Bibliography

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Publications that have their own pages are listed on top, and hyperlinked. Most of these also have clippings and many have key ideas.

Statistics: Totally 273 publications, and 273 publications have their own wikipages. Of these, 144 with notes (key ideas) (N), 268 with highlights (imported from Kindle or Skim) (C), and 144 with images (imported from Skim) (I)

darling-hammond2015assessment N Darling-Hammond, L., & Conley, D. T. (2015). Assessment Systems for Deeper Learning. In Deeper Learning: Beyond 21st Century Skills (235-271). Bloomington, IN, USA: Solution Tree Press.
bell2000scientific N C I Bell, P. (2000). Scientific Arguments as Learning Artifacts: Designing for Learning From the Web with KIE. International Journal of Science Education, 22(8), 797–817. Taylor & Francis.
prensky2009sapiens N C Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Journal of Online Education, 5(3), 1–9.
roschelle2013classroom N C I Roschelle, J., Dimitriadis, Y., & Hoppe, U. (2013). Classroom Orchestration: Synthesis. Computers & Education. Elsevier.
kollar2013orchestration N C I Kollar, I., & Fischer, F. (2013). Orchestration is nothing without conducting–but arranging ties the two together! A response to Dillenbourg (2011). Computers & Education. Elsevier.
dimitriadis2013role N C I Dimitriadis, Y., Prieto, L. P., & Asensio, J.-I. (2013). The role of design and enactment patterns in orchestration: helping to integrate technology in blended classroom ecosystems. Computers & Education. Elsevier.
prieto2011recurrent N C I Prieto, L. P., Villagrá-Sobrino, S., Jorrı́n-AbellánIván M, Martı́nez-MonésAlejandra, & Dimitriadis, Y. (2011). Recurrent routines: Analyzing and supporting orchestration in technology-enhanced primary classrooms. Computers \&Education, 57(1), 1214–1227. Elsevier.
tchounikine2013clarifying N C Tchounikine, P. (2013). Clarifying Design for Orchestration: Orchestration and Orchestrable Technology, Scripting and Conducting. Computers & Education. Pergamon.
looi2013orchestration N C I Looi, C.-K., & Song, Y. (2013). Orchestration in a networked classroom: Where the teacher’s Orchestration in a networked classroom: Where the teacher’s Orchestration in a networked classroom: Where the teacher’s real-time enactment matters. Computers & Education, in press.
sharples2013shared N C I Sharples, M. (2013). Shared orchestration within and beyond the classroom. Computers and Education, In–press.
nussbaum2013classroom N C I Nussbaum, M., & Diaz, A. (2013). Classroom Logistics: Integrating Digital and Non-digital Resources. Computers & Education. Pergamon.
dillenbourg2012design N C I Dillenbourg, P. (2013). “Design for Classroom Orchestration”, position paper. In In P. Dillenbourg, M. Nussbaum, Y. Dimitriadis, & J. Roschelle (Eds.), Design for Classroom Orchestration. Computers & Education (1-8). Elsevier.
stahl2013learningb N C I Stahl, G. (2013). Learning across levels. International Journal of Computer-Supported Collaborative Learning, 8(1), 1–12. Springer.
stahltransactive N C Stahl, G. (2013). Transactive discourse in CSCL. International Journal of Computer-Supported Collaborative Learning, 8(2), 1–3. Springer.
stahl2012traversing N C I Stahl, G. (2012). Traversing planes of learning. International Journal of Computer-Supported Collaborative Learning, 7(4), 467-473. Springer.
stuedahlre-thinking N C Stuedahl, D., & Smørdal, O.Re-thinking museum assemblies.
wise2012summarya N C I Wise, A. F. (2012, July). Summary of Analysis of Tapped-In Data.
marbouti2012designa N C I Marbouti, F. (2012). Design, Implementation and Testing of a Visual Discussion Forum to Address New Post Bias. Vancouver, British Columbia, Canada.
penuel2012tools N C I Penuel, W. R., Moorthy, S., DeBerger, A., Beauvineau, Y., & Allison, K. (2012). Tools for Orchestrating Productive Talk in Science Classrooms. The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) - Short Papers, Symposia, and Abstracts. Sydney, NSW, Australia: International Society of the Learning Sciences.
nussbaum2011criticala N C I Nussbaum, E. M., & Edwards, O. V. (2011). Critical questions and argument stratagems: A framework for enhancing and analyzing students’ reasoning practices. Journal of the Learning Sciences, 20(3), 443–488. Taylor &Francis.
sfard2007when N C I Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. The Journal of the Learning Sciences, 16(4), 565–613. Inc. Lawrence Erlbaum Associates.
greeno2011situativea N C I Greeno, J. G. (2011). A Situative Perspective on Cognition and Learning in Interaction. In T. Koschmann (Ed.), (Tran.), Theories of Learning and Studies of Instructional Practice (Vol. 1, 41–71). Springer Science+Business Media.
langer-osunatoward N C I Engle, R. A., Langer-Osuna, J. M., & Royston, M. Mk. de. (2012). Toward an Interactional Model of Influence in Persuasive Discussions: Negotiating Quality, Authority, and Access Within Student-Led Arguments. Cognition and Instruction.
engle2002guiding N C I Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483. Inc. lawrence Erlbaum Associates.
hogan1999discoursea N C I Hogan, K., Nastasi, B. K., & Pressley, M. (1999). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions. Cognition and instruction, 17(4), 379–432. Taylor &Francis.
herrenkohl2011pedagogical N C I Herrenkohl, L. R., Tasker, T., & White, B. (2011). Pedagogical practices to support classroom cultures of scientific inquiry. Cognition and Instruction, 29(1), 1–44. Taylor & Francis.
furberg2008students N C I Furberg, A., & Ludvigsen, S. (2008). Students’ Meaning-making of Socio-scientific Issues in Computer Mediated Settings: Exploring learning through interaction trajectories. International Journal of Science Education, 30(13), 1775–1799. Taylor &Francis.
yamakawa2005role N C Yamakawa, Y., Forman, E., & Ansell, E. (2005). Role of Positioning: The role of positioning in constructing an identity in a third grade mathematics classroom. In K. Kumpulainen, C. E. Hmelo-Silver & M. Cesar (Eds.), (Tran.), Investigating Classroom Interaction: Methodologies in Action (179-201). Sense Publishers.
erickson2011reflections N C Erickson, F. (2011). Reflections on Practice, Teaching/Learning, Video, and Theorizing. Theories of Learning and Studies of Instructional Practice, 385–402. Springer.
hicks1995discourse N C I Hicks, D. (1995). Discourse, learning, and teaching. Review of research in education, 21, 49–95. JSTOR.
cornelius2004power N C I Cornelius, L. L., & Herrenkohl, L. R. (2004). Power in the classroom: How the classroom environment shapes students' relationships with each other and with concepts. Cognition and Instruction, 22(4), 467-498. Taylor & Francis.
scott2006tension N C I Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605-631. Wiley Online Library.
wertsch1994continuing N C Wertsch, J. V., & Smolka, A. L. B. (1994). Continuing the dialogue: Vygotsky, Bakhtin & Lotman. In H. Daniels (Ed.), (Tran.), Charting the agenda: Educational activity after Vygotsky (69-92). London: Routledge.
o1996shifting N C I O’Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), (Tran.), Discourse, Learning, and Schooling (63-103). New York, NY: Cambridge University Press.
clark1991grounding N C Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. Perspectives on socially shared cognition, 13(1991), 127–149.
mehan1979learning N C I Mehan, H. (1979). Learning lessons: Social organization in the classroom. In . Cambridge, MA: Harvard University Press.
kelly2001common N C I Kelly, G., Crawford, T., & Green, J. (2001). Common task and uncommon knowledge: Dissenting voices in the discursive construction of physics across small laboratory groups. Linguistics and Education, 12(92), 135-174. Elsevier.
gumperz19928 N C Gumperz, J. J. (1992). Contextualization and understanding. In C. Duranti A.; Goodwin (Ed.), (Tran.), Rethinking context: Language as an interactive phenomenon (229-252). Cambridge, UK: Cambridge Univ Press.
grice1967logic N C Grice, H. P. (1967). Logic and conversation. In P. Grice (Ed.), (Tran.), Studies in the ways of words (22-40). Cambridge, MA: Harvard University Press.
brown1978universals N C I Brown, P., & Levinson, S. (1978). Universals in language usage: Politeness phenomena. In E. N. Goody (Ed.), (Tran.), Questions and politeness: Strategies in social interaction (56-99, 107, 136, 219). Cambridge: Cambridge University Press.
chi2000self N C Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), (Tran.), Advances in instructional psychology (161-238). Mahwah: Erlbaum.
zwaan1998situation N C Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological bulletin, 123(2), 162. American Psychological Association.
clark1989contributing N C I Clark, H. H., & Schaefer, E. F. (1989). Contributing to discourse. Cognitive science, 13(2), 259–294. Elsevier.
barron2000achieving N C Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9(4), 403–436. Taylor & Francis.
scribner2007teachera C Scribner, J. P., Sawyer, R. K., Watson, S. T., & Myers, V. L. (2007). Teacher teams and distributed leadership: A study of group discourse and collaboration. Educational Administration Quarterly, 43(1), 67–100. Sage Publications.
spillane2001investigating C Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational researcher, 30(3), 23–28. JSTOR.
hallinger2010leadership C I Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement?. Educational Management Administration & Leadership, 38(6), 654–678. Sage Publications.
hallinger2010collaborativea C I Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School leadership and management, 30(2), 95–110. Taylor & Francis.
shechtman2016aempowering C I Shechtman, N., Yarnall, L., Stites, R., & Cheng, B. H. (2016). Empowering adults to thrive at work: Personal success skills for 21st century jobs. A report on promising research and practice. Chicago, IL, USA: Joyce Foundation.
national-research-council-us2012education C I {US National Research Council}. (2012). REPORT BRIEF - Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC, USA.
jenkins2006confronting C Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Chicago, IL, USA.
luckin2016intelligence C I Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed. An argument for AI in Education. London, UK: Pearson.
dede2015learning C Dede, C. (2015, September). Learning Partnerships among Educators Enabled by Technology. Toronto, Ontario, Canada.
dede2015technologies C Dede, C. (2015, September). Technologies that Aid Learning Partnerships on Real-World, Authentic Tasks. Toronto, Ontario, Canada.
smith2015professors C Smith, M. (2015). Professors at odds over technology’s role in the lecture hall. The Globe and Mail.
kruger2014mobile C Kruger, N. (2014). Mobile devices put students in control. ISTE Connects blog.
andrew-gee2015professors C Andrew-Gee, E. (2015). Professors push back against laptops in the lecture hall. The Globe and Mail.
project-tomorrow2015digital C I {Project Tomorrow}. (2015, April). Digital Learning 24/7: Understanding Technology-Enhanced Learing in the Lives of Today's Students. Irvine, California.
project-tomorrow2014know C {Speak Up 2014 National Research Project}. (2014). Did You Know? Ten Things Everyone Should Know About K-12 Students' Digital Learning. Irvine, California.
project-tomorrow2015trends C I {Project Tomorrow}. (2015). Trends in Digital Learning: Empowering Innovative Classroom Models for Learning.
project-tomorrow2013amaking C I {Project Tomorrow}. (2013). Making Learning Mobile 1.0: Leveraging Mobile Devices to Transform Teaching and Learning in 5 th Grade Classrooms at Falconer Elementary School. Irvine, California.
project-tomorrow2013making C I {Project Tomorrow}. (2013). Making Learning Mobile 1.0: Leveraging Mobile Devices to Transform Teaching and Learning in 8th Grade Classes at Stone Middle School. Irvine, California.
johnson2015horizon C I Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas.
speak-up-2014-national-research-project2014mobile C I {Speak Up 2014 National Research Project}. (2014). Mobile Learning in the United States. Irvine, California.
speak-up-2013-national-research-project2013digital C I {Speak Up 2013 National Research Project}. (2013). The New Digital Learning Playbook: Mobile Learning. Irvine, California.
swan2007ubiquitous C I Swan, K., Kratcoski, A., Schenker, J., & others. (2007). Ubiquitous computing and changing pedagogical possibilities: Representations, conceptualizations and uses of knowledge. Journal of Educational Computing Research, 36(4), 481–515. SAGE Publications.
parslow2010commentary C Parslow, G. R. (2010). Commentary: Tablet PCs—Lightweights with a teaching punch. Biochemistry and Molecular Biology Education, 38(5), 339–340. Wiley Online Library.
pea2006wild C Pea, R. D., & Maldonado, H. (2006). WILD for learning: Interacting through new computing devices anytime, anywhere. The Cambridge Handbook of the Learning Sciences, 852–886. New York: Cambridge University Press.
ozdamli2015m-learning C Ozdamli, F., & Uzunboylu, H. (2015). M-learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159–172. Wiley Online Library.
charles2012cell C Charles, A. S. (2012). Cell phones: Rule-setting, rule-breaking, and relationships in classrooms. American Secondary Education, 40(3), 4. American Secondary Education.
armstrong2014technology C Armstrong, A. (2014). Technology in the classroom It’s not a matter of ’if,’ but ’when’ and ’how’. Education Digest, 79(5), 39–46.
sad2014preservice C Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4), 606–618. Wiley Online Library.
thomas2014standing C I Thomas, K. M., O’Bannon, B. W., & Britt, V. G. (2014). Standing in the schoolhouse door: teacher perceptions of mobile phones in the classroom. Journal of Research on Technology in Education, 46(4), 373–395. Taylor & Francis.
thomas2013cellb C Thomas, K., & O’Bannon, B. (2013). Cell Phones in the Classroom: Preservice Teachers’ Perceptions. Journal of Digital Learning in Teacher Education, 30(1), 11–20. Taylor & Francis.
ali2014enforcement C I Ali, A., & Smith, D. (2014). Enforcement and Effectiveness of Rules in Dealing with Cell Phone Use in the Classroom. Competition Forum.
swan2005uses C I Swan, K., HooftMark van ‘t, Kratcoski, A., & Unger, D. (2005). Uses and effects of mobile computing devices in K–8 classrooms. Journal of Research on Technology in Education, 38(1), 99–112. Taylor & Francis.
obannon2014teacher C O’Bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters!. Computers & Education, 74, 15–25. Elsevier.
maccallum2009identifying C MacCallum, K., & Jeffrey, L. (2009). Identifying discriminating variables that determine mobile learning adoption by educators: An initial study. Same places, different spaces. Proceedings ascilite Auckland 2009, 602–608.
ting2012pitfalls C Ting, Y.-L. (2012). The pitfalls of mobile devices in learning: A different view and implications for pedagogical design. Journal of Educational Computing Research, 46(2), 119–134. SAGE Publications.
dede2010comparing C Dede, C. (2010). Comparing Frameworks for “21st Century Skills”. 21st century skills: Rethinking how students learn, 20, 51–76. Bloomington Solution Tree Press.
ontario-ministry-of-education2014achieving C {Ontario Ministry of Education}. (2014). Achieving Excellence: A Renewed Vision for Education in Ontario. Toronto, Ontario, Canada: Queen's Printer for Ontario.
fullan2014rich C I Fullan, M., & Langworthy, M. (2014, January). A Rich Seam: How New Pedagogies Find Deep Learning.
growsuccess.pdf C {Ontario Ministry of Education}. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (First.). Toronto, Ontario, Canada: Queen's Printer for Ontario.
caldwell2007clickers C Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE-Life Sciences Education, 6(1), 9–20. Am Soc Cell Biol.
roschelle2004classroom C I Roschelle, J., Penuel, W. R., & Abrahamson, L. (2004). Classroom response and communication systems: Research review and theory. Annual Meeting of the American Educational Research Association, San Diego, CA.
beatty2009technology-enhanced C Beatty, I. D., & Gerace, W. J. (2009). Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology. Journal of Science Education and Technology, 18(2), 146–162. Springer.
bennett2011formative C I Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy \&Practice, 18(1), 5–25. Taylor \&Francis.
black2009developing C I Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5–31. Springer.
nicol2006formative C I Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199–218. Taylor & Francis.
gutwin2002descriptive C I Gutwin, C., & Greenberg, S. (2002). A descriptive framework of workspace awareness for real-time groupware. Computer Supported Cooperative Work (CSCW), 11(3-4), 411–446. Springer.
lambropoulos2012supporting C Lambropoulos, N., Faulkner, X., & Culwin, F. (2012). Supporting social awareness in collaborative e-learning. British Journal of Educational Technology, 43(2), 295–306. Wiley Online Library.
ganoe2003classroom C I Ganoe, C. H., Somervell, J. P., Neale, D. C., Isenhour, P. L., Carroll, J. M., Rosson, M. B., & McCrickard, D. S. (2003). Classroom BRIDGE: using collaborative public and desktop timelines to support activity awareness. Proceedings of the 16th annual ACM symposium on User interface software and technology.
cress2013successful C Cress, U., & Kimmerle, J. (2013). Successful knowledge building needs group awareness: Interaction analysis of a 9th grade CSCL biology lesson. In Productive multivocality in the analysis of group interactions (495–509). Springer.
kirschner2010cognitive C Kirschner, F., Kester, L., & Corbalan, G. (2010). Cognitive load theory and multimedia learning, task characteristics, and learning engagement: The current state of the art.
dillenbourg2002over-scriptinga C I Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), (Tran.), Three worlds of CSCL. Can we support CSCL? (61–91). Heerlen, The Netherlands: Open Universiteit Nederland.
kaendler2014teacher C I Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2014). Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review. Educational Psychology Review, 1–32. Springer.
kirschner2014awareness C I Kirschner, P. A., Kreijns, K., Phielix, C., & Fransen, J. (2014). Awareness of Cognitive and Social Behaviour in a CSCL Environment. Journal of Computer Assisted Learning. Wiley Online Library.
ulwick2012outcome-driven C I Ulwick, A. W. (2012). Outcome-Driven Innovation®. San Francisco, CA, USA.
greenberg2014role C I Greenberg, A. D., & Nilssen, A. H. (2014, October). The Role of Education in Building Soft Skills. Duxbury, MA, USA.
margolin2014evaluation C I Margolin, J., Haynes, E., Heppen, J., Ruedel, K., Meakin, J., Hauser, A., Blum, J., Chavez, S., & Hubbard, A. (2014, September). Evaluation of the Common Core Technology Project: Interim Report. Washington, DC, USA.
scardamalia1994development C Scardamalia, M., & Bereiter, C. (1994). Development of Dialectical Processes in Composition. In B. Stierer & J. Maybin (Eds.), (Tran.), Language, Literacy, and Learning in Educational Practice: A Reader (307-329). Bristol, PA, USA: Multilingual Matters Ltd.
chuy2011does C I Chuy, M., Zhang, J., Resendes, M., Scardamalia, M., & Bereiter, C. (2011). Does Contributing to a Knowledge Building Dialogue lead to Individual Advancement of Knowledge. (H. Spada, G. Stahl, N. Miyake & L. N., Eds., , Tran.)Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. International Society of the Learning Sciences (ISLS).
pea1994seeing C Pea, R. D. (1994). Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications. Journal of the Learning Sciences, 3(3), 285–299. Taylor & Francis.
polman2006transformative C I Polman, J. L., & Pea, R. D. (2006). Transformative Communication in Project Science Learning Discourse. In The Evolution of Talk About Text: Knowing the World Through Classroom Discourse (297–315).
polman2004dialogic C I Polman, J. L. (2004). Dialogic Activity Structures for Project-based Learning Environments. Cognition and Instruction, 22(4), 431–466. Taylor & Francis.
polman2001transformative C Polman, J. L., & Pea, R. D. (2001). Transformative Communication as a Cultural Tool for Guiding Inquiry Science. Science Education, 85(3), 223–238. Wiley Online Library.
schank1994design C Schank, R. C., Fano, A., Bell, B., & Jona, M. (1994). The Design of Goal-based Scenarios. The Journal of the Learning Sciences, 3(4), 305–345. Taylor & Francis.
lenski2002strategy C Lenski, S. D., & Nierstheimer, S. L. (2002). Strategy Instruction from a Sociocognitive Perspective. Reading Psychology, 23(2), 127–143. Taylor & Francis.
roth1995knowing C Roth, W.-M., & Bowen, G. M. (1995). Knowing and Interacting: A Study of Culture, Practices, and Resources in a Grade 8 Open-inquiry Science Classroom Guided by a Cognitive Apprenticeship Metaphor. Cognition and instruction, 13(1), 73–128. Taylor & Francis.
hennessy1993situated C Hennessy, S. (1993). Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning, 22(1), 1-41. Taylor & Francis.
dennen2007cognitive C Dennen, V. P., & Burner, K. J. (2007). The Cognitive Apprenticeship Model in Educational Practice. Handbook of research on educational communications and technology, 425–439.
hendricks2001teaching C Hendricks, C. C. (2001). Teaching Causal Reasoning Through Cognitive Apprenticeship: What Are Results From Situated Learning?. The Journal of Educational Research, 94(5), 302–311. Taylor & Francis.
bowyer1978effectiveness C Bowyer, J. B., & Linn, M. C. (1978). Effectiveness of the Science Curriculum Improvement Study in Teaching Scientific Literacy. Journal of Research in Science Teaching, 15(3), 209–219. Wiley Online Library.
atwood1985teachers C Atwood, R. K., & Oldham, B. R. (1985). Teachers’ Perceptions of Mainstreaming in an Inquiry Oriented Elementary Science Program. Science Education, 69(5), 619–624. Wiley Online Library.
chen2014uncovering C I Chen, B., & Resendes, M. (2014). Uncovering What Matters: Analyzing Transitional Relations Among Contribution Types in Knowledge-building Discourse. Proceedings of the Fourth International Conference on Learning Analytics And Knowledge.
dolonen2009inclusion C I Dolonen, J. A. (2009). Inclusion of Teachers and Students in the Design of Educational Technology. (J. Molka-Danielsen, Ed., , Tran.)Proceedings of the 32nd Information Systems Research Seminar. Scandinavia, IRIS 32, Norway.
mwanza-simwami2011aodm C I Mwanza-Simwami, D. (2011). AODM as a Framework and Model for Characterising Learner Experiences with Technology. Journal of e-Learning and Knowledge Society (Je-LKS), 7(3), 75–85.
mwanza2005managing C I Mwanza, D., & Engeström, Y. (2005). Managing Content in e-Learning Environments. British Journal of Educational Technology, 36(3), 453–463. Wiley Online Library.
mwanza2002conceptualising C I Mwanza, D. (2002). Conceptualising Work Activity for CAL Systems Design. Journal of Computer Assisted Learning, 18(1), 84–92. Wiley Online Library.
greenhow2007using C I Greenhow, C., & Belbas, B. (2007). Using Activity-Oriented Design Methods to Study Collaborative Knowledge-Building in e-Learning Courses Within Higher Education. International Journal of Computer-Supported Collaborative Learning, 2(4), 363–391. Springer.
engestrom1999innovative C I Engeström, Y. (1999). Innovative Learning in Work Teams: Analyzing Cycles of Knowledge Creation in Practice. In Y. Engeström, R. Miettinen & R.-L. Punamäki (Eds.), (Tran.), Perspectives on Activity Theory. New York, NY, USA: Cambridge University Press.
engestrom1995polycontextuality C I Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and Boundary Crossing in Expert Cognition: Learning and Problem Solving in Complex Work Activities. Learning and instruction, 5(4), 319–336. Elsevier.
madeira2010development C I Madeira, M. C.-A. (2010). The Development of Pedagogical Content Knowledge in Science Teachers: New Opportunities Through Technology-Mediated Reflection and Peer-Exchange. Toronto, Ontario, Canada.
engestrom2000activity C I Engestrom, Y. (2000). Activity Theory as a Framework for Analyzing and Redesigning Work. Ergonomics, 43(7), 960–974. Taylor & Francis.
lee2010assessing C I Lee, H.-S., & Liu, O. L. (2010). Assessing Learning Progression of Energy Concepts Across Middle School Grades: The Knowledge Integration Perspective. Science Education, 94(4), 665–688. Wiley Online Library.
liu2008assessing C I Liu, O. L., Lee, H.-S., Hofstetter, C., & Linn, M. C. (2008). Assessing Knowledge Integration in Science: Construct, Measures, and Evidence. Educational Assessment, 13(1), 33–55. Taylor & Francis.
linn2011science C I Linn, M. C., & Eylon, B.-S. (2011). Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration. New York, NY, USA: Routledge.
vonderwell2007asynchronous C Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous Discussions and Assessment in Online Learning. Journal of Research on Technology in Education, 39(3), 309-328.
hew2003models C I Hew, K. F., & Cheung, W. S. (2003). Models to Evaluate Online Learning Communities of Asynchronous Discussion Forums. Australian Journal of Educational Technology, 19(2), 241–259. AJET PUBLICATIONS.
gay2004activity-centered C I Gay, G., & Hembrooke, H. (2004). Activity-Centered Design: An Ecological Approach to Designing Smart Tools and Usable Systems (Vol. 2). Cambridge, MA, USA: MIT Press.
aalst2007student-directed C Aalst, J. van, & Chan, C. K. K. (2007). Student-Directed Assessment of Knowledge Building Using Electronic Portfolios. The Journal of the Learning Sciences, 16(2), 175–220. Taylor & Francis.
bereiter2012theory C Bereiter, C., & Scardamalia, M. (2012). Theory Building and the Pursuit of Understanding in History, Social Studies, and Literature. In M. J. Lawson & J. R. Kirby (Eds.), (Tran.), The Quality of Learning. New York, NY, USA: Cambridge University Press.
thagard2006evaluating C I Thagard, P. (2006). Evaluating Explanations in Law, Science, and Everyday Life. Current Directions in Psychological Science, 15(3), 141–145. SAGE Publications.
lipton1991inference C Lipton, P., & Hobbs, J. (1991). Inference to the Best Explanation. Routledge London.
kuhn1993science C Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319–337. Wiley Online Library.
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