Orton_et_al_ICLS_2016

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Bringing Computational Thinking Into High School Mathematics 
and Science Classrooms 
 
Kai Orton, David Weintrop, Elham Beheshti, Michael Horn, Kemi Jona, and Uri Wilensky 
k-orton@northwestern.edu, dweintrop@u.northwestern.edu, beheshti@u.northwestern.edu, 
 michael-horn@northwestern.edu, kjona@northwestern.edu, uri@northwestern.edu 
Northwestern University 
 
Abstract: Computation is reshaping modern science and mathematics practices, but relatively 
few students have access to, or take, courses that adequately prepare them for the increasingly 
technological nature of these fields. Further, students who do study computational topics tend 
to not reflect the greater student body, with female and minority students being 
disproportionately underrepresented. To address these issues, we investigate the approach of 
embedding computational thinking content into required high school mathematics and science 
coursework. Using data from a 3-year implementation, we present results showing differences 
in attitudes towards computing by gender, while also finding similar gaps do not correlate with 
aptitude. Using pre/post measures, we then show female participants expressed improved 
confidence with computational thinking and interest in STEM careers. Additionally, we report 
a dosage effect, where participating in more activities resulted in greater learning gains, 
providing evidence in support of embedding computational thinking enhanced activities across 
high school curriculum. 
 
Keywords: computational thinking, high school mathematics and science, broadening participation 
Introduction 
Computation is changing the landscape of modern scientific and mathematical fields. Computational tools, 
practices, and methods are reshaping the way mathematicians and scientists conduct their work. This is true in 
research laboratories, in industry, and increasingly, in educational settings as well. Given the growing 
computational presence across mathematics and science contexts, the question faced by educational institutions 
is how to prepare learners for the increasingly computational nature of these disciplines. Our answer to this 
question is to bring computation and computational thinking enhanced activities into existing mathematics and 
science classrooms. As such, we have pursued a course of research working to integrate computational thinking 
(CT) into high school mathematics and science contexts through the creation of CT enhanced curricula across 
four primary STEM subject areas: biology, chemistry, physics and mathematics. Our conceptualization of CT as 
it relates to mathematics and science takes the form of a taxonomy that delineates a series of specific practices 
grouped into four, overarching categories: data practices, modeling and simulation practices, computational 
problem solving practices, and systems thinking practices (Weintrop et al., 2016). In this paper, we provide data 
showing the positive effects of distributing CT across the curriculum and across classrooms, as opposed to limiting 
exposure to a single classroom or a single unit. These effects include improved attitudes towards, and confidence 
in, computing as well as increased interest in pursuing careers in STEM disciplines. Additionally, based on data 
from the final year of a three-year study, we report a dosage effect; showing that students who encountered more 
CT enhanced activities performed better on posttests designed to measure learners’ CT abilities. Collectively, 
these findings lend support to the effectiveness of embedding CT in existing mathematics and science classrooms 
as an approach to improving attitudes towards the field, engaging diverse and historically underrepresented 
populations in computing, and preparing students for the computational futures that await them regardless of the 
professions they choose to pursue. 
Practical motivation 
A primary motivation for introducing CT practices into science and mathematics classrooms is in response to the 
increasingly computational nature of the disciplines as they are practiced in the professional world (Education 
Policy Committee, 2014; Foster, 2006; Malyn-Smith & Lee, 2012; Weintrop et al., 2016). Computation is now an 
indispensable component of STEM disciplines (Henderson, Cortina, & Wing, 2007). This rise in importance of 
CT and its constituent skills and practices has been recognized both by those creating standards for mathematics 
and science classrooms (National Governors Association Center for Best Practices, Council of Chief State School 
Officers, 2010; NGSS Lead States, 2013) as well as by computer science education organizations (ACM/IEEE-
CS Joint Task Force on Computing Curricula, 2013). Bringing computational tools and practices into mathematics 
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and science classrooms gives learners a more realistic view of what STEM fields are and better prepares students 
for STEM careers (Augustine, 2005; Gardner, 1983). 
Preparing students for the modern STEM landscape is not the only reason to bring CT into STEM 
classrooms. From a pedagogical perspective, the thoughtful use of computational tools and skillsets can deepen 
learning of STEM content (Guzdial, 1994; National Research Council, 2011; Repenning, Webb, & Ioannidou, 
2010; Sengupta et al., 2013; Wilensky, Brady, & Horn, 2014; Wilensky & Reisman, 2006). The reverse is also 
true – namely, that science and mathematics provides a meaningful context (and set of problems) within which 
CT can be applied (Hambrusch et al., 2009; Jona et al., 2014; Lin et al., 2009; Wilensky et al., 2014). This differs 
markedly from teaching CT as part of a standalone course where the assignments tend to be divorced from real-
world problems and applications. This reciprocal relationship—using computation to enrich STEM learning and 
using STEM to enrich computational learning—is at the heart of our motivation to bring CT and STEM together. 
A third motivation for bringing CT into STEM classrooms is to reach the widest possible audience and 
address the longstanding issues of underrepresentation of women and minorities in computational fields. Despite 
numerous ongoing local, regional, and national campaigns targeting women and underrepresented minorities, the 
numbers continue to drop in STEM (National Science Board, 2012) and computer science (Klawe and Levenson, 
1995) enrollments. Among the reasons for these trends, researchers have identified a lack of interest and 
confidence (Margolis, Fisher, & Miller, 2000), limited visibility of positive role models (Townsend, 2002), and 
lack of positive experiences with both computer science and in STEM fields more broadly (AAUW, 1994; 
Miliszewska, Barker, Henderson, & Sztendur, 2006). Currently, only a fraction of high school students have the 
opportunity to take a computer science course due to a lack of qualified teachers, inadequate facilities, or a lack 
of student interest. Embedding CT activities in STEM coursework directly addresses the issue of students self-
selecting into (or out of) computational learning experiences. It also avoids practical issues of fitting new classes 
into overcrowded schedules and finding teachers to teach them. Collectively, these aspects of the relationship 
between CT and STEM, paired with the ability to reach diverse audiences and work within existing educational 
infrastructure, makes the embedded CT design a potentially powerful and effective approach to bring CT to 
diverse learners. 
Theoretical perspective 
Efforts to incorporate computational thinking into high school curricula have been hampered by shifting and 
underspecified definitions of what constitutes CT skills and practices. Our definition of CT is framed within two 
core theoretical constructs: 1) Wilensky and Papert’s concept of restructuration (Wilensky & Papert, 2010) and 
2) diSessa’s framework for computational literacy (diSessa, 2000). Wilensky and Papert’s work defines a 
structuration as the knowledgecontent of a domain as a function of the representational infrastructure used to 
express it. A restructuration is a shift in representational infrastructure in a domain, which inevitably changes the 
practices in that domain and the ways we teach and learn the domain. For example, a major restructuration of 
arithmetic took place around the turn of the first millennium with the shift from Roman to Hindu Arabic numerals. 
The place value construct embedded in Hindu-Arabic numerals radically reshaped what was possible to do with 
numbers and shifted, for example, multiplication and division, from an activity that only small number of highly 
trained specialists were capable of, to a nearly universal practice. We believe that computational representations 
are already beginning to have a major restructurational effect on STEM disciplines (e.g. Abelson & DiSessa, 1986; 
Blikstein & Wilensky, 2009; Noss & Hoyles, 1996; Sengupta & Wilensky, 2009; Wilensky & Reisman, 2006) 
and that through embedding CT practices in mathematics and science contexts we can prepare learners for this 
shift. 
diSessa notes that for a representational infrastructure to become universal it has to specialize to several 
social niches. So for example, print literacy specializes to the niches of poetry and romance novels among many 
others. Similarly, we see computational representations as specializing to a variety of niches, each with its own 
conventions (in contrast to a single monolithic set of practices). The unifying theme amongst all our CT activities 
is exploring the ways we can use computational representations to make significant shifts in the way students 
learn, think and practice science and mathematics. Thus, we developed a taxonomy (Figure 1) to frame our work 
that describes and organizes the various ‘niches’ of computational representations and practices in mathematics 
and science disciplines (Weintrop et al., 2016). Through the taxonomy, we begin to identify commonalities and 
patterns across these practices that we can then leverage to design educational activities to grow students’ 
proficiency in, and understanding of, these new computational representations in various STEM disciplines. 
Building proficiency in these new forms of representations is what we mean by computational thinking in 
mathematics and science. 
 
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Figure 1. The computational thinking in mathematics and science practices taxonomy. 
Methods and data sources 
The data we present in this paper were collected as part of a larger, 3-year study investigating the effectiveness of 
the embedded CT in mathematics and science strategy. Over the course of the project, 58 teachers attended 
professional development workshops from 38 schools. The data we present are from 11 classrooms in a 
Midwestern city that participated in the third year of the project. As part of the study, pre/post attitudinal and CT 
skills assessments were administered along with classroom observations and teacher interviews. The attitudinal 
surveys were modeled after other similar efforts to measure student attitudes in STEM and computer science 
contexts (Adams et al., 2006; Dorn & Elliott Tew, 2015). The pre/post skills assessments were designed as part 
of the larger project and were designed to assess students’ abilities to employ CT practices, as opposed to content 
knowledge of a given scientific or mathematical domain (Weintrop et al., 2014). The assessment are hosted online 
and ask students to use various computational tools (including interactive data visualizations, computational 
models and simulations, and dynamic data management widgets) to answer open ended and multiple choice 
questions relating to the four CT in mathematics and science categories shown in Figure 1. 
 
 
Figure 2. A sample multiple choice question from a CT skills assessments. 
 
 The CT-enhanced lesson plans that were taught as part of this study were designed by members of the 
research team in collaboration with graduate students working in STEM fields as part of an educational outreach 
program. The lessons were designed in conjunction with in-service mathematics and science teachers and later 
taught in their high school classrooms. An important part of this outreach program is for graduate students to bring 
their own research into high school classrooms, both showing high school students what cutting edge research 
looks like and to bring diverse, practicing scientists into the classroom to confront the misconception that all 
scientists are old, Caucasian men wearing lab coats. The graduate students and teachers who contributed lesson 
plans were vetted through professional development training on what CT means in mathematics and scientific 
contexts. Lessons were created for high school mathematics, biology, chemistry, and physics classes and included 
subjects as diverse as US census data, radioactivity, black holes, and video games. Lessons usually lasted two or 
three class periods and, when possible, used the same computational tools that the scientists themselves use in 
their work. For example, one lesson plan called DNA sequencing had students study and apply the shotgun 
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algorithm that was used to sequence the human genome, and then introduces them to BLAST, an online search 
tool that scientists use to explore the conservation of, and differences in, DNA sequences of different organisms. 
With this activity, we bring together scientific content, CT (in the form of algorithms and working with data), as 
well as having students use modern computational tools, bringing authenticity to the activity. A longer description 
of some of the activities in this study and how the incorporate CT can be found in (Weintrop et al, 2016). 
The attitudinal data we present are drawn from surveys that were administered to students in participating 
classrooms at the beginning and the end of the school year. A total of 704 attitudinal surveys were completed (475 
pre and 229 post) with 49.7% of the surveys being filled out by female students. The survey primarily used a 5-
point Likert scale and asked students to respond to statements such as “I feel comfortable working with computers” 
and “I am interested in pursuing a career in engineering.” For the CT skills assessment results, a total of 1,022 
assessments were completed by 549 students during the 2013-2014 school year. In particular, as we are interested 
in student trajectory over the course of the year, we focus on the 152 students who took both pre and post tests 
along with additional assessments during the year, providing a timeline of students’ progress over the course of 
the year. 
Results 
This section presents findings from both the attitudinal and CT skills assessments conducted as part of this study. 
In the discussion that follows, we bring these two sets of findings together and reflect on the strategy of embedding 
CT in mathematics and science that we are investigating. 
Attitudinal outcomes 
One of our motivations for embedding CT in STEM is to address issues of students self-selecting into or out of 
elective computer science courses. As a result of our approach, all students enrolled in conventional science and 
mathematics classes are exposed to CT, thus addressing issues of low numbers of female and minority students 
taking computer science. Of the 549 students who took an assessment, 49% (271) self-identified as Hispanic, 37% 
(203) as African American, 15% (83) as white, and 10% (53) as Asian. Of this same sample, 52% were male while 
48% were female. These breakdowns are representative of the larger student populations of the schools where 
these studies took place. The diversity of students taking our assessments and the equality with respect to the 
gender of students provides evidence that the approach of bringing CT into STEM classes is an effective way to 
introduce a broad and diverse set of students to CT. 
Comparingthe responses given on the pre survey between male and female students, we see disparities 
that match those reported in other studies on gender and STEM and computer science fields (Dryburgh, 2000; 
Stake & Nickens, 2005). Female students were significantly less interested in the STEM fields, felt CT was less 
important, and reported being less comfortable with computers than their male counterparts. When asked about 
interests in possible future professions, female students were significantly less interested in careers in 
computational sciences, engineering, mathematics, and computer science. Finally, female students were less 
confident in all 20 questions pertaining to CT in mathematics and scientific contexts. A portion of these results 
can be seen in Table 1. 
 
Table 1. Average responses given on a 5-point Likert scale for questions on the pre-attitudinal survey. 
 
Statement Avg. Female 
Response 
Avg. Male 
Response T-Statistic 
I think being a scientist is a possible career for me. 2.760 3.102 t(474) = 3.099, p < .002 
I think being a mathematician is a possible career for me. 2.502 2.911 t(474) = 3.717, p < .000 
I am interested in a career in engineering 1.747 2.711 t(474) = 10.96, p < .000 
I am interested in a career in mathematics 1.755 2.077 t(474) = 3.617, p < .000 
I am interested in a career in computer science 1.581 2.301 t(474) = 8.326, p < .000 
Generally, I feel comfortable using computational tools. 3.297 3.610 t(474) = 3.850, p < .000 
Generally, I feel comfortable working with computers. 3.799 4.130 t(474) = 3.976, p < .000 
I am used to using computational tools. 3.079 3.463 t(474) = 4.298, p < .000 
I am interested in learning more about computers. 3.188 3.715 t(474) = 5.675, p < .000 
Computational thinking comes naturally to me. 2.913 3.260 t(474) = 4.739, p < .000 
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At the end of the school year, the attitudinal survey was re-administered to see if students’ perceptions of and 
attitudes towards CT changed after being exposed to our CT in STEM activities. Responses in the post-test show 
significant gains on questions relating to interest in pursing careers in science t(349) = 2.018, p < . 05, enjoyment 
related to using computational tools for schoolwork t(439) = 2.905, p < .05 and the learning benefits of doing so 
t(349)=2.531, p < .01. Most importantly, female students showed positive gains on 19 of the 20 questions 
pertaining to confidence in CT in STEM questions. This shift highlights the effectiveness of CT learning 
experiences situated within STEM for female students. 
Skills assessment outcomes 
A preliminary analysis of student responses shows no significant difference in performance between students 
based on gender. Looking at the subset of responses to our General CT in STEM skills assessment set that can be 
automatically scored, we see that the 161 females had an average score of 2.21 out of 5, while the 192 male 
students had an average score of 2.27 out of 5, a difference that is not statistically significant t(352) = .377, p = 
.706. This suggests at the outset of the year, there was no significant difference in CT aptitude by gender, which 
is especially interesting when taken together with the findings from the previous section showing that confidence 
differed significantly by gender. 
 When we look at how students perform on the post assessment compared to the pre assessment, we find 
no significant difference in the scores. These results were unexpected based on expectations from studies showing 
repeated encounters with learning technologies improving student comfort level and competencies (Delen & 
Bulut, 2011) and based on teacher feedback on student engagement and content learning from the CT activities in 
early pilot studies. As part of our program, we conduct post-implementation surveys, interviews and monitoring. 
Upon closer analysis, we realized that many of the participating teachers had not taught the minimum three 
required CT lessons in their courses that were expected as part of the program requirements and teaching 
agreement. Instead, many teachers taught only a single CT-enhanced lesson in their classrooms. Given this fact, 
it is less surprising that students did not have a lasting improvement over the course of the year from the single 
encounter with the practices we were assessing. The silver lining of this situation is that it gave us the ability to 
investigate the effects of repeated exposure to CT lessons. While the reasons for the lack of compliance varied 
across teachers and partner schools, and included various justifications and roadblocks ranging from personal to 
institutional, they served as a representative survey of challenges teachers face when incorporating computing 
resources into classes that historically have not relied on such technologies. 
As we are investigating a whole school model where students are exposed to CT in difference classes 
and applied in multiple content areas, we are particularly interested in understanding how student who received 
multiple exposures to CT lessons performed. To examine the possible benefits of multiple exposures to CT in 
mathematics and science practices over the course of the school year, we look at student pre/post test gains broken 
down by the number of CT enhanced lessons each student encountered. Table 2 shows the results of this analysis. 
Students who were exposed to only a single CT event (1) regressed over the course of the year, showing no 
improvement; while students who were exposed to two CT lessons over the course of the year showed a small 
increase in their performance, but not at a significant level. In contrast to the first two categories, students who 
participated in three CT events showed positive gains on our CT in mathematics and science assessments. These 
findings suggest that the more CT enhanced lessons a student participated in, the larger the student gains between 
the pretest and posttest. 
 
Table 2: Average student score by number of assessment events taken before the posttest. “1 CT Event” indicates 
that the student only took the pretest and the posttest with no other assessments. 
 
 1 CT Lesson (N = 50) 2 CT Lessons (N = 24) 3 CT Lessons (N = 77) 
Pretest 4.60 5.17 4.87 
Posttest 3.78 5.21 5.12 
Gain -0.82 0.04 0.25 
 
To validate this preliminary analysis, we ran a 2-way ANOVA with sex and number of events as independent 
variables. There was a significant main effect of event number with no interaction for posttest score (p = 0.000). 
There was also a marginally significant main effect of event number for gain (pretest / posttest difference) (p = 
0.066). Bonferroni post-hoc tests revealed that students with two or three events performed significantly better on 
the posttest than students with one event (p < 0.01). However, for gains, only students with three events were 
marginally significantly better than students with one event (p = 0.075). 
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There are a number of potential explanations for this outcome. One possible way to explain this dosage 
effect is a time-on-task outcome. Students who spent longer working on CT enhanced mathematics and science 
activities performed better on the end-of-the-year post assessments. While this is a very plausible explanation and 
we would be happy with this outcome, the data suggests that there is more going on than just exposure, as the one 
and two CT event students show no significant gains. A second possible explanation is that the improved 
performance is not only due to seeing the material more frequently, but also due to being exposed to varied 
contexts in which the material is presented. For example, in a year-long physics course, learning and applying CT 
practices in lessons about electricity, projectile motion, and conservation of energy, might better support learners 
in developing deeper intuitions and a more flexible understanding of the widely applicable CT practices included 
in the lessons.Taken a step further, by having students engage with CT practices across both mathematics and 
science courses, and year-after-year, students’ computational thinking abilities may further improve. The analysis 
of our 3rd year of this study provides positive indications of these hypotheses and we are currently designing a 
follow-up study that will give us the ability to more precisely study the impact of the embedded CT in mathematics 
and science approach, with the goal of more clearly being able to attribute these learning gains to the synergy of 
exposure across different STEM subject areas. 
Discussion 
With this work, we explore one possible strategy for introducing students to CT through the design of CT enhance 
activities designed to fit within existing mathematics and science classrooms. This approach seeks to bring CT to 
wide audiences while at the same time putting in-service teachers in positions to be successful by situating new 
CT concepts alongside familiar content. To date, this approach has been successful on both of those two fronts. 
As we show above, embedding CT in required classes enables us to reach all students, directly confronting issues 
of students self selecting into (or out of) computing learning opportunities. At the same time, the reaction from 
teachers to this project has been especially positive due to its timing in relation to the adoption of the Next 
Generation Science Standards, which includes CT as one of eight central scientific practices. 
One of the more important findings from this work is the replication of previous findings that show 
females, on average, having lower confidence with respect to CT, paired with the finding that females show no 
difference in aptitude. The fact that female students at the start of the year were less confident with respect to 
computational practices as well as less interested in pursuing careers in computational fields speaks to the need to 
devise low-barrier entry points into computational learning experiences. This underscores the importance of 
bringing CT, and computational learning opportunities more broadly, into contexts where all students are present. 
Our approach of integrating CT with mandatory coursework is one such approach that is yielding positive results 
with respect to engaging all students in computational learning opportunities. Similarly, the results showing 
female students have increased confidence with respect to CT and a growth in interest in various computing and 
STEM careers shows this approach can be successful at cultivating a positive computational and scientific identity. 
A second important outcome from this work is finding a dosage effect among students who had multiple 
exposures to CT enhanced STEM activities. While this could potentially be explained as time-on-task finding (i.e. 
students spending longer on a topic yield better results), we find the explanation that grounding CT learning 
experiences in diverse contexts across mathematic and scientific fields to be more compelling. Teasing apart 
exactly how much of the dosage effect gains can be accounted for by these two explanations is work we intend 
on pursuing in the future. Computational thinking as a set of practices is not bound to a specific content area, 
therefore, by having students employ these practices to various types of problems and in diverse content areas, we 
can reinforce the broad applicability of these skills while both providing students concrete contexts to employ 
them. This also provides opportunities for teachers to lead discussions and prompt for student reflection about the 
relationships between CT practices and the contexts in which they can be applied. Encountering multiple CT 
activities and repeated exposure to CT practices and tools not only reinforces the validity and broad utility of the 
computational strategies used by modern STEM professionals, but also provides learners with opportunities to 
become more comfortable and familiar with the tools themselves. Furthermore, our findings suggest that repeated 
exposure to CT activities is an effective instructional strategy for reinforcing student computational problem 
solving practices. 
Bringing CT into high school classrooms not only provides an effective strategy for introducing diverse 
populations of learners to important 21st century skills, it also shifts perceptions of what it means to participate in 
modern mathematics and scientific endeavors. Showing that computation is not just a skillset reserved for those 
who seek to pursue computer science gives learners a more accurate view of what it means to practice 
contemporary mathematics and science. Furthermore, in showing the diverse applicability of both CT and 
computational tools, we can begin to shift how students view computing and how and when computation can be 
leveraged in pursuit of various goals. We are currently looking to extend the work we present here towards this 
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goal by shifting from STEM to STEAM and looking at ways to bring computing into arts and humanities classes 
in the same way we have brought it into mathematics and science contexts. In broadening our approach in this 
direction, we seek to further demonstrate to students the diverse applicability of CT and show how professionals 
across a very diverse set of fields utilize computing in their work. 
Conclusion 
As computational methodologies, tools, and practices continue to drive scientific and mathematical discovery, it 
is becoming increasingly important for learners to understand how to interpret, and build on, findings that rely on 
such technologies. This is important not only for those students interested in pursuing careers in mathematics or 
scientific fields, but for all learners in order to participate in society as scientifically and mathematically, literate 
citizens. Over the last three years, we have been pursuing an approach to introduce high school learners to these 
critical computational thinking practices by designing CT enhanced lessons that fit within existing mathematics 
and science curricula. With this work, we show that this approach is effective at reaching diverse audiences and 
being easily adopted by in-service teachers. Further, we present data that reveals a dosage effect, showing that the 
more CT in mathematics and science activities learners are exposed to, the better they perform on our CT practices 
assessment. Our findings suggest that creating more activities, and finding more ways to enhance existing lesson 
plans with computational thinking practices, will further improve learners CT in mathematics and science abilities. 
Our hope is that through taking this approach, we can better prepare today’s students for the computational future 
that await them. 
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Townsend, G. C. (2002). People who make a difference: mentors and role models. ACM SIGCSE Bulletin, 34(2), 
57–61. 
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining 
Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and 
Technology, 1–21. 
Weintrop, D., Beheshti, E., Horn, M. S., Orton, K., Trouille, L., Jona, K., & Wilensky, U. (2014). Interactive 
Assessment Tools for Computational Thinking in High School STEM Classrooms. In D. Reidsma, I. 
Choi, & R. Bargar (Eds.), Proceedings of Intelligent Technologies for Interactive Entertainment: 6th 
International Conference, INTETAIN 2014, Chicago, IL, USA (pp. 22–25). 
Wilensky, U., Brady, C. E., & Horn, M. S. (2014). Fostering Computational Literacy in Science Classrooms. 
Commun. ACM, 57(8), 24–28. http://doi.org/10.1145/2633031 
Wilensky, U., & Papert, S. (2010). Restructurations: Reformulating knowledge disciplines through new 
representational forms. In J. Clayson & I. Kallas (Eds.), Proceedings of the Constructionism 2010 
conference. Paris, France. 
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Instruction, 24(2), 171–209. 
Acknowledgments 
This work is supported by the National Science Foundation under NSF Grants CNS-1138461 and CNS-1441041. 
However, any opinions, findings, conclusions, and/or recommendations are those of the investigators and do not 
necessarily reflect the views of the Foundation. 
 
ICLS 2016 Proceedings 712 © ISLS
	Proceedings_cover_vol1-01-01
	Title Page Volume 1
	Blank Page
	Committees.pdf
	Conference Chairs
	Programme Chairs
	Advisory Committee
	Workshop Chairs
	DSC Chairs
	Early Career Workshop Chairs
	Practitioners' Track Chairs
	Conference Local Organizing Committee.pdf
	Practitioners’ Track
	Conference Secretariat
	Financial
	Accommodation, Social Events and Hospitality
	Venue and Logistics
	Sponsorship and Commercial Exhibition
	Students/RA Volunteer Coordination
	Showcases and Posters
	Technology, Website and Community Memory
	Programme Booklet
	Public Relations
	Opening and Closing Ceremony and School-related Matters
	Communications Chair
	Preface_ah.pdf
	Preface
	Deep learning in effective learning environments
	Digital epistemologies and the situated nature of learning
	Teacher knowledge and professional development
	Reflexive relations between methods and theories
	Program Committee Chairs
	Conference Chairs
	TOC.pdf
	Keynotes
	Invited Symposia
	Full Papers
	Full Papers (continued)
	Short Papers
	Symposia
	Posters
	Practitioners’ Track
	Workshops
	Early Career Workshop
	Doctoral Consortium
	Indexes
	Blank Page
	TOC.pdf
	Keynotes
	Invited Symposia
	Full Papers
	Full Papers (continued)
	Short Papers
	Symposia
	Posters
	Practitioners’ Track
	Workshops
	Early Career Workshop
	Doctoral Consortium
	Indexes
	AllContentEmbedded_Volume1.pdf
	Volume1Content
	Keynotes and Invited
	Keynote Presentations
	Keynotes_Complete
	Keynote_Stern
	Keynote_Kali
	Keynote_Hung
	Invited Sessions
	InvitedSymposia_Complete
	0800-InvitedSymposium-Bereiter
	Plan of the symposium
	Issues for discussion
	Significance of the symposium for the learning sciences community
	Significance of the symposium for system-level educational policies and practices
	0801-InvitedSymposium-Ludvigsen
	Relevance, background and introduction
	The CSCL community – the next decade
	Global contributions
	Societalimpacts
	Global impact
	Perspectives, orientations and multiple layers
	Methodological and theoretical traditions in CSCL research
	0802-InvitedSymposium_Rose
	Introduction
	Could a model of educational design enhance learning analytics?
	Learning analytics to support students: Enabling automated interventions
	Learning analytics to support teachers: Regulating teaching practices through analytics in CSCL
	Focus and granularity of information
	Distribution of decision making between teacher and learning analytics system
	Learning analytics to support policy: Identifying and fostering 21st century collaborative, critical and connective literacies among diverse learners
	Conclusions
	Acknowledgements
	References
	Blank Page
	Volume1_FullPapers
	Full Papers
	100s_FullPapers_Complete
	0118-FullPaper-Smirnov
	Introduction
	Studio-based learning
	Social innovation networks
	Methods
	Findings
	How does the Studio model scale?
	Affective infrastructure
	Discussion
	References
	Acknowledgments
	0123-FullPaper-VedderWeiss
	Methods
	Research approach
	0129-FullPaper-Csanadi
	Introduction
	Solving practical problems as scientific reasoning
	Collaborative problem solving and scientific reasoning
	Collaborative problem solving in homogeneous vs heterogeneous groups
	Research questions
	Methods
	Participants and design
	Procedure
	Dependent variables
	Epistemic activities
	Scientific content use
	Independent variables
	Learning setting: Collaborative vs. individual reasoning
	Dyadic composition: Homo- vs. heterogeneity of problem solving scripts within dyads
	Results
	Quantitative analysis
	Qualitative analysis
	Excerpt 1: Heterogeneous dyadic reasoning
	Excerpt 2: Individual reasoning
	Conclusions
	References
	Acknowledgments
	0147-FullPaper-Wiedmann
	Introduction
	Methods
	Experimental design
	Participants
	Dependent measures
	Procedure
	iTalk2Learn platform
	Fractions Lab
	Maths-Whizz
	Fractions Tutor
	Adaptive support
	SNA: Sequencing within and switching between learning environments
	Findings
	Discussion
	References
	Acknowledgments
	0155-FullPaper-Sun
	Introduction
	Methods
	Participants
	Study context and procedure
	Measures
	Analysis
	Hierarchical cluster analysis
	ANOVA analysis
	Findings
	Cluster analysis findings
	ANOVA analysis findings
	Conclusions and implications
	References
	0167-FullPaper-Prinsen
	Supporting Inquiry Learning as a Practice: A Practice Perspective on the Challenges of IBL Design, Implementation and Research Methodology
	Introduction
	Design issues
	(Research) Methodological issues
	Implications for the educational context
	Conclusion and discussion
	References
	0174-FullPaper-Arvidsson
	Introduction
	Methods
	Student and school sample
	Intervention procedure
	Control of variables phase
	Multivariable coordination phase
	Prediction phase
	Post-intervention assessment
	Findings
	Designing experiments and making inferences
	Final post-intervention achievement, maintenance and near transfer
	Far transfer
	Multivariable analysis and prediction
	Argumentation
	Evidence and counterargument
	Reconciling claims
	Conclusions and implications
	References
	0190-FullPaper-Lee
	Introduction
	The focus on learning process, discourse units and epistemic words
	Methods
	Discourse platform and context
	Knowledge building discourse explorer (KBDeX) and BC trends
	Idea representation through keywords
	Identifying relevant ideas using I2A
	Detecting sustainability of interest in ideas using I2A
	Figures 4a and 4b. Examples of BC trends for promising interesting idea (left) and uninteresting idea (right).
	Classification of ideas using I2A
	Findings and discussions
	DU32 - Largely irrelevant note with little sustained community interest – Trivial Ideas
	DU37 - Relevant note with limited interests to community – Potential Ideas
	DU18 – Relevant promising note with high community interest – Promising Ideas
	Conclusions and future directions
	References
	Acknowledgments
	0193-FullPaper-Margulieux
	Introduction
	Subgoal learning
	Self-explanation
	Current research
	Methods
	Materials
	Design
	Participants
	Procedure
	Results and discussion
	Problem solving performance
	Quality of learner-generated labels
	Time on task
	Conclusions and implications
	References
	Acknowledgments
	200s_FullPapers_Complete
	0210-FullPaper-Yoon
	Introduction
	Context
	Participants
	Data sources
	Analysis
	Findings
	Conclusions and implications
	References
	Acknowledgments
	0212-FullPaper-Yoon2
	Introduction
	Earlier efforts to define the Learning Sciences
	Methods
	The survey was commissioned by the president of ISLS in the year 2014 (second author) and charged to the chair of the ISLS Membership Committee (first author) to conduct. The process of constructing the survey was collaborative and iterative. First, t...
	Survey questions
	Analysis
	10. Do you advise students who are doing LS research?
	1. Do you consider yourself a learning scientist?
	11. Of the masters students in the last 5 years, list their current occupations.
	2. Do you see the work that you do as related to LS?
	12. Of the doctoral students in the last 5 years, list their current occupations.
	3. Please select the category that best fits your career status.
	13. On average, how many students do you advise who are doing LS research each year?
	4. What is your rank or job title?
	14. Please indicate your areas of [domain] interests (selected from 24 choices, e.g., Computer Science, Learning Technologies, Psychology). 
	5. What is the name of the department in which you work?
	15. Please indicate the primary methodological approach (e.g., quantitative, qualitative, mixed methods)
	6. What is the name of the department where you obtained your doctoral degree?
	16. Please indicate your research focus (selected from 39 choices including “other”, e.g., Assessment, Gender, Scaffolding).
	7. Did you receive your degree from an LS program?
	17. Please indicate the contexts of your work (e.g., informal learning settings).
	8. What were your research interests while you pursued your degree?
	18. Please indicate the main population of your research.
	9. What are your current research interests?
	Findings
	Table 2 summarizes key findings for the global population surveyed in terms of occupation, rank, degree and advising. This is followed by more detailed findings for questions about masters and doctoral student occupations, domain interests, methodolog...
	References
	0213-FullPaper-Flood
	Introduction
	The work of negotiating objects in complex perceptual fields
	A methodology for tracing intersubjectivity as an interactional achievement
	From evidently-vague reference to reified mathematical object
	Conclusions and implications
	Endnotes
	References
	Acknowledgments
	0214-FullPaper-Rehak
	Introduction
	Theoretical perspectives
	Methods
	Participants
	Activity design
	Data sources
	Analysis
	Results
	Significance
	References
	0223-FullPaper-Jornet
	Introduction
	Reflection as collective practice
	Methodological approach
	Joint production of accounts of prior experience as the unit of analysis
	Data and participants
	Analyses
	Findings: Anatomy of reflection
	Jointly stopping/troubling action
	Jointly orienting prior events
	Jointly orienting to the future
	Conclusions and implications
	References
	Acknowledgments
	0235-FullPaper-Curnow
	Introduction
	Situated learning and communities of practice in a gendered world
	Methods
	Data collection and analysis
	Findings
	Adopting ideas
	Exclusive talk
	Affirmations
	Discussion
	Implications
	Endnotes
	References
	Acknowledgments
	0247-FullPaper-Chiu
	Introduction
	Prior knowledge and multimedia design
	Instructional design for presentation – algebra
	Mathematics orders of thinking skills and cognitive processing
	Methods
	Participants and design
	Materials
	Procedure
	Results
	Discussion and conclusion
	Implications and suggestions
	Limitations and future directions
	The present findings are also relevant to adaptive digital multimedia learning environments. Multimedia learningwill be used in many adaptive learning environments (Van Merrienboer & Sweller, 2005) in the future. Most studies suggest using learner be...
	It is important to better evaluate the effects of instructional designs and learner prior knowledge level on different order thinking skills. The results of the present experiment could also be extended by additional studies on other higher order thin...
	Overall, future research on adaptive learning environments should focus on cognitive processing, and interactions among learner prerequisites, multimedia presentations and learning outcomes.
	References
	0262-FullPaper-Swanson
	Introduction
	Theoretical orientation
	Methodological approach
	Participants
	Data collection
	Major findings
	Knowledge element 1: Slowing Down to Stop
	Knowledge elements 2 and 3: Energy Drives Rate and Energy is Greatest at the Start
	Knowledge elements 4 and 5: Space Allows Speed and Ohm’s P-prim
	Discussion
	References
	Acknowledgements
	0269-FullPaper-Lee
	Introduction
	Knowledge in Pieces
	Embodiment and embodied cognition as relevant to KiP
	Methodological approach
	Data collection
	Interview 1: Projectile motion with athletic balls
	Interview 2: Collisions with a toy train
	Analysis
	Results
	Case 1: Discussing how three balls would differ when thrown
	Before throwing the balls
	After throwing the balls
	Case 2: Discussing differences in toy train collisions with a brick or a hand
	Before releasing the train
	After releasing the train
	Discussion
	References
	Acknowledgments
	0271-FullPaper-Tan
	Introduction
	Methods
	Participants
	Analysis
	Findings
	Idea-centric rather than topical approach
	Rising above current practices
	Discussions
	Conclusion and implication
	References
	Acknowledgments
	Appreciation goes to the teachers for their conscientious effort in designing and enacting knowledge building lessons. This work is funded by MOE Academies Fund NRF2012-EDU001-EL008 and the National Institute of Education, Singapore, project RS 7/13 TSC.
	0278-FullPaper-Malkiewich
	Introduction
	Methods
	Participants
	Design
	Procedure
	Measures
	Findings
	Learning outcomes
	Persistence measures
	Self-efficacy and intrinsic motivation
	Conclusions and implications
	References
	0279-FullPaper-Knight
	Introduction
	Multiple document comprehension
	Developing language technologies
	Current study
	Methods
	Participants and ethics
	Materials and procedure
	Analysis
	Quantitative analysis
	Qualitative analysis
	Natural language processing analysis
	Findings
	Conclusions and implications
	References
	Acknowledgments
	300s_FullPapers_Complete
	0312-FullPaper-Sharma
	Introduction
	Current study
	Research question
	Participants
	Procedure
	Task
	Measures
	Independent variable
	Deixis visualization
	Dependent variables
	Learning gain
	With-me-ness
	Results
	Discussion
	Conclusions
	References
	0320-FullPaper-Tate
	Introduction
	Coordinated theoretical approach to designing for integrated STEM learning
	Design features that scaffold students to integrate STEM content and practices
	Learning context
	Learning goals and outcomes
	Learning engagement and evidence
	Methodology
	Research setting and participants
	Data sources and scoring
	Idea basket and organizing space
	Scientific explanation
	Analysis
	Findings
	Knowledge integration of the trait expression mechanism
	Using a model to construct an explanation of trait expression
	Conclusions and implications
	References
	Acknowledgments
	0321-FullPaper-Curnow
	Introduction
	Situated learning and communities of practice
	Situated knowledge and standpoint epistemologies
	Situated knowledge and learning in and beyond communities of practice
	Methods
	Self location
	Data collection
	Analysis
	Findings
	Participating in meetings
	Framing, strategy and theory of change
	Public presentations
	Conclusions
	References
	Wilson, S. (2008). Research is Ceremony: Indigenous Research Methods. Winnipeg: Fernwood.
	Acknowledgments
	0322-FullPaper-Horton
	Introduction
	Design as professional development
	Methods
	Findings
	Duration and engagement
	Duration and learning
	High Design Time (HDT) group
	Low Design Time (LDT) group
	Discussion
	Endnotes
	References
	0325-FullPaper-Oztok
	Murat Öztok, Lancaster University, m.oztok@lancaster.ac.uk
	Keywords: identification, identity, I-position, online learning
	Introduction
	Background and rationale
	Current research
	Findings
	Case 1: Identifications enacted for making personal sense and co-constructing knowledge
	Case 2: Identities re-negotiated through the process of making personal sense
	Discussion and conclusion
	References
	0335-FullPaper-Kothiyal
	Introduction
	Related work on expertise
	Theoretical basis
	Methods
	Data collection
	Problems
	Procedure
	Data analysis
	Results
	Workflow of expert 1
	Workflow of expert 2
	Engineering estimation as a form of model-based reasoning
	Create a functional model
	Create a qualitative model
	Create a quantitative model
	Cognitive mechanisms underlying engineering estimation
	Mental simulation
	External representations
	Diagrams
	Equations
	Conclusions and implications
	References
	0347-FullPaper-Duckles
	Introduction
	Theoretical framework
	Methods
	Findings
	Opening doors - Pathways in
	Sharing the rhythm and developing dexterity – Pathways beyond
	Conclusion and implications
	References
	0361-FullPaper-Tay
	Introduction
	Literature Review
	Understanding pedagogical paradoxes
	Adopting a phenomenographic approach
	Description of the participants
	Description of the lessons
	Findings and discussion
	Dimensions of tensions experienced by teachers when designing learning experiences and environments with ICT
	Collective sense-making and personal sense-making
	Teacher control and student agency
	Stability (fixed) and flexibility (adaptive)
	Short-term learning goals/outcomes and long-term learning goals/outcomes
	Mapping of the paradoxes
	Our interviews with the two teachers also suggest their encounters with the four dimensions of the pedagogical paradoxes. These are described with some of the interview excerpts in Table 1:
	As could be concluded from the findings above, teachers may come encounter paradoxical tensions when designing learning experiences and environments for their students. Their conceptions of the tensions varied depending on their years of teaching expe...
	Conclusions and implications
	References
	Acknowledgments
	0373-FullPaper-Ong
	Introduction
	Related work and ideas
	Different conceptualizations of knowledge co-construction
	Challenges in defining and evaluating the sophistication of joint idea-building activity
	Study aim and research questions
	Methods
	Context and data sample
	Data analysis
	Identifying idea-building episodes and moves
	Coding for idea-building moves
	Statistical analysis of idea-building episodes
	Visualizations of idea-building episodes
	Findings
	Descriptive statistics of idea-building episodes
	Discussion
	Conclusions and implications
	References
	Acknowledgments
	0376-FullPaper-Schnaubert
	Introduction
	Background
	Methods
	Material and procedure
	Dependent variables
	Findings
	How does partner information change the selection of additional information?
	Does partner information change cognitive and metacognitive learning outcomes?
	How do learners consider own and partner information when requesting information?
	To investigate how learners take their own confidence, their partner’s answer as well as confidence into account when choosing where and when they need additional information, we first focussed on the partner information condition and computed which a...
	Conclusions and implications
	References
	0378-FullPaper-Farris
	Introduction
	Theoretical background
	Methods
	The ViMAP modeling environment
	Participants, setting, and data collection
	The role of the teacher and researcher: Teacher partnership
	Analytic approach
	Findings
	Interpreting numerical data and the emergence of ideas about error
	What counts as a “good” video for measuring acceleration?Expanding views of “accuracy” to create visually communicative models
	Conclusions and implications
	References
	Acknowledgements
	0380-FullPaper-Barton
	Introduction
	Conceptual framework
	Methods
	Student and school sample
	Data were generated, 2013-2015, from artifacts, weekly youth conversation groups, and video analysis capturing youth interaction with STEM and community experts at various stages in their design process (See Table 2). In addition we used mid- and end-...
	Analysis
	Findings
	In-depth vignette
	Discussion of findings grounded in vignette
	Rooted in community
	Pivot Points and their functions
	Conclusions and implications
	References
	Acknowledgments
	0383-FullPaper-Martin
	Introduction
	Methods
	Participants and context
	Data sources
	Analysis
	Results
	Overall patterns of teacher support
	Comparisons between teachers
	* p < .05
	Engaging students in practice
	Guiding students in practice
	Connecting practices to present science as holistic process
	Discussing epistemic importance of practice
	Discussion and implications
	References
	Acknowledgments
	0385-FullPaper-Krist
	Introduction
	Developing situated epistemologies-in-practice for scientific knowledge building
	Methods
	Findings and discussion
	Design of the curriculum and distribution of epistemically-rich episodes
	Nature: Shifts in “What kind of answer are we working to provide?” over time
	Generality: Shifts in “How does the idea we are trying to understand relate to other phenomena and ideas?” over time
	How did features of the learning environment support these shifts?
	How do we know this is learning (and not just a response to framing)?
	Conclusions and implications
	References
	Acknowledgements Thanks to Kelsey Edwards, Dan Voss, Brian Reiser, and Henry Suarez for their helpful contributions. This research was supported by NSF ESI-1020316 and the NAEd/Spencer Dissertation Fellowship Program. Contents are the responsibility o...
	400s_FullPapers_Complete
	0401-FullPaper-Abrahamson
	Objectives: Bringing the body sciences into embodiment theory
	Theoretical framework
	Instructional metaphors—limitations of current theory
	Ecological dynamics
	Modes of inquiry: Comparing cross-domain paradigmatic cases
	Evidence: Ecological-dynamics analyses of instructional metaphors across three domains
	Case 1: Judo
	Case 2: Mathematics
	Case 3: Feldenkrais Method
	Figure 4. ‘Spine like a chain’ (illustration picture with superimposed image of a chain).
	Conclusions and implications: A call to action
	References
	0431-FullPaper_Worker
	Introduction
	Theoretical points of reference
	Methods
	Research context
	Data collection and analyses
	Findings
	Participation structures: Tensions between the curriculum and educator
	Abstract or concrete approaches: Tensions between educator and youth
	A primary builder: Tensions between youth and the curriculum
	Conclusions and implications
	References
	0433-FullPaper-Yurkofsky
	Introduction
	Literature review
	Methods
	Research context
	Data collection
	Data analysis
	Findings
	Teacher and idea
	Teacher and practice
	Teacher and self
	Teacher and world
	Conclusions and implications
	References
	Acknowledgments
	0434-FullPaper-Olsen
	Introduction
	Methods
	Tutor design
	Experimental design and procedure
	Test items
	Results
	Pre/posttest learning gains
	Time on ITS
	Discussion and implications
	References
	Acknowledgments
	0436-FullPaper-Jiang
	Introduction
	Methods
	Findings
	Discussion
	References
	0443-FullPaper-Popov
	Introduction
	Methods
	Participants
	Assignment and procedure
	Instruments
	Temporal synchronicity
	Transactivity
	Quality of students’ group work
	Analyses
	Findings
	Relation between high level transactivity, temporal synchronicity, and quality of group product
	Qualitative description of dyads
	Dyad type A and C
	Dyad type B and D
	Dyad type E and G
	Dyad type F and H
	Discussion
	Findings and implications
	Limitations and directions for future research
	References
	0447-FullPaper-Yip
	Introduction
	Youth brokering for limited English proficient families
	The role of learning in youth brokering
	Theoretical framework
	Context and participants
	Research design and data collection
	Data analysis
	Findings
	Child and family roles in online brokering and learning
	Challenges and strategies in online brokering for learning
	The affordances and limitations of digital technologies in brokering and learning
	Discussion and conclusion
	References
	Acknowledgments
	0448-FullPaper-Deitrick
	How Do We Assess Equity in Programming Pairs?
	Elise Deitrick, Tufts University, Elise.Deitrick@tufts.edu
	R. Benjamin Shapiro, University of Colorado Boulder, Ben.Shapiro@colorado.edu
	Brian Gravel, Tufts University, Brian.Gravel@tufts.edu
	Keywords: equity, collaborative learning, research methods, computer science
	Introduction
	Methods
	Results
	Figure 1: Computer and Talk Distribution by Student
	[26:50] S: Oh you changed the sound
	[28:01] A: Okay
	Discussion
	Conclusion
	References
	Acknowledgments
	0451-FullPaper-Manches
	Introduction
	The role of physical materials in learning
	Action experiences and conceptual development
	Gesture research
	Embodied metaphors of number
	Examining metaphorical gestures in early number concepts
	Study aims
	Method
	Numerical concept explanation task: Additive composition of number
	Design
	Participants
	Procedure
	Analysis
	Metaphorical gesture: OC and MP
	Metaphorical hand morphology: OC
	Metaphorical words: OC and MP
	Findings
	Metaphorical gestures
	Pinch grasp morphology
	Metaphorical words
	Discussion
	Limitations
	Conclusion
	References
	Acknowledgments
	0455-FullPaper-Barth-Cohen
	0456-FullPaper-Gerard
	Introduction
	Methods
	Participants
	Curriculum and embedded assessments
	Essay revision
	Data sources
	Data analysis
	Findings
	Embedded assessment
	Pre/post test
	Example of student revision using annotation and auto guidance
	Conclusions and implications
	References
	0457-FullPaper-Liu
	Introduction
	Theoretical framework
	Teacher-student discourse interaction
	Teachers’ use of curriculum (resource)
	A framework for analyzing teachers’ processing of SGRs
	Methods
	Participants and context
	Data sources
	Data analysis
	Categories of SGRs
	Procedure of teacher’s processing SGRs
	Results
	Categories and frequencies of SGRs
	Procedure and results of teachers’ processing SGRs
	Distribution of utilization and feedback among five categories of SGRs
	Teachers’ instructional approaches of utilization and feedback
	Discussion and conclusion
	References
	0462-FullPaper-Portolese
	Introduction
	Methods
	Context and participants
	Details of our coding approach, Phase 1: Impact coding at three-parallel grain sizes
	Details of our coding approach, Phase 2: Turning points analysis
	Findings and discussion
	Patterns of turning points in our data
	Discussing, comparing and evaluating our coding approach
	Conclusions and implications
	References
	Acknowledgments
	0470-FullPaper-Collier
	Introduction
	Theory
	Methods
	Land Science: A virtual internship in urban planning
	Coding of student chats in the Land Science logfile
	Epistemic network analysis (ENA)
	Principal components analysis (PCA)
	Results
	RQ1: Are there statistically significant differences between novices’ and relative experts’ local correlation structures that can be detected using ENA?
	RQ2: Are these differences meaningful on closer qualitative analysis of the data?
	RQ3: Does PCA detect these same differences in local correlation structure by measuring global correlation structures?
	Discussion
	References
	Acknowledgments
	0474-FullPaper-Andrade
	Introduction
	Elevating activity and mediational means within CHAT representations
	Methods
	Constructing situated action network visualizations
	Findings
	Qualitative affordances of situated action networks
	SAN approach as prompt to identify mediational means within a context
	Identifying new qualitative patterns by looking across SANs
	Collaborative design and implementation partnerships
	Programrefinement and spread partnership
	Identifying new qualitative patterns by looking within SANs
	Quantitative affordances of SANs: Network indices supporting analysis at scale
	Conclusions and implications
	References
	Acknowledgments
	0481-FullPaper-Allen
	Introduction
	Conceptual framework
	Methods
	Research context
	Analysis
	Conclusions and implications
	References
	Acknowledgments
	0483-FullPaper-DeLiema
	Introduction
	Theoretical framework: Game-play and modeling-play
	Liminal blends
	Research design and methods
	STEP activities
	Methods
	Participation frameworks and keys
	Results
	Conclusion
	References
	0499-FullPaper-Erkens
	Introduction
	Methods
	Sample and design
	Instruments and dependent variables
	Number of questions and explanations
	Estimations of knowledge, visualization of constellations, and calculation of distances
	Procedure
	Findings
	Impact of awareness information on the number of questions (hypothesis 1)
	Impact of awareness information on the number of explanations (hypothesis 2)
	Impact of awareness information on partner modeling (hypothesis 3)
	Conclusions and implications
	References
	500s_FullPapers_Complete
	0508-FullPaper-Abrahamson
	Background and objectives: Revitalizing LS interest in genetic epistemology as complementary to sociocultural models of conceptual development
	Theoretical framework
	Methods
	d. Orthogonal Bars: user drags bar tips along their vertical (left) and horizontal (right) axes to extend or shorten bars; color feedback on bars.
	c. Orthogonal Pluses: user slides pluses along their vertical (left) and horizontal (right) axes; full-screen color feedback.
	b. Parallel Bars: user drags bar tips each along its vertical axis to extend or shorten bars; color feedback on bars. 
	a. Parallel Pluses: user slides pluses each along its vertical axis to reposition them; full-screen color feedback
	Results
	Cumulative findings: A Piagetian analysis of learning proportion as reflective abstraction
	Summary: Beyond representations—appreciating Piaget as a non-cognitivist
	Conclusions and implications
	References
	Acknowledgements
	0510-FullPaper-Wu
	Introduction
	Model of teacher epistemic learning
	Context and participants
	Findings
	Pedagogical change
	Curriculum design and enactment
	Epistemological change
	Discussion and conclusion
	References
	0521-FullPaper-VanHorne
	0544-FullPaper-Liu
	Introduction
	Participants
	Study design
	Data analysis
	Withdrawal from reasoning
	Limited reasoning
	Complex reasoning
	The PREP Framework: A step further
	Educational implications
	References
	Acknowledgments
	0546-FullPaper-Litts
	0554-FullPaper-Raval
	Introduction
	Theoretical underpinnings
	Methods
	Data collection procedures
	Domain of practice: Professional experimentation
	Personal domain: Knowledge, beliefs and attitudes
	Perceptions regarding causes of change
	Domain of consequence: Salient outcomes
	Instruments
	Classroom observation
	Teacher and supervisor interviews
	ESL pre/post-test
	Data analysis
	Findings
	Domain of practice
	From external domain to personal domain to domain of practice
	From external domain to domain of professional practice
	Personal domain
	From external domain to personal domain
	From external domain to domain of professional practice to (reflective link) personal domain
	From external domain to domain of professional practice to domain of consequence to personal domain
	From external domain to domain of consequence to personal domain
	Domain of consequence
	From external domain to domain of practice to domain of consequence
	From external domain to domain of consequence
	Conclusion and implications
	References
	Acknowledgments
	0557-FullPaper-Peleg
	Problem statement
	Addressing the problem: Listening to complexity (L2C)
	Theoretical perspectives
	Methodological approach
	Findings
	Conclusions and implications
	References
	0563-FullPaper-Schneider
	Introduction
	Dual eye-tracking settings and cross-recurrence graphs
	Methods
	Experimental design, subjects and material
	Analyses
	Augmenting cross-recurrence graphs
	Qualitative analysis
	Detecting imbalances of participation in the eye-tracking data
	Discussion
	Conclusions and implications
	References
	Acknowledgments
	0566-FullPaper-Hartmann
	Introduction
	Study by Loibl and Rummel (2014)
	Pretest
	Quantity and quality of student solutions
	Posttest
	Analysis of communicative patterns during problem solving
	Results
	Conclusions and implications
	References
	Acknowledgments
	0570-FullPaper-Hickey
	Introduction
	Associationism vs. constructivism in new learning technologies
	Relevant findings from the Design Principles Documentation Project
	Summary and conclusions
	Endnotes
	0574-FullPaper-Hickey
	Introduction
	Participatory social learning and the Assessment BOOC
	PLA design principles and corresponding features
	PLA principle #1: Use public context to give meaning to knowledge tools
	Public wikifolios
	Self-contextualization at registration
	Peer networking groups and peer location tools
	PLA principle #2: Reward productive disciplinary engagement
	Peer commenting
	Peer endorsement and promotion
	Participatory feedback
	Digital badges
	PLA principle #3: Evaluate artifacts via local reflections
	Contextual, collaborative, and consequential reflections
	PLA principle #4: Let individuals assess their understanding privately
	Ungraded self-assessments
	PLA principle #5: Measure aggregated achievement discreetly
	Time-limited multiple-choice achievement tests
	Conclusions
	References
	0577-FullPaper-Dornfeld
	Introduction
	Methods
	Participants
	Data sources
	Analysis
	Qualitative analysis
	Quantitative analysis
	Findings
	Group differences in talk and changes over time
	Conceptual understanding over time
	Overall, we see that Group A’s discourse included unproductive debate and frequent interruptions during explanations, which resulted in incomplete reasoning in decision-making. Group B’s discourse included repetition of suggestions to indicate confirm...
	Discussion
	Implications and conclusion
	References
	Acknowledgments
	Appendix
	0583-FullPaper-Lanouette
	0584-FullPaper-Bereiter
	The Epistemology of Science
	and the Epistemology of Science Teaching
	Carl Bereiter, University of Toronto, carl.bereiter@utoronto.ca
	Introduction
	Can students carry out disciplinary knowledge production?
	Kirschner does not object in principle to education based on the epistemology of disciplines. His objection is a practical one: It’s too hard; students aren’t equipped for it. Although he draws on theoretical backing from Piaget and Vygotsky in his 20...
	The crucial importance of progressivity in knowledge
	Students as practitioners of progressive science
	The knowledge creation/ knowledge building alternative
	Conclusion
	References
	0587-FullPaper-Azevedo
	Introduction
	Theoretical framework
	Methods
	Analysis and results
	Averted vision
	The body as medium of communication
	Gesturing
	Highlighting
	Measuring and way finding
	Conclusions and implications
	References
	Acknowledgments
	600s_FullPapers_Complete
	0602-FullPaper-Vitale
	Introduction
	Student ideas about density
	Knowledge integration and graphs
	Research overview
	Iteration 1
	Student and school sample
	Materials
	Pretest and posttest
	Curriculum unit
	Analysis
	Pretest and posttest
	Curriculum unit
	Case study
	Discussion
	Iteration 2
	Student and school sample
	Materials
	Curriculum unit changes
	Analysis
	Pretest and posttest
	Curriculum unit
	General discussion
	Conclusions
	References
	0603-FullPaper-Vogel
	Mathematical argumentation
	Scaffolding mathematical argumentation
	Goals of the study
	Research questions
	Methods
	Participants and design
	Setting and learning environment
	Conditions of the learning environment and learners’ pre-requisites
	Instruments and outcome measures
	Results
	Discussion and conclusions
	References
	0630-FullPaper-Sankaranarayanan
	Introduction
	Theoretical foundation
	Collaboration platform
	Results
	Methodology
	Specifying the modelSurvival model results
	Taking a closer look: Post hoc analyses of results
	Discussion
	Conclusions
	References
	Acknowledgement
	0654-FullPaper-Ma
	0658-FullPaper-Svihla
	Major issues addressed and significance of the work
	Theoretical background
	Methodological approach
	Setting and participants
	Data sources
	Analysis
	Findings
	The story, as prototyped, at a particular moment in time
	Reflections on finding the story
	Conclusions and implications
	References
	0660-FullPaper-Siebert-Evenstone
	Introduction
	Theory
	Methods
	The engineering virtual internship RescuShell
	Discourse analyses
	Coding student chats
	Epistemic Network Analysis
	Comparison of network models
	Results
	Strophe and moving stanza window models for the hydraulic team
	Comparing connections within activities
	Contrasting connections between individuals
	Discussion
	References
	0667-FullPaper-McKenney
	Introduction
	Theoretical underpinnings
	Factors affecting the uptake and use of scientific outputs
	Modes of research-practice interaction
	Toward publically-accessible learning sciences insights
	Methods
	Focus and approach
	Data collection and analysis
	Results
	RDD: Science Literacy Initiative
	DB(I)R: PictoPal
	Teacher communities: Knowledge Building
	Cross-case analysis
	Conclusion and implications
	References
	Acknowledgments
	0668-FullPaper-Chen
	Introduction
	Method
	Classroom contexts
	Research design
	Data sources and analyses
	Results
	Content analyses of the knowledge building discourse
	Questioning moves in the online discourse
	Patterns of build-on notes
	Content analysis of individual portfolio notes
	Discussion
	References
	Acknowledgments
	0672-FullPaper-Visintainer
	0680-FullPaper-Brasel
	Introduction
	Conceptual framework
	Methods
	Research context
	Data and analysis
	Qualitative analysis
	Findings
	EPR 1: Misaligned framing for lesson planning
	EPR 2: Using student work as a scaffold into ambitious practice
	EPR 3: Inadequate framing for data use
	Episode 4: Coordinating evidence to scaffold participation
	Conclusions and implications
	References
	Acknowledgments
	0681-FullPaper-Hew
	Introduction
	Conceptual framework
	Data collection and analysis
	Observation of science lessons
	Interviews with teachers and principals
	Focus group discussions with students
	Findings and discussion
	Conclusions
	References
	Acknowledgments
	0464-FullPaper-Tan.pdf
	Introduction
	Conceptual framework
	Methods
	Analysis
	Findings
	Vignette 1: Quentin’s letter to his 5th grade teacher
	Vignette 2: Power-Sucking Pigs, 6th grade & 6th grade science
	Vignette 3: Grand Climate Change (7th grade)
	Vignette 4: Summer Engineering Program (7th and 8th grades)
	Discussion
	Conclusions and implications
	References
	Acknowledgments
	0575-FullPaper-Basu.pdf
	Introduction
	The CTSiM learning environment
	A generalized scaffolding framework for OELEs
	Method
	Findings
	Science and CT learning gains and modeling proficiency
	Effective and suboptimal uses of desired modeling strategies
	Discussion and conclusions
	References
	Acknowledgments
	0678-FullPaper-Roque.pdf
	Introduction
	Background
	Design of Family Creative Learning
	Studying families’ experiences
	Settings and participants
	Data collection and analysis
	Results
	Sandy and Pete: Leveraging each other’s interests and strengths
	Case analysis
	Rosa, Sonia, and Clara: Stepping back and stepping in
	Case analysis
	Tim and Ethan: From regulating to facilitating
	Case Analysis
	Discussion: Enabling and supporting parents as learning partners
	References
	Volume2Content
	Pages from Volume1Content
	600700_FullPapers_Complete
	0692-FullPaper-Grover
	Introduction
	Design-based research methodology for designing and refining FACT
	Stakeholders as ‘design partners’ and iterative research design
	The novelty of the curricular materials and the online platform in this context necessitated drawing from learning theory and past research on children and programming as a foundation and starting point for the initial designs of FACT. Using ideas as...
	Guided by findings from preliminary explorations and the design-based research (DBR) approach, empirical investigations were conducted over two iterations (hereafter referred to as Study1 and Study2) of teaching FACT in a public school classroom. In k...
	The two iterative studies involving the use of FACT in a middle school classroom investigated the research questions: RQ1- What is the variation across learners in achieving desired outcomes through FACT, specifically the learning of algorithmic flow ...
	Teaching the curriculum face-to-face first (in Study1) without the constraints of the online medium afforded a focus on the pedagogical content knowledge or PCK (Shulman, 1987) designs as well as design of assessments and surveys for gathering feedbac...
	DBR with a difference
	It should be noted that in designing a curriculum with clear a priori operationalized outcomes (represented by designed measures) and refining it to create an optimal learning experience that also results in learners achieving those desired outcomes, ...
	Methods
	Participants and procedures
	Data measures
	FACT curriculum and pedagogy
	Refinements to learning environment after Study 1
	Analysis and results
	Comparative analysis of Study 1 vs. Study 2
	Computational learning and PFL (Transfer)
	Perceptions of computing
	Final project, presentation and interview as performance assessments in Study 2
	Discussion
	Reflections on future improvements
	DBR lessons and future work
	References
	Acknowledgments
	AllContentEmbedded_Volume2.pdf
	Volume2Content
	600700_FullPapers_Complete
	0695-FullPaper-Orton
	Introduction
	Practical motivation
	Theoretical perspective
	Methods and data sources
	Results
	Attitudinal outcomes
	Skills assessment outcomes
	Discussion
	Conclusion
	References
	Acknowledgments
	700s_FullPapers_Complete
	0708-FullPaper-Hardy
	Introduction
	Theoretical framework
	Methods
	Context and setting
	Learning environment design
	Technology
	Analysis
	Episode selection
	Analytic approach
	Results
	Episode 1: How did you build your wave?
	Episode 2: How do you know the wave is moving left?
	Episode 3: How do you reverse wave direction?
	Discussion
	Conclusion and implications
	References
	Acknowledgments
	0712-FullPaper-Matuk
	Introduction
	Theoretical background: Comprehending, critiquing, and constructing graphs
	Graphing cell division, cancer, and cancer treatment
	Research questions
	Methods
	Analysis
	Findings
	Conclusions and implications
	References
	0725-FullPaper-Gaydos
	Developing a Geography Game for Singapore Classrooms
	Matthew Gaydos, National Institute of Education, matthew.gayos@nie.edu.sg
	Abstract: This case study presents the design and use of a non-digital geography educational game. The game was co-developed by a researcher and teachers for use in a Singapore public secondary school. Through the game’s use, issues of local classroo...
	Keywords: non-digital games, educational games, learning, design research
	Introduction
	Making the case for non-digital educational games
	Theory
	Design narrative: Sovereign City
	Teacher interviews
	Games and their functions
	Learning concepts and content
	Video stimulated recall
	Rules
	Time
	Personal experiences
	Discussion
	Conclusion
	References
	Acknowledgements
	0726-FullPaper-Sandoval
	Introduction
	Core practices of ambitious teaching
	Methods
	Study context
	Participants
	Data sources and analysis
	Findings
	Goals for science learning
	Use of science practices
	Reinforce concepts
	Engage with topic
	Learn method
	Assess concepts
	Conclusions and implications
	References
	Acknowledgments
	0734-FullPaper-Tan
	Theoretical framework
	Outdoor learning as environmental interaction
	Knowledge resources for environmental interaction
	Research Methodology
	Participants and research setting
	Design of the outdoor learning trail
	Technology mediation
	Data collection and analytic approach
	Findings
	A comparison of the frequency of knowledge resourcetypes used
	Environmental interaction and use of knowledge resources
	0736-FullPaper-Mazziotti
	Introduction
	Method
	Measures
	Representational flexibility
	Learning performance
	Study procedure
	The learning platform
	Exploratory learning environment: Fractions Lab
	Structured environment: Maths-Whizz
	Results
	Comparing students’ representational flexibility
	Link between representational flexibility and learning performance
	Discussion and outlook
	References
	Acknowledgments
	0764-FullPaper-Law
	Introduction
	Scalability of pedagogical innovations
	Multilevel, multi-scale framework for analyzing architecture for learning
	Research context and method
	Sustainability of the three case study schools one year on
	What and how did School A learn?
	What and how did School B learn?
	What and how did School C learn?
	Discussion and conclusion
	References
	Acknowledgments
	Short Papers
	100s_ShortPapers_Complete
	0100-ShortPaper-Kuhn
	Introduction
	Rationale
	Overview of method
	Results
	References
	0125-ShortPaper-Halls
	The Influence of Question Wording on Children’s Tendencies to Provide Teleological Explanations for Natural Phenomena
	Introduction
	Method
	Participants
	Procedure
	Measures
	Results
	Conclusion and implications
	References
	Acknowledgments
	0166-ShortPaper-Norooz
	Introduction
	Life-relevant and collaborative learning technologies
	Design
	Method
	Findings
	Discussion
	Conclusion
	References
	Acknowledgments
	0181-ShortPaper-Vedder-Weiss
	Video-based teacher professional learning
	Face work
	Research methods
	Data analysis and preliminary findings
	Significance and contribution
	References
	0184-ShortPaper-Hong
	Introduction
	Epistemological views concerning idea-centered knowledge work
	Knowledge building pedagogy
	Method
	Table 1. Coding scheme based on Popper’s conceptualization of ideas
	Results
	Epistemic view
	Overall online interaction and inquiry activities
	Discussion
	References
	0185-ShortPaper-Crouse
	Introduction
	Methods
	Sample
	Analysis
	Phase one qualitative analysis
	Phase two quantitative analysis
	Findings
	Conclusions and implications
	References
	0187-ShortPaper-Cai
	Introduction
	Regulatory focus
	Methods
	Participants and context
	Design and procedures
	Measures
	Regulatory focus
	Prior achievement
	Statistics performance
	Findings
	Baseline performance
	Overall effect of differentiated feedback on statistics performance
	Analysis of students from different achievement groups
	Conclusions and implications
	References
	200s_ShortPaper_Complete
	0201-ShortPaper-McBride
	Introduction
	Methods
	Participants and procedures
	Curricular materials
	Test materials
	Analysis approach
	Results
	Conclusions and implications
	References
	0215-ShortPaper-Ke
	Introduction
	Methods
	Contexts and participants
	Data collection
	Data analysis
	Findings
	Teachers’ framing of modeling practices
	Teachers’ influence on students’ practices
	Conclusions and implications
	References
	0225-ShortPaper-Hod
	Introduction
	Background
	Methods
	Preliminary findings
	Discussion and conclusions
	References
	0226-ShortPaper-Sommerhoff
	Introduction
	MA&P as a complex cognitive skill
	Supporting mathematical argumentation and proof skills
	Aim and research question
	Methods
	Study design, dependent variables and procedure
	Instruments
	Sample
	Findings
	Conclusions and implications
	References
	0233-ShortPaper-Betz
	Introduction
	Conceptualisation of the term authenticity in educational contexts
	Describing and explaining the model
	Conclusion and implications
	References
	0241-ShortPaper-Yang
	Introduction
	Methods
	Research context and participants
	Pedagogical design
	Analysis and results
	Inquiry thread analysis
	Qualitative analysis of student interaction and contribution within inquiry threads
	Questioning, ideation, metacognition and rise-above
	Conclusions
	References
	Acknowledgments
	0253-ShortPaper-vanRiesen
	Introduction
	Method
	Participants
	Learning environments
	Assessment
	Procedure
	Results
	Conclusions and implications
	References
	Acknowledgment
	0256-ShortPaper-Kabayadondo
	What’s wrong with disenfranchisement?
	Disinheritance: A theoretical framework
	Ruptures in design: Cultural heritage and disinheritance
	From disinheritance to novel methods
	A new agenda for learning sciences
	References
	Acknowledgments
	0258-ShortPaper-Splichal
	Introduction
	Methods
	Design description
	Analysis plan
	Results and discussion
	Students’ regulation scripts after their jigsaw group work
	Case studies: How students constructed their scripts through their experiences
	Why students’ scripts were not changed
	How students could reconfigure their regulation scripts through engaging in their group challenges
	How students’ regulation scripts were reconfigured in different orientations
	Discussion
	References
	Acknowledgments
	0272-ShortPaper-Xiao
	Introduction
	Methods
	Participants and data sources
	Analytic approach
	Findings and discussion
	Disciplinary arguments in resolving epistemic disagreements
	Epistemic arguments in resolving disciplinary disagreements
	Conclusions and significance
	References
	0274-ShortPaper-Pöysä-Tarhonen
	Introduction
	Collaborative learning and collaborative problem solving
	Methods
	Participants
	Tasks
	Objective assessment data
	Process-tracing data
	Analysis and expected outcomes
	Conclusions and implications
	References
	Acknowledgments
	0293-ShortPaper-Kapon
	Relevance and authenticity in science education
	Productive disciplinary engagement and expansive framing
	Drawing parallels
	Research agenda
	Concrete examples
	Conclusion
	References
	300s_ShortPapers_Complete
	0319-ShortPaper-Iordanou
	Introduction
	The present study
	Methods
	Sample
	The SOCRATES web-based learning environment
	Procedure
	Initial and final assessments
	Intervention
	Argumentation
	Showdown
	References
	0340-ShortPaper-Clegg
	Introduction
	Aspects of environmental learning
	Affinity spaces: A lens for examining environmental learning among adults
	Study context: Watershed Stewards Academy
	Methods
	Data analysis
	Findings: How learning happens
	Discussion, conclusions, and implications
	References
	Acknowledgments
	0343-ShortPaper-Penuel
	Introduction
	Methods
	Sample
	Student mini-survey
	Approach to analysis
	Findings
	Conclusions and implications
	References
	Acknowledgments
	0344-ShortPaper-Hensley
	Introduction
	Methods
	Student sample and data sources
	Analysis
	Findings
	Conclusions and implications
	References
	0365-ShortPaper-Alqassab
	Introduction
	Research questions
	Method
	Participants and design
	Material
	Analysis
	Findings
	Peer feedback composition processes
	Me and my peer: Two overarching themes
	Conclusions and implications
	References
	0371-ShortPaper-Walsh
	Introduction
	Findings
	Conclusions and implications
	References
	Acknowledgments
	400s_ShortPapers_Complete
	0416-ShortPaper-Thompson
	Introduction and background
	Methods
	Findings
	Discussion and conclusion
	References
	Acknowledgments
	0435-ShortPaper-Koh
	Introduction
	Method
	Activity and dataset
	Team effectiveness measures
	Teamwork competency coding scheme
	Findings and discussion
	Conclusion
	References
	Acknowledgements
	0442-ShortPaper-Jung
	Introduction
	Conceptual framework
	Interests in informal settings
	Affective as well as cognitive consideration in CSCL
	Methods
	Setting and participants
	Data collection and analysis
	Findings: Problems around different interests among learners
	Discussions and implications
	Reference
	0444-ShortPaper-Choi
	Introduction
	Theoretical background: Distributed leadership and role taking
	Educational affordances
	Methodology
	Study setting
	Data collection and analysis
	Findings
	Future study implications
	References
	Acknowledgments
	0453-ShortPaper-Bernstein
	Introduction
	Theoretical underpinnings
	Methods
	Findings
	Settings and resources
	Enactment supports
	Conclusions and implications
	References
	Acknowledgments
	0469-ShortPaper-DesPortes
	Introduction
	Boundary objectsCase study: TechDance
	Emergence of boundary objects
	Conclusion
	References
	Acknowledgments
	0487-ShortPaper-Hjorth
	Introduction
	Methods
	Findings
	Implications and conclusion
	References
	0495-ShortPaper-Pande
	Introduction
	The experiment
	Sample and methodology
	Analysis
	Findings
	Discussion and conclusions
	A neural network model of conception
	References
	500s_ShortPaper_Complete
	0507-ShortPaper-Lam
	Introduction
	Preparation for Future Collaboration (PFC)
	Complex problem solving and wicked problems
	The present study
	Methods
	Student and school sample
	Procedure
	Analysis
	Findings
	Conclusions and implications
	Endnotes
	References
	Acknowledgements
	0511-ShortPaper-Heimbuch
	Introduction
	Method
	Results
	Discussion
	References
	Acknowledgements
	0513-ShortPaper-Liu
	Introduction
	Methods
	Context and participants
	Data collection and analysis
	Findings
	Research question 1
	Research question 2
	Research question 3
	Conclusions
	References
	0547-ShortPaper-Nistor
	Introduction
	Theoretical Background
	Dialogic textual complexity in knowledge communities
	Assessing textual complexity
	Methodology
	Research questions
	Data collection
	Data analysis
	Findings
	Principal component analysis
	Predicting newcomer integration
	Discussion
	Conclusions
	References
	Acknowledgments
	0552-ShortPaper-Kyewski
	Introduction
	Methods
	Findings
	Conclusions and implications
	References
	Acknowledgments
	0556-ShortPaper-Tan
	Introduction
	Review
	Methods
	Findings
	Limitations, conclusions, and implications
	References
	Acknowledgments
	0560-ShortPaper-Mazziotti
	Introduction
	Methods
	Study design
	Quality and quantity of solutions
	References
	0571-ShortPaper-Bertram
	Introduction
	Theoretical framework
	Context and methods
	Findings
	Discussion and conclusion
	References
	Acknowledgments
	0572-ShortPaper-Laina
	Introduction and background
	Methods
	The DataSketch project studies how middle school youth think and learn about data visualization via interviews, classroom studies, and design activities. Here, we focus on one approximately 45 minute interview with a pair of girls, Aphrodite (6th grad...
	During the interview, participants were asked to look at two interactive data visualizations. For the purposes of this paper, we focus on Aphrodite and Stryker’s work with one visualization, described in detail below. The interview was semi-structured...
	The visualization
	Case selection and analysis
	We selected this case as the focus of this short report for three reasons. First, it serves as a particularly explicit example of a phenomenon we have observed in other interviews, whereby learners conflate descriptions of distributions with descripti...
	Findings
	We report two main findings. First, we will show the girls interpreted data in the visualization in two different ways, as describing (i) distribution and (ii) trends over time. This was evidenced in the girls’ references to percentages as describing ...
	These two interpretations can be in conflict. Imagine 5 red marbles are added to a collection of 10 red and 10 blue marbles. The percent distribution of this collection would change from 50% red and 50% blue to 60% red and 40% blue. An ‘absolute quant...
	Next, we will argue that the ways in which participants shifted between interpreting the data as relative measure or actual consumption, and the ways they addressed conflicts that emerged from these different usages, were driven by their negotiations ...
	Multiple interpretations of the same data
	Re-aligning content knowledge to interpretation of data
	Discussion and conclusion
	References
	Acknowledgments
	0589-ShortPaper-Lerner
	Introduction
	Key requirements for visualizing epistemic activities
	Developing the UI
	Step 1: Manual and automatic coding of SRA
	Step 2: Design of the user interface
	Method and design of the user performance test
	Findings
	Conclusions and implications
	References
	Acknowledgements
	0590-ShortPaper-Zimmerman
	Introduction
	Theoretical framework
	Technological setting: The Places iBeacon system
	Methods
	Observations of children at the Arboretum at Penn State
	Learning analytics of children using the Places app
	Video-recordings of the learners at the Arboretum
	Findings
	Case A: iBeacons assisted learners to coordinate ILI exhibits’ content to their local community, its history, and the learners’ playful interests
	Case B: iBeacons supported observational practices across a large exhibition
	Cross-case discussion and implications to learning with mobile technologies
	References
	Acknowledgments
	0591-ShortPaper-Svihla
	Major issues addressed and significance
	Theoretical approach
	Methodological approach
	Findings
	Regression modeling
	Qualitative findings
	Conclusions, discussion, and implications
	References
	Acknowledgments
	0595-ShortPapers-Gnesdilow
	Introduction
	Methods
	Participants and instructional context
	Sequence of the learning
	Data sources and analysis
	Pre and post test measures
	Analysis of group discourse
	Findings
	Comparison of students’ learning gains in physical and virtual conditions
	Examination of the differences in discourse between physical and virtual conditions
	Conclusions and implications
	References
	Acknowledgments
	0597-ShortPaper-Sommer
	Introduction and purpose
	Perspective/Theoretical framework
	Methods and data sources
	Results
	Significance
	References
	600s_ShortPapers_Complete
	0616-ShortPaper-Thomas
	Exploring African-American Middle-School Girls’ Perceptions of Themselves as Game Designers
	Introduction
	Background
	SCAT learning environment
	Methods
	Setting and participants
	Data collection and analysis
	Findings
	Kinds of algorithms explored during SCAT experience to date
	What Scholars liked and disliked about game design
	Scholars’ perceptions of themselves as game designers
	Conclusions and implications
	References
	Acknowledgments
	0617-ShortPaper-daSilva
	Introduction
	The project
	Methodological procedures
	Work meetings
	The seminar: A space for citizenship and students' empowerment arousal
	Discussion and first conclusions
	References
	Acknowledgments
	0634-ShortPaper-Barber-Lester
	Introduction
	Design
	Levels of visual representation
	Data tagging
	Tag design
	Tag assignment and organization
	Implications and next steps
	References
	Acknowledgements
	0645-ShortPaper-Rivet
	Introduction
	Theoretical framework and methodology
	Four metaphorical perspectives for thinking about cross cutting concepts
	Metaphor 1: CCCs AS LENSES
	Metaphor 2: CCCs AS BRIDGES
	Metaphor 3: CCCs AS TOOLS
	Metaphor 4: CCCs AS RULES of the Game
	Implications for teaching and assessment
	References
	0657-ShortPaper-Anderson
	Introduction
	Methods
	Intervention: Game-a-Palooza
	Data collection
	Pre and post assessments
	Talk data
	Click-stream data
	Hypotheses
	Results
	Pre and post assessment
	Discourse data
	Discussion
	Future research
	References
	0659-ShortPaper-Minshew
	Student macro-script
	Teacher macro-script
	Technology support for collaborative orchestration
	Teacher micro-scripts
	0661-ShortPaper-Strachota
	Introduction
	Fostering a productive disposition towards calculus
	Promoting “smooth” reasoning through nonnumeric quantitative reasoning
	Framework for constructing tasks
	Conclusions and implications
	References
	Acknowledgments
	0662-ShortPaper-Judson
	References
	0671-ShortPaper-Cai
	Introduction
	Methods
	Participants and study context
	Procedure
	Data collection and analysis
	Findings
	Analysis of cognitive development
	Analysis of CPS engagement and interaction in different tasks
	Analysis of the relationship between cognitive development and CPS engagement and interaction in different tasks
	Conclusions and implications
	References
	0673-ShortPaper-Clarke
	Introduction
	Theoretical framework
	Methods
	Findings
	Conclusions and implications
	References
	Acknowledgments
	0677-ShortPaper-Huang
	Introduction
	Methods
	Sample
	Materials and measurements
	Procedures
	Data analysis and initial findingsConclusion and discussion
	Endnotes
	References
	Acknowledgments
	0694-ShortPaper-Moussavi
	Introduction
	Transfer and scaffolding of inquiry skills
	Inq-ITS
	Methodology
	Participants
	Procedure
	Topic 1: Density
	Topic 2: Free fall
	Data analysis
	Findings
	Conclusion and implications
	References
	0697-ShortPaper-Alameh
	Introduction
	Symbolic and concrete gestures
	Methods
	Participants
	Instrument
	Analysis
	Results
	Conclusions and implications
	References
	700s_ShortPapers_Complete
	0715-ShortPaper-Jordan
	Introduction
	Multiliteracies communication landscape: Design pedagogies
	Methods
	Findings
	Conclusions and implications
	References
	Cope, B. & Kalantzis, M. (2009). Multiliteracies: New literacies, new Learning. Pedagogies: An international Journal, 4(3), 164-195.
	Darling, A. L., & Dannels, D. P. (2003). A report on the role of oral communication in the workplace. Communication Education, 52, 1-16. doi:10.1080/03634520302457
	0755-ShortPaper-Lindgren
	Robb Lindgren, University of Illinois Urbana-Champaign, robblind@illinois.edu
	Abstract: This paper describes preliminary research conducted on how gestures affect the construction of student explanations of science phenomena. We examine the effect of asking middle school students to “show me” while they construct explanations o...
	Keywords: gestures, explanations, science reasoning, embodied learning
	Introduction
	Previous research in psychology and the learning sciences has described the critical role that gestures play in thinking and reasoning (e.g., Goldin-Meadow, 2005; McNeill, 1992; Roth, 2001). Frequently studies of gesture and learning have examined how...
	Gestures and learning
	Study methods and design
	Results: Gesture prompting and types of mechanistic changes
	Conclusion
	References
	Acknowledgments
	0757-ShortPaper-Pekrun
	Method
	Sample
	Materials and measures
	Mathematical performance
	Prior knowledge
	Epistemic emotions
	Motivational mechanisms
	Analysis
	Preliminary analyses
	Path analyses
	Conclusions and implications
	Endnotes
	References
	Symposia_Complete.pdf
	0217-Symposium-Stevens
	0218-Symposium-Ramey
	0230-Symposium-Litts
	0294-Symposium-Engestrom
	Overview of symposium
	Agentive learning in communities and social movements: Toward a research agenda
	Theoretical framework
	Three cases
	Data and methods
	Preliminary findings
	Toward ecological validity and sustainability: Transforming schools from the ground up
	Significance of the study
	Theoretical framework and research questions
	Method and analysis
	Results
	Implications
	Dialectics of expansion and contraction: The emergence of a rural credit cooperative in the southwest of Paraná State, Brazil
	Methodology
	The case
	Preliminary findings
	References
	0427-Symposium-Fincher
	Introduction
	Students’ positioning in life stories of learning experiences
	Introduction and context
	Methodology
	Findings
	Community and confidence
	Faculty support
	Discussion
	Non-storied narrative: Community in academic diaries
	The corpus
	Method
	Academic community
	Implications
	Acknowledgements
	The need of community of equals at times of changes: The narratives of Israeli CS leading teachers
	References
	0446-Symposium-Hod
	Introduction
	Symposium structure
	Interconnecting the knowledge spaces of different communities for sustained knowledge building
	Jianwei Zhang and Mei-Hwa Chen
	Knowledge construction in the instrumented classroom: Supporting student investigations of their physical learning environment
	Designing active learning spaces to foster collaboration
	Design of a future learning space based on learning community principles
	Facilitating bridges of practice among multiple learning communities
	Endnotes
	References
	Acknowledgements
	0454-Symposium-Jacobson
	Introduction
	Starting a company in France: The personalization of multimedia content for different audiences
	Kristine Lund
	Beyond STEM and L2 in K-12: Opportunities and challenges for learning sciences research and practice at a business school
	Ravi Vatrapu
	A professor meets the elevator pitch: Edtech startup lessons being learned in Australia
	Michael J. Jacobson
	Research practice partnerships: R&D in and with informal learning organizations
	Chris Hoadley
	Challenges bringing research-based products to market
	Janet L. Kolodner
	References
	0475-Symposium-Shirouzu
	Introduction
	Theory of “how people learn” as the core of educational reforms
	Integrative points illustrated through collective works
	The significance of the contributions
	Key issues and contrasting scaling-up approaches
	Building Cultural Capacity for Innovation
	Theory, practice and assessment of Knowledge Constructive Jigsaw
	Three-level model of conceptual change and theory of constructive interaction
	Framework of the Knowledge Constructive Jigsaw and its outcomes
	Assessment tools for future
	Knowledge Constructive Jigsaw in order to acquire a communicative knowledge base in high school ESL classrooms
	Student learning in KCJ classes
	Teacher learning from designing KCJ classes
	Networking of networks of the Knowledge Constructive Jigsaw project
	International panel: Partners in Building Cultural Capacity for Innovation
	References
	0504-Symposium-Ainsworth
	Introduction
	Drawing from dynamic visualizations
	Drawing within experimental exploration as part of core epistemological and epistemic practices in science
	Table 1: Drawing analysis results by condition
	Drawings to create models of evolutionary biology
	Wouter van Joolingen, Dewi Heijnes and Frank Leenaars
	References
	0540-Symposium-Lam
	Introduction
	References
	Acknowledgments
	0621-Symposium-Azevedo
	Symposium goals
	Goals and structure, elaborated
	Wearing their feelings on their sleeves? Wearable technology and the capture of student engagement with Maker activities
	Project description
	Theoretical framework
	Methods
	Results and implications
	The role of fascination and values in developing science career interest
	Project description
	Theoretical framework
	Methods
	Results and implications
	The interest-centered pedagogy of amateur astronomy practice
	Project description
	Theoretical framework
	Methods
	Results and implications
	Fascination, self-competency beliefs, and expressions of play in an alternate reality game
	Project description
	Theoretical framework
	Methods
	Results and implications
	References
	0629-Symposium-Schwartz
	Introduction
	Fostering a culture of active deliberation through accountable talk
	Fostering deliberative communication in democratic classroom meetings
	Genuine doubt and collaborative philosophical inquiry: Towards a more democratic school culture
	Engaging with issues through controversy mapping in a school science context
	Computer-supported deliberation about hot historical topics in a multi-ethnic context

	References
	0655-Symposium-Slotta
	Introduction
	Growing pains and a push for greater interactivity
	Structure of the session
	Supporting reflection and collaboration in a MOOC for in-service teachers
	Envisioning support of social learning in MOOCs
	Scaling up participatory approaches to learning and assessment in open courses
	Orchestration graphs: How to scale up rich pedagogical scenarios
	References
	0675-Symposium-Tissenbaum
	Introduction
	Objectives
	Contexts, settings, and foci
	Session format
	Designing a real-time intelligent support for museum interpreters
	A teacher-centered approach to designing a real-time display of classroom activity
	Real-time visualization of student activities during learning with simulations and games in the Digital Reference, Experiment, and Assessment Manager (DREAM)
	Supporting real-time teacher orchestration in a smart classroom setting
	Visualizing data from automated scores to help teachers guide inquiry with scientific visualizations in diverse classes
	Conclusions and implications of the symposium
	References
	0727-Symposium-Bell
	Teacher and student sample
	Strategies tested for promoting student agency in design and implementationLinking design challenges to larger community initiatives
	Eliciting student ideas about phenomena
	Implications
	Student voice is challenging to integrate into collaborative design with teachers, but a concern with expanding student agency demands that we discover ways to incorporate student ideas into curriculum. We do so by connecting design challenges to comm...
	Co-designing a digital badge system: Supporting learners’ science identities through participatory design
	Conceptual framework and project design
	Findings
	Implications of developing digital badges to promote STEM identities
	The co-design of professional learning experiences for teachers through a research-practice partnership
	Conceptual framework and study design
	Findings
	Implications
	The development of practical measures for teachers to inform the co-design of educational improvement efforts
	Conceptual framework and study design
	Sources of data
	Implications
	Conceptual framework and study design
	Findings
	Implications
	References
	0761-Symposium-Greenhow
	Introduction
	Using social networking sites to support teacher-trainees professional development: The role of socio-cognitive conflict and argumentation
	Teenage knowledge sharing in WhatsApp and Facebook groups
	Selected references
	100s_Poster_Complete.pdf
	0120-Poster-Lu
	Introduction and related work
	Methodology
	Evaluating learning impact
	Results
	Discussion and conclusion and future work
	References
	Acknowledgments
	0138-Poster-Stieff
	References
	0146-Poster-Tansomboon
	Introduction
	Methods
	Findings
	Conclusion
	References
	0175-Poster-Yamada
	Introduction
	Methods
	Findings and implications
	References
	Acknowledgments
	0191-Poster-Sakamoto
	Introduction
	Methods
	Participants and instructional design
	Data source and analytic methods
	Findings
	Intended mediating processes
	Desired intervention outcomes
	Conclusions and implications
	References
	Acknowledgments
	0194-Poster-Saiyed
	Introduction
	Literature review
	Methods
	Preliminary findings
	Conclusion
	References
	200s_Poster_Complete.pdf
	0203-Poster-Dohn
	References
	Acknowledgements
	0237-Poster-Meixi
	Introduction: Major issues and potential significance
	Methods: The design and context
	In Thailand, the Hill tribe population is constantly framed as being deficient when contrasted to Thai normativity and culture. Often in Hill tribe schools, instead seeing multiple cultural practices within the school as an asset to the construction o...
	Data and analysis
	Finding 1: Student legitimate participation humanizes learning
	Finding 2: Connected Learning facilitated teachers’ re-imagination of classroom roles
	Finding 3: Designing side-by-side and in-the-moment is key for equitable design
	Conclusions and implications
	References
	Acknowledgments
	0242-Poster-Lee
	Introduction
	Monthly learning reflections to promote critical reflection
	e-Portfolio as a repository of intercultural learning
	Summary
	References
	0244-Poster-Pachman
	Significance of the study
	Theoretical and methodological approach
	Predicted results and implications
	Selected references
	Acknowledgments
	0287-Poster-Schumacher
	Introduction
	Methods
	The Cognitively Activating (CogAct) curriculum
	Student sample and design
	Measures
	Results
	Conclusions
	References
	0290-Poster-Rasi
	Introduction
	Previous studies on senior citizens’ media literacies
	How do senior citizens develop media literacies?
	References
	0295-Poster-Ritchie
	Learning With Peers: Problem Solving Through Pair Collaboration
	Introduction
	Proposed methods
	Analysis
	Implications
	References
	0297-Poster-Rau
	Introduction
	Methods
	Results
	Discussion
	References
	Acknowledgments
	300s_Poster_Complete.pdf
	0304-Poster-Zhang
	Introduction
	Methods
	Student participation
	Analysis
	Findings
	Students contribution: In-width analysis on knowledge building
	Formative knowledge: In-depth analysis on knowledge building
	Team interaction: Path analysis on knowledge building
	Student self-evaluation: Attitude analysis on knowledge building
	Conclusions and implications
	References
	Acknowledgments
	0342-Poster-Weidler-Lewis
	Introduction
	Theoretical framework and methods
	Case study: Amber
	Endnotes (1) All proper names are pseudonyms.
	References
	Acknowledgments
	0350-Poster-Shen
	Introduction
	Methods
	Findings from the Pretest and Implication
	References
	0353-Poster-Choi
	Introduction
	Methods
	Participants and research context
	Course structure
	Analysis
	Qualitative analysis
	Quantitative analysis
	Learning outcomes and findings
	References
	0355-Poster-Hsu
	Introduction
	Methods
	Findings
	Conclusions and Implications
	References
	Acknowledgments
	0356-Poster-Lawton-Sticklor
	Introduction
	Data and analysis
	Findings
	Implications/Discussion
	Endnotes
	References
	0366-Poster-Rotsaert
	Introduction
	Participants and setting
	Instruments
	Results
	Significance of the study and conclusion
	0372-Poster-Dominguez
	Introduction
	Methodology
	Study context
	Qualitative analysis
	Findings
	Conclusions and implications
	References
	0375-Poster-Oshima
	Introduction
	Methods
	Results and discussion
	References
	Acknowledgments
	0394-Poster-Drljević
	Introduction
	An architecture for extensible and flexible augmented mobile learning
	Extensible and flexible mobile ARLEs
	AR.Shapes
	AR.Compass
	AR.Map
	References
	Acknowledgments
	400s_Poster_Complete.pdf
	0407-Poster-Cacciamani
	Introduction
	Method
	Participants and setting
	Procedure
	Findings
	Conclusions and implications
	References
	0423-Poster-Hall
	Introduction
	Methods
	Findings
	Conclusions and implications
	References
	Acknowledgments
	0424-Poster-Dalal
	Introduction
	Methods and results
	Conclusions and implications
	References
	0425-Poster-Yang
	Introduction
	Methods
	Findings
	Conclusions
	References
	0478-Poster-Tietjen
	Introduction
	A sociomaterial approach
	Actor Network Theory
	ANT in the context of a learning space
	References
	Acknowledgments
	0488-Poster-Anzai
	Introduction
	Rationale for promoting scaled collaborative and instructional interactions
	Multi-layered online workshop model
	Summary and future work
	References
	Acknowledgments
	0490-Poster-Chartrand
	Introduction
	Theoretical framework
	Module design
	Methods
	Findings
	Conclusion
	References
	0494-Poster-McElhaney
	Introduction
	Evidence-centered design and learning performances
	Design process overview
	Developing integrated concept maps
	Articulating learning performances and specifying design patterns
	Implications
	500s_Poster_Complete.pdf
	0516-Poster-Wang
	Introduction
	Methods
	Findings
	Conclusions and implications
	References
	0518-Poster-Brennan
	The importance of teachers in computing education
	A participatory approach to teacher learning
	Building a network
	References
	Acknowledgments
	0524-Poster-Erdmann
	0530-Poster-Stein
	Introduction
	Methods and analysis
	Findings
	Prompts not critiques
	Uncertainty in learning
	Conclusions and implications
	References
	0536-Poster-Sezen-Barrie
	Introduction
	Methods
	Analysis
	Findings
	Conclusions and implications
	References
	Acknowledgments
	0561-Poster-Krist
	Introduction
	Method
	Findings and discussion
	Sherin, B. (2013). A computational study of commonsense science: An exploration in the automated analysis of clinical interview data. Journal of the Learning Sciences, 22(4), 600-638.
	0562-Poster-Thompson
	Introduction
	Methods
	Example and analysis
	Conclusions and implications
	References
	Acknowledgments
	0567-Poster-Fysaraki
	Introduction
	Methods
	Results
	Conclusions and implications
	0568-Poster-Price
	Introduction and framework
	Methodological approach
	Analysis
	Findings
	References
	Acknowledgments
	0576-Poster-Sommer
	Introduction
	We articulate our aims for, and preliminary findings from, a digital eye-tracking exercise developed as a curricular component of a ten-day science summer camp, Infographic Expression, (InfoX). The objectives of InfoX were to engage high school studen...
	Theoretical frameworkand related literature
	Research context, data sources, and methods
	Analysis and future directions
	References
	0581-Poster-DeSutter
	Introduction
	Present study
	Method
	Results and discussion
	Reference
	0586-Poster-Wang
	Introduction
	Methods
	Participants
	Procedures
	Measures
	Expected results and discussion
	References
	0596-Poster-Khanlari
	Introduction
	Method
	Plan of analyses and research questions
	References
	0598-Poster-Mavrikis
	Introduction
	Contextual inquiry study
	Design experiments on practice-based STEM learning
	Conclusions and implications
	References
	600s_Poster_Complete.pdf
	0610-Poster-Williams-Pierce
	Game and mathematics design
	Participants and analysis
	Conclusion
	References
	0611-Poster-Choi
	Background
	Simplified recording studio facility
	Technology Acceptance Model (TAM)
	Methods
	Preliminary findings
	Future directions
	References
	Acknowledgments
	0613-Poster-Kyza
	Introduction
	Methods
	Findings
	References
	0646-Poster-Resendes
	Introduction
	Multi-institutional partnerships for Knowledge Building
	Methodological approach: Building capacity for Knowledge Building in Ontario
	Findings and discussion
	References
	0649-Poster-Resendes
	Introduction
	Project background
	Characteristics of innovative networks
	Developing innovative knowledge creating networks in education
	Discussion
	References
	0674-Poster-Wilson
	Introduction
	Background of the research
	Methods
	Preliminary findings and discussion
	References
	0684-Poster-Bridges-Final
	Introduction
	Methods
	Analysis
	Findings
	Conclusions and implications
	Selected references
	Acknowledgements
	0688-Poster-Charoenying
	Introduction
	The case of medical education
	Applying theory to design practice
	Overview of the design problem
	Limitations of the previous design
	Methodology behind the redesign
	Rationales and the redesign
	Respect for time
	Structured interleaving and spacing
	Simplifying user interface and experience
	Concluding remarks and future work
	References
	0699-Poster-Huang
	Introduction
	Methods
	Findings
	Case 1: Mickey – Sophisticated EB, low NFC
	Case 2: Cary – Sophisticated EB, high NFC
	Case 3: Chris – Naïve EB, low NFC
	Case 4: Mable – Naïve EB, high NFC
	Conclusions and future work
	References
	700s_Poster_Complete.pdf
	0700-Poster-Ng
	Introduction
	Method
	Results
	Conclusions and implications
	References
	0705-Poster-DeVane
	Introduction
	Theoretical framework: Programmatic pedagogy and design knowledge
	Methods and research context
	This paper employs multimodal semiotic analysis (Lemke, 2012) to examine the design grammar of a participant’s game artifacts, and changes in participants’ participation over nine-weeks’ time in a case study.
	Findings: Enrique’s trajectory
	Conclusions and implications
	First, participants like Enrique were continually reframing the problem space of game design by sketching out ideas in Kodu and testing them in play. Initially, these ideas sometimes did not seem to make sense to adult mentors and other participants. ...
	Design education in art schools like the Bauhaus has taught using the integration of material production techniques (technical knowledge) and mastery of expressive forms (aesthetic knowledge) into a single holistic approach. Given the need to interest...
	References
	Acknowledgments
	0711-Poster-Lucero
	Introduction
	Theoretical framework
	Methods
	Preliminary findings
	Conclusions and implications
	References
	0716-Poster-Mathayas
	Introduction
	Methods
	Findings
	Conclusions and implications
	References
	Acknowledgments
	0718-Poster-Tsurusaki
	Introduction
	Methods
	Findings
	Conclusions and implications
	References
	0728-Poster-Junokas
	Michael Junokas, Nicholas Linares, and Robb Lindgren
	junokas@illinois.edu, nlinare2@illinois.edu, robblind@illinois.edu
	Abstract: We describe a novel approach to developing a gesture recognition system that accommodates the adaptability and low training requirements of interactive educational simulation environments. Hidden Markov Models allow us to make robust represe...
	Keywords: embodied learning, Hierarchal Hidden Markov Models, learning gestures, motion sensors, quantitative reasoning, scale, simulation
	Introduction
	Recent research in the learning sciences has focused on the connection between learning and embodied acts such as gesture (Alibali & Nathan, 2012), and there has been increased attention given to the role of embodied design in the creation of effectiv...
	In this poster we describe our approach to developing a robust gesture recognition system specifically designed to support a range of interactive and immersive learning applications. This system is being developed for a project called Embodied Learnin...
	Gesture recognition
	Scale interview protocols
	Processing Kinect data to build gesture recognition model
	References
	Acknowledgements
	0737-Poster-Lei
	Introduction
	Participants
	Designs of principle-based Knowledge Building environment
	Data sources
	Knowledge forum scaffolds, revision and domain understanding
	Regulation strategies and relations with knowledge advance and understanding
	Regulation strategies and discourse threads (collective knowledge advance)
	Regulation strategies and domain knowledge (individual)
	Conclusion
	References
	0750-Poster-Khanlari
	Introduction
	Method and plan of analysis
	Dataset
	Framework
	Preliminary results
	Future work
	References
	0756-Poster-Bumbacher
	Introduction
	Model exploration interface
	Experimental conditions
	Methods and materials
	Results
	Discussion and conclusions
	References
	Blank Page
	Workshops_Complete.pdf
	FullWorkshop_Cress
	Introduction
	Session 1
	Collaboration in Facebook
	Collaboration in Gaming Communities
	Session 2
	Collaboration in Wikipedia
	Collaboration in Scratch
	Session 3
	Carolyn Rosé and Dragan Gaesevic: Collaboration in MOOCs
	Sean Goggins: Coordination in online communities
	FullWorkshop_Fischer
	Core topics in the Learning Sciences
	Goals and scope of the workshop
	Planning of a Learning Sciences introductory course
	Editing the NAPLeS video resources to embed them into the introductory Learning Sciences course
	Structure and schedule
	1. Welcome and introduction to NAPLeS and the webinar series (20 minutes)
	2. Collection and discussion of core topics and methods in the Learning Sciences. (90 minutes)
	3. Report and discussion of how the webinars can be used as resources for the course. (30 minutes)
	4. Collection of other resources that can be used for the syllabus (30 minutes)
	Break
	5. Hands on video editing introduction (30 minutes)
	6. Watching the videos and making a plan for editing (110 minutes)
	7. Video editing (70 minutes)
	References
	FullWorkshop_Hod
	Introduction
	Learning Communities are a central tenet of the Learning Sciences. Despite the immense contributions of well-known learning communities, like Brown and Campione’s Communities of Learners (CoL, 1994), Scardamalia and Bereiter’s Knowledge Building Commu...
	To address the issue of synthesizing the innovative and emerging learning community frameworks with the existing knowledge on learning communities, we have co-founded the Collaboration of International Researchers on Learning Communities (CIRCLES). CI...
	Taking the next step forward in synthesizing and advancing CIRCLES-related research, we are in the process of putting together a special issue in Instructional Science that examines innovations in the theory and practice of learning communities. By th...
	This workshop addresses the conference theme of “Transforming Learning, Empowering Learners” by focusing upon a central idea of learning sciences research that re-conceptualizes educational spaces, activities, and discourse. At the core of learning co...
	Workshop agenda
	The workshop has been organized into four sections. Before the conference workshop, contributors have been asked to write abstracts of their posters, which will be distributed and commented upon by all the other participants.
	Section 1 - Who are we?The group will engage in an ice-breaking and experience sharing activities to (a) explore where have we left off and the progress made over the past year; (b) build group cohesion; and (c) make sure that new members are given a legitimate place in the...
	Section 2 - What are we building upon?
	The group will engage in a structured posters session focusing upon the innovative learning community research (predominantly from the special issue candidates). At first, each of the candidates will give three minute “appetizers” about their poster. ...
	Section 3 - What differences and similarities do we see between the posters?
	The group will engage in structured small group discussions around sets of related posters. An interacting group format will be designed such that groups major in one set of posters but also have opportunities to interact with other group members to f...
	Section 4 - What have we learned and where do we go from here?
	The group will engage in a whole group discussion as well as closing activity to (a) reflect on what we learned, both individually and collectively, and (b) to plan future activities.
	Expected contributions
	Endnotes
	References
	Acknowledgments
	FullWorkshop_Honwad
	Introduction
	Challenges and strategies for how to develop methodologies aligned with local ways of knowing and thinking
	Designing research approaches that align with local ways of knowing and thinking is not an easy task. Lupele et, al. (2015) highlight this concern, “ As novice researchers, we are confronted with the challenge of generating new research approaches (or...
	When research data gathering is dichotomized into what is understood as knowledge versus beliefs/local opinions, researchers trained in western research approaches have considered beliefs/local opinions as unreliable information. For example, in 2008 ...
	Building partnerships with local communities
	Partnership in a South Asian community
	Partnership in a Native American community
	Partnerships for research and learning in southern Africa
	Conclusions and implications for the Learning Sciences
	Select References
	Acknowledgments
	FullWorkshop_Penuel
	Rationale for the workshop
	Workshop goals
	Workshop Goal 1: To provide participants with heuristics and models for how to organize collaborative design within research-practice partnerships
	Workshop Goal 2: To share, in the context of the workshop, how these theories inform design decisions in our research, illustrating their potential value for building knowledge and developing theory in the learning sciences
	Workshop Goal 3: To provide a context for articulating what is new about these new forms of design research and also to contribute to the evolution of design research as a signature approach within the learning sciences
	Workshop structure and agenda
	References
	Acknowledgments
	FullWorkshop_Worsley
	Introduction
	Applications of multimodal learning analytics
	Visualizing/Representing information for human inference
	Prediction of indicators
	Data-driven interventions
	Constructing models of interaction
	Evaluating conjecture-based learning designs
	Connecting learning with multimodal data
	Learning constructs
	Indicators
	Analytic techniques, tools, and data
	Examples of emerging research
	Conclusion
	References
	Workshop_Gu
	Organizers’ background
	Introduction
	Themes
	Workshop format (half day)
	Outcomes, contributions, dissemination
	Program Committee includes the seven organizers and
	References
	Workshop_Lindgren
	Workshop motivation and objectives
	Workshop agenda
	Workshop outcomes
	References
	Acknowledgments
	Workshop_Wang
	Theoretical background
	Workshop goals
	Workshop agenda
	Workshop organizers
	References
	ECW_Complete.pdf
	0_ECW16_Organizers_final
	Summary
	ECW16_Clarke_research statement
	Student agency in learning conversations
	Teacher agency for leveraging talk for educational equity
	References
	ECW16_DeLiema_research statement
	Learning through play
	Failure stories
	Summary
	References
	ECW16_Fick_research statement
	Theoretical framework
	Learning and opportunities to learn associated with an NGSS curricular unit
	Supporting beginning teachers to develop NGSS aligned instruction
	References
	ECW16_Hod_research statement
	ECW16_Kim_research statement
	Overview of research goals
	Theoretical perspectives
	Methods
	Data sources
	Data analysis
	Plan for next steps
	Conclusions and implications
	References
	ECW16_Lam_research statement
	Introduction
	Developing a theoretical framework
	Research design and methods
	Final words and conclusion
	References
	Acknowledgments
	ECW16_Lucero_research statement
	Research summary
	Theoretical framework
	Research to date
	Future directions
	References
	ECW16_Rajala_research statement
	Background and aims
	Theoretical framework
	Research design and methods
	Acknowledgments This project has been financially supported by The Ella and Georg Ehrnrooth Foundation as well as the Jenny and Antti Wihuri Foundation.
	References
	ECW16_Rau_research statement
	Introduction
	Theoretical Framework
	Educational technologies
	Empirical research
	Future research plans
	ECW16_Richard_research statement
	Opportunities and barriers with digital literacies
	While marginalizing practices in digital play and participation have made national headlines, they have rarely been considered in terms of their impact on learning practices and digital literacies. For example, a small yet longer trajectory of literat...
	Emerging research in the learning sciences has highlighted the importance of considering the effects of digital informal learning environments (such as gaming), the literacies they foster and the implications for formal learning and participation in a...
	Related work and methods
	Findings and inclusive communities of practice framework
	References
	ECW16_Seah_research statement
	ECW16_Sullivan_research statement
	Introduction
	Samples of current projects
	Medical student education
	Virtual surgical patient cases
	Resident education
	Trauma simulation program
	Future research plans
	References
	ECW16_Sun_research statement
	Children’s emergent leadership
	Children’s engagement and affect in collaborative learning
	Collaboration through multi-touch screens
	ECW16_Vogel_research statement
	Theoretical framework
	Methods used
	Plans for moving forward
	References
	ECW16_Williams-Pierce_research statement
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	CompleteDC.pdf
	0. Intro_DC
	Introduction
	Objectives and design
	Selection process
	Participants
	Acknowledgements
	Brami_DC
	References
	Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45(1–2), 28-42. doi: http://dx.doi.org/10.1016/j.ijer.2006.08.007
	Acknowledgments
	Erdmann_DC
	Flynn_DC
	Goals of the research
	Background of project
	Methodology
	Current status
	References
	Acknowledgments
	Halls_DC
	Young Children Teleological Explanations for Natural Phenomena: Assessment Methods and Pedagogical Approaches
	References
	Hardy_DC
	References
	Acknowledgements
	Judson_DC
	Background
	Methodology
	Current status
	References
	Liang_DC
	Background and research problem
	Theoretical framework
	Methodology
	References
	Martin_DC
	References
	0417-Poster-Wu.pdf
	Introduction
	Methods
	Preliminary findings, conclusions and implications
	References
	
	Introduction
	Theoretical framing
	Preliminary findings
	Significance and relevance to conference theme
	References
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	PT_Complete.pdf
	PT002_Lo
	Introduction
	Design principles underpinning our video lectures
	Video production styles
	Methods
	Data sources and analysis
	Results
	Discussion
	Lecture format with blackboard drawing
	PowerPoint lecture with instructor talking head shot video
	Digital tablet drawing with instructor talking head shot video
	Conclusions
	References
	PT003_Chisholm
	Knowledge building and knowledge creation
	Methodology: Using design experiments to build capacity for knowledge building
	Findings
	Discussionand next steps
	References
	PT004_Resendes
	Introduction
	Knowledge Building Initiatives in Ontario
	Knowledge Building Communities at the classroom, school and district levels
	“Fabulous Fives”: Starting Knowledge Building in a grade 5 science class
	Knowledge Building at the district level in the Upper Grand District School Board
	Conclusion and implications
	References
	PT005_Gwee
	Introduction
	Methods
	Materials
	Participants
	Procedure
	Data analysis
	Findings
	Changes observed in students with higher and lower English proficiency
	Association between English proficiency and students’ perceptions
	Findings from student interviews
	Conclusion and implications
	References
	PT006_Tan
	The major issues
	Theoretical framework
	Psychologizing of the subject matter
	Practical inquiry
	Methods
	Significant finding: Deliberative inquiry
	References
	PT008_Ziyang
	Introduction
	Approach and method
	Process design of the pop quiz
	Design of pop quiz
	Conduct of pop quiz in class
	Implementation in 2015
	Data collection and analysis
	Results
	Impact on student achievement and motivation
	Impact on different segment of learners
	Staff feedback and impact on department innovation and culture
	Implications, conclusion and future studies
	References
	Acknowledgements
	PT013_Chan
	Introduction
	Knowledge building in a history classroom
	Schema, historical thinking and use of historical concepts
	Teachers’ principle-design approach to designing the inquiry activities
	Sparking curiosity (inquiry phase)
	Gathering evidence by developing examples of group sources
	Exercising reasoning and reflective thinking
	Rise above
	Analysis
	Findings
	Conclusion and implications
	References
	PT016_Joosa
	Introduction
	Nurturing social emotional learning through creativity
	The method of analysis: Evaluating SEL through SFL
	The findings
	Conclusions and implications
	References
	PT018_Haslir
	Introduction
	Teachers’ role in a KB classroom
	Knowledge building in a science classroom
	Narratives of teacher reflecting and designing a KB classroom
	Getting started
	Shaping ideas through experiment and discourse
	Extending discourse in class to include online platform
	Redesigning scaffolds to sustaining idea improvement
	Embedded assessment
	Rise above
	Conclusion
	References
	PT019_Lee
	Introduction
	What is knowledge building?
	Why knowledge building for my students?
	Pedagogical designs and results
	Guiding pedagogical principles
	Community art unit: Initiating students into inquiry
	Knowledge-building wall and ideas made public
	Knowledge building and reflective assessment
	Reflection and brief indication of results
	Concluding remarks
	References
	PT020_Liyun
	Introduction
	Science English
	Methodology
	Before the field trip
	During the field trip
	After the field trip
	Findings
	Quantitative data
	Qualitative data
	Conclusion and implications
	References
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	PractionersTrackDescription.pdf
	Summary
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	AllContentEmbedded11_Part3.pdf
	Volume2Content
	CompleteDC.pdf
	Montrieux_DC
	Introduction and goals
	Methodology
	Current status
	References
	Moussavi_DC
	References
	Portolese_DC
	Goals of the research
	Background
	Methods
	References
	Rehak_DC
	References
	Tansomboon_DC
	References
	Blank Page
	Blank Page