equilibrium
Framework for Evaluating the Pedagogical Features of University Courses Representing Collaborative Knowledge Work Practices
Filling in the Gaps: Capturing Social Regulation in an Interactive Tabletop Learning Environment
Improving Middle School Students' Understanding of Core Science Ideas Using Coherent Curriculum
Combining Video Games and Constructionist Design to Support Deep Learning in Play
Design-based Research Strategies for Studying Situated Learning and Knowledge Transfer in a Multi-user Virtual Environment
What Kind of Place is School to Learn? A Comparative Perspective From Students on the Question
Undergraduate cognitive psychology students' evaluations of scientific arguments in a contrasting-essays assignment
Case Application Suite: Scaffolding Use of Expert Cases in Middle-School Project-Based Inquiry Classrooms
Perspectival Computational Thinking for Learning Physics: A Case Study of Collaborative Agent- Based Modeling
Two Cases of Prospective Mathematics Teachers Learning to Notice and Name Students' Strengths and Support Students' Participation
Theoretical Issues: Indicators of Decentralized and Centralized Causality as a Gauge for Students Understanding of Complex Systems
Supporting Computational Algorithmic Thinking (SCAT): Exploring the Development of Computational Algorithmic Thinking Capabilities in African-American Middle-School Girls
Combining Gaze, Dialogue, and Action from a Collaborative Intelligent Tutoring System to Inform Student Learning Processes
Beyond Analogy: Qualitative Dimensions of Comparing in Math Class
Exploring the Relationship between Teachers' Curriculum Enactment Experience and Their Understanding of Underlying Curriculum Design Rationales
Building Trust: Supporting Vulnerability for Doing Science in School
NetLogo Mobile: An Agent-Based Modeling Platform and Community for Learners, Teachers, and Researchers
An Environment for Supporting Independent, Individualized Learning and Problem
Toward an Integrated Framework of Scientific Reasoning
Destabilizing a Target Idea Framing to Expand Epistemic Agency
Epistemic Injustices Obstruct Reliable Epistemic Practices
Matching representational tools' ontology to part-task demands to foster problem-solving in business economics
Conjecture Mapping the Library: Iterative Refinements Toward Supporting Maker Learning Activities in Small Community Spaces
What makes a "good" scientific question?: supporting independent student-driven inquiry
Exploring the Effects of Learners' Cultural And Social Histories on the Practices of Learning Scientists
Situated Learning, Situated Knowledge: Situating Racialization, Colonialism, and Patriarchy Within Communities of Practice
The design and evaluation of educative just-in-time teacher supports in a web-based environment
Designing for Axiological Innovation within Family-Centered Learning Environments
Shifts in Identification in a Hybrid Space
The Effects of Coaching on the Teaching and Learning of English in Indian Government Schools
Architectures for learning and successive processes of scaling
Designing a Blended, Middle School Computer Science Course for Deeper Learning: A Design-Based Research Approach
PD3: A Handheld Observation Tool to Support Instructional Leadership
Taking DALITE to the Next Level: What Have We Learned from a Web-Based Peer Instruction Application?
Early years learning with digital technologies: the relationship between research and design
Medium-Based Design: Supporting Bricoleur Designers
Changing Conceptual Ecologies with Task-structured Science Curricula
Concept Formation in Activity
Using a designed, online games based affinity space as a quasi-natural ethnographic context and experiment lab
Mere belief in social action improves complex learning
Supporting Elementary Learners to Explore Causal Interaction Patterns
The Role-Goal-Activity Framework Revisited: Examining Student Buy-in in a Project-based Learning Environment
The Role of Gesture in Solving Spatial Problems in STEM
The scientific method and scientific inquiry: tension as in teaching and learning
Differences in Idea Improvement Processes between High and Low Learning-Outcome Groups in Project-based Learning
Student Conceptions of Expertise
Math for Social Justice in a Prospective Teacher Content Course: Increasing Engagement and Developing Political Conocimiento
Characterizing the Quality of Second-Graders' Observations and Explanations to Inform the Design of Educative Curriculum Materials
Impasses to innovation in the development and design of new media curriculum
Mobile Devices to be applied as Supporting tools in Research Methods Class for Undergraduate Students
Boundary Crossing as a Lens for Examining Scale in Collaborative Learning Sciences Innovations
A needs analysis for instructional support in LegSim
Teaching Real-World Analysis Skills with a Goal-Based
Virtual Math Teams: an online tool for collaborative learning in the mathematics disciplines
Crossing Boundaries: Reflexive Analysis of Collaborative Learning in Research Institutions
Impacts of a Course-Based Undergraduate Research Experience in Introductory Astronomy Using Robotic Telescopes
Developing a Library of Typical Problems During Collaborative Learning in Online Courses
Seeds of a Computer Culture: An Archival Analysis of Programming Artifacts from a Community Technology Center
Technologies and tools to support informal science learning
Principle-based design to foster adaptive use of technology for building community knowledge
Guiding Intent Participation at an Art Crating Company
Playful Coding and Playful Learning Among Future Early Childhood Educators
Identifying and Assessing Computational Thinking Practices
Perceptual supports for sensemaking: a case study using multi agent based computational learning environments
Epistemic Frames and Islands of Expertise: Learning from Infusion Experiences
Finding Productivity in Design Task Tinkering
Collaborative Hypothesis-Building Using Immersive Virtual Environments for Ecosystems Science
Pre-school Children Talking About the Models They Have Constructed: Analysis of Children-Constructed Models and Their Presentation
Teachers' Mediation of Students' Interactions with Physical and Virtual Scientific Models in Biology
Variations in Student Authority in One Collaborative Small
Learning From Collective Memory: Stories From a Singing Class for Returning Adult Learners
Development of a learning progression for the particle model of matter
Comprehension SEEDING: Providing real-time formative assessment to enhance classroom discussion
Scaling Just Like Experts Do: Results of an Expert Interview Study
Effects of Handheld Games on Students Learning in Mathematics
Finding essential complexity for learning in virtual worlds
Using Activity Theory to Understand the Synergy Between Human and Computer Support in Collaborative Inquiry Learning
Emergent Practices in Conceptualizations of Learning
Improving Personal Home Pages to Support Learning as Becoming and Belonging
Mathematical Thinking and Representational Engagement of In-Service Secondary Mathematics Teachers in Pattern-Based Algebraic Growth Tasks
Characterizing Student Theory Building in the Context of Block-Based Agent-Based Modeling Microworlds
Introducing people knowledge into science learning
Studying Students' Early-Stage Software Design Practices
The Nature of Student Thinking and Its Implications for the Use of Learning Progressions to Inform Classroom Instruction
Analyzing University Students' Participation in the Co-Design of Learning Scenarios
Interaction Analysis of Student Teams Enacting the Practices of Collaborative Dynamic Geometry
"Decomposing Myself": Computational Thinking in an Identity Context
Agentic Trajectories: Development and Learning in a Project-Based High School for Marginalized Students
"It Didn't Really Go Very Well": Epistemological Framing and the Complexity of Interdisciplinary Computing Activities
Theoretical and methodological implications of complexity: learning as an emergent phenomenon: methodological implications
Studying Whole Class Discussions at Scale With Conversation Profile Analysis
Mathematical Argumentation and Proof Supporting a Complex Cognitive Skill
Knowledge convergence in CMC: the impact of convergence-related external representations
Toward an emphasis on evidence and explanation in K-5 science teaching
Fabric-based Computing: New Materials for Learning Computer Science
Pedagogical Affordance Analysis: Leveraging Teachers' Pedagogical Knowledge to Elicit Pedagogical Affordances and Constraints of Instructional Tools
Representing Percents and Personas: Designing Syncretic Curricula for Modeling and Statistical Reasoning
Iteration in STEAM: Moving Beyond Failure
Developing a Geography Game for Singapore Classrooms
Metadiscourse to Foster Student Collective Responsibility for Deepening Inquiry
Representational scripting to support students' online problem-solving performance
Taking on the Task of Reimagining Teacher Education: Positioning Teachers as Emergent Learning Scientists within Complex Political and Ethical Ecologies
Controlling for Statistical Dependencies in CSCL Using General Estimating Equations
Tracing Ideas and Participation in an Asynchronous Online Discussion across Individual and Group Levels over Time
"I Think We Were Pretty Powerful This Summer as Scientists": Generating New Possibilities for Youth of Color in Science
Iterative Curricular Design of Collaborative Infographics for Science Literacy in Informal Learning Spaces
Redesigning Classroom Learning Spaces: When Technology Meets Pedagogy and When They Clash
Understanding families' educational decision-making along extended learning pathways
Centering Relationships in STEM Disciplines: A Sociopolitical Lens on Teacher Learning
How does LMS use affect instructional time?
The Quality of Open Online Learning and Education: Towards a Quality Reference Framework for MOOCs
Educational data mining methods for studying student behaviors minute by minute across an entire school year
Friendship, Participation, and Site Design in Interest-Driven Learning among Adolescents
Situating epistemological development
Teaching for Improved Procedural Flexibility in Mathematics
Diversity in Virtual Math Teams
Student Regulation of Collaborative Learning in Multiple Document Integration
PAT Goes to College: Evaluating a Cognitive Tutor for Developmental Mathematics
The Dynamic Nature of Teachers' Framing of the Problem of Student Mathematical Difficulty
Blocks or Text? How programming language modality makes a difference in assessing underrepresented populations
The Role of Scientific and Social Academic Norms in Student Negotiations while Building Astronomy Models
Collaborative inquiry in co-constructing ICT-mediated curricula for Chinese literacy in Singapore context
Understanding Visitors' Immersive Experiences in a Multisensory Architecture Exhibition
On the Usefulness of Vector Representations in Statistics Training
Effects of Implicit Guidance on Contribution Quality in a Wiki-Based Learning Environment
Chinese Character Composition Game for Collaborative Language Learning
Examining the role of verbal interaction in team success on a design challenge
Blurring the Lines: Learning and Assessing in Quadrant D
Orchestrating for Seeing: How Teachers See and Help Others See Student Thinking When Self-Capturing Classroom Video
Teacher-education students' views about knowledge building theory and practice
Multimodal Learning Analytics for the Qualitative Researcher
Promoting Science Identification and Learning through Contemporary Scientific Investigations Using Practice-Focused Instruction
Social Network Analysis for Signaling Pedagogical Shifts in Challenge-Based and Traditional Online STEM Courses
Supporting Students' Reasoning with Inscriptions
Measuring mathematics discourse in technology-supported collaborative activities
Conceptions of Reflective Learning and Related Instructional Strategies in Preservice Teacher Education: A Literature Review
Mapping Networks to Help Education Leaders Gain Insights into Complex Educational Systems
Designing Pedagogical Agents to Address Diversity in Learning
Using the Learner-Generated Drawing Strategy: How Much Instructional Support Is Useful?
Visualizing Discussion by the Use of the Conversation Chain Model
Exploring Interface Options in Multimedia Educational Environments
Nurses' Informal Argument: Learning to Justify the Claim and Reach Agreement
It's Okay to be Wrong: Recognizing Mechanistic Reasoning During Student Inquiry
Pre-implementation technology acceptance model: in the case of a university-based electronic portfolio system
Identity tensions among teachers as online professional development participants and novice bloggers
Who Is To Blame? The Impact of Views of Causal Agency on Reasoning and Decision Making
Kira & the Spinners: Exploring the Dilemmas of a Structured-Choice Learning Environment in a Public School
Secondary Students' Model-Based Reasoning about Earth Systems: Practice, Epistemology, and Conceptual Understanding
Learning from Lectures for Comprehension
Automated Social Network Analysis as a Tool for Evaluating Sociability
The effects of expertise and an eye movement cue on self-generated self-assessment criteria
Is Small Group Collaboration Beneficial in Large Scale Online Courses? An Investigation of Factors Influencing Satisfaction and Performance in GroupMOOCs
An Analysis of Standardized Reading Ability Tests: What Do Questions Actually Measure?
A Collaboration Script for Nonverbal Communication Enhances Perceptual Fluency with Visual Representations
Adventures in Argument: Training in Argumentation Influences Student Resource Use in Collaborative Meaning Making
Learning behind the Scenes: Development of Mentors through their Participation in Design Research
Students' Difficulties in Learning Physics from Dynamic and Interactive Visualizations
Help-seeking in Interactive Learning Environments: Effectiveness of Help and Learner-related Factors in a Dyadic Setting
Let Kids Solve Wicked Problems... Why Not?!
Interdisciplinary Learning in Undergraduate and Graduate Education: Conceptualizations and Empirical Accounts
Enhancing Students' Understanding of What Ideas Are for Knowledge Building
1692 An Enhanced Framework for Scale Cognition Leveraging Visual Metaphor Theory and Analogical Reasoning Theory
Helio-Room: Problem Solving in a Whole Class Visual Simulation
Scientists expand professional vision through outreach with people underrepresented in science
Supporting Teachers Supporting Students: Iterative Development of TIPS in a Teacher Dashboard
The Transfusion Medicine Tutor: The Use of Expert-Systems Technology to Teach Students and Provide Support to Practitioners in Antibody Identification
Augmenting Qualitative Analyses of Collaborative Learning Groups Through Multi-Modal Sensing
Framing Analysis Lite: A Tool for Teacher Educators
Unraveling Idea Development in Discourse Trajectories
Design based research approaches towards enhancing social learning practices in MOOC platforms
The effect of teachers' beliefs and curricular enactments on student learning in high school science
Collaboration Scripts Should Focus on Shared Models, Not on Drawings, to Help Students Translate Between Representations
Researchers and Practitioners Co-Designing for Expansive Science Learning and Educational Equity
Identifying Affordances of 3D Printed Tangible Models for Understanding Core Biological Concepts
Overcoming Inequalities in Informal Science Learning
Being Mathematical Relations: Dynamic Gestures Support Mathematical Reasoning
Collaborative Learning in Distributed Seismography
Student Generated Analogies in Science: Analogy as Categorization Phenomenon
Competing Epistemologies in the Construction of Popular Science
From Tacit Knowing to Explicit Explanation: Mining Student Designs for Evidence of Systems Thinking
Developing Productive Discourse among Low Achievers in a Knowledge Building Environment
"We should all help each other": Latina undergraduates' practices and identities in the figured world of computing
An Interactional Analysis of Gaze Coordination during Online Collaborative Problem Solving Activities
Designing and Orchestrating the Classroom Experience for Technology-Enhanced Embodied Learning
Dialogue, Feedback and Rehearsal in Pre-service Teacher Education: An Interactional Ethnography
An Analysis of Collective Knowledge Advancement and Emergent Nature of Ideas in Subject-Matter Learning
A Method for Determining the Extent of Recent Temporal Context in Analyses of Complex, Collaborative Thinking
Dialogic Interaction of Language Learners in a Knowledge Building Community
Understanding Middle School Teachers' Processing of Student-Generated Resources in Science Classrooms
Learning to evaluate scientific models
Socio-technical Factors of Practice Transmission in an Online Creative Tool Community
Connected Cosplay: Fan Work as Pathways Toward Opportunity
Characterizing the Nature of Discourse in Mathematics Classrooms
Figuring the 'Making' With Indian Teachers: Can We Reimagine STEM Learning?
Informing System Design Through Organizational Learning
Student Engagement and the Negotiation of Joint Enterprise in a Project-Based Learning Course
Knowledge to Empathy: Shifting Epistemological Frames in an Engineering Course for Preservice Elementary Teachers
Using the Student Hat to Push on Multiple Goals in Teacher Professional Learning
Family Creative Learning: Engaging parents and children as learning partners in creative technology workshops
Analysis of students' actions during online invention activities - seeing the thinking through the numbers
Co-design of Innovations with Teachers: Definition and Dynamics
Envisioning a Learning Analytics for the Learning Sciences
A Multidimensional Framework of Group Productive Disciplinary Engagement
The effects of physical and virtual manipulatives on students' conceptual learning about pulleys
Appropriating conceptual representations: a case of transfer in a middle school science teacher
First-year engineering students' environmental awareness and conceptual understanding with participatory game design as knowledge elicitation
Shared Epistemic Agency and Agency of Individuals, Collaborative Groups, and Research Communities
Systematic Literature Review on Narrative-Based Learning in Educational Technology Learning Environments (2007-2017)
Improving Urban Youth's Interest and Engagement through Field-based Scientific Investigations
When Friends Argue: Investigating Argumentative Learning Processes in Facebook
What Makes Teaching Special?
Time Needed: Growth of Preservice Science Teachers' Knowledge of Inquiry and Practice of Lesson Design
Becoming, being, and sometimes leaving: A longitudinal ethnographic perspective of climate scientists' participation in science and education
Recognizing and Supporting Perseverance in Mathematical Problem-Solving via Conceptual Thinking Scaffolds
Out-of-school virtual worlds based programs: a cross-case analysis
Identity Negotiation of Pre-service Teachers of English as a Foreign Language
Co-designing a Collective Journey of Knowledge Creation With Idea-Friend Maps
Between the Lines: The Role of Curriculum Materials and Teacher Language in Communicating Ideas about Scientific Modeling
Outline of a Pattern-Oriented Research Strategy for Complex Learning Scenarios
Charting the Identity Turn in K-12 Computer Science Education: Developing More Inclusive Learning Pathways for Identities
Augmenting Formative Writing Assessment with Learning Analytics: A Design Abstraction Approach
Centering and Decentering Participation in Public Computing Through Co-operative Action
Studying the Interactions between Components of Self Regulated Learning in Open Ended Learning Environments
Reconceptualizing Measurement
Special Purpose Ontologies and the Representation of Pedagogical Knowledge
Epistemic Networks for Epistemic Commitments
Collaborative Reading Comprehension with Communication Robots as Learning Partner
Facilitating Teachers' Integrated Technological Pedagogical Content Knowledge
Exploring the Role of Theory of Mind and Executive Functions in Preschool Children's Hypothesis Testing and Revision
Teaching Wikipedia: Supporting Students in Lifelong Learning
Reading in the context of online games
Students' Responses to Curricular Activities as Indicator of Coherence in Project-Based Science
Contextualizing Instruction in Project-Based Science: Activating Students' Prior Knowlege and Experiences to Support Learning
Supporting SEL Learning in Progressive Design Contexts
Exploring Predictors of Secondary School Teachers' Use of Technology to Support Student-Centered Teaching
Failure to Replicate Using Dialogue Videos in Learning: Lessons Learned from an Authentic Course
Making Energy Easy: Interacting with the Forces Underlying Chemical Bonding Using ELI-Chem Simulation
Exploring Learning Supports in Virtual Reality-based Flexibility Training for Adolescents with Autism
Situating Deep Multimodal Data on Game-Based STEM Learning
Using contrasting cases to relate collaborative processes and outcomes in CSCL
Teacher Noticing Associated With Responsive Support of Knowledge Building
True Stories, Storied Truth: Stitching Narrative and Logico-scientific Discourse Together in an Age of "Spin"
Designing for an informal learning environment: towards a participatory simulation design process for public policy planning
Cross-disciplinary practice in engineering contexts: a developmental phenomenographical perspective
Listening Versus Looking: Learning About Dynamic Complex Systems in Science Among Blind and Sighted Students