Bibliography for Introduction to the Learning Sciences (EDUC4089) (XX4W27) BETA

Anderson, John R., C. Franklin Boyle, and Brian J. Reiser. ‘Intelligent Tutoring Systems’. Intelligent tutoring systems 228.4698 (1985): 456–462. Web.

Azevedo, Roger, and Allyson F. Hadwin. ‘Scaffolding Self-Regulated Learning and Metacognition – Implications for the Design of Computer-Based Scaffolds’. Instructional Science 33.5–6 (2005): 367–379. Web.

Bruckman, Amy. ‘Situated Support for Learning: Storm’s Weekend With Rachael’. Journal of the Learning Sciences 9.3 (2000): 329–372. Web.

Cohen, D. K. ‘A Revolution in One Classroom: The Case of Mrs. Oublier’. Educational Evaluation and Policy Analysis 12.3 (1990): 311–329. Web.

Crowley, Kevin et al. ‘Shared Scientific Thinking in Everyday Parent-Child Activity’. Science Education 85.6 (2001): 712–732. Web.

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Davis, Pryce et al. ‘"Whoa! We’re Going Deep in the Trees!”: Patterns of Collaboration around an Interactive Information Visualization Exhibit’. International Journal of Computer-Supported Collaborative Learning 10.1 (2015): 53–76. Web.

Delpit, Lisa D. ‘The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.’ Harvard Educational Review 58.3 (1988): 280–298. Web. <https://search.proquest.com/docview/212264098?accountid=8018>.

diSessa, Andrea A., and Bruce L. Sherin. ‘What Changes in Conceptual Change?’ International journal of science education 20.10 (2006): 1155–1191. Web.

Easterday, Matthew Wayne, Daniel G Rees Lewis, and Elizabeth M Gerber. ‘The Logic of the Theoretical and Practical Products of Design Research’. Australasian Journal of Educational Technology (2016): n. pag. Web.

Edelson, Daniel C. ‘Learning-for-Use: A Framework for the Design of Technology-Supported Inquiry Activities’. Journal of Research in Science Teaching 38.3 (2001): 355–385. Print.

Georghiades, Petros. ‘From the General to the Situated: Three Decades of Metacognition’. International Journal of Science Education 26.3 (2004): 365–383. Web.

Greeno, James G., and Shelley V. Goldman. ‘Chapter 7, Cultivating Conceptual Change with Benchmark Lessons’. Thinking Practices in Mathematics and Science Learning. Mahwah, N.J.: Lawrence Erlbaum Associates, 1998. 155–188. Web. <https://ebookcentral.proquest.com/lib/nottingham/reader.action?docID=1166478&ppg=166>.

Henning, John E. et al. ‘Designing Discussions: Four Ways to Open Up a Dialogue’. The Social Studies 99.3 (2008): 122–126. Web.

Herrenkohl, Leslie Rupert et al. ‘Developing Scientific Communities in Classrooms: A Sociocognitive Approach’. Journal of the Learning Sciences 8.3–4 (1999): 451–493. Web.

Hu-Pei Au, Kathryn. ‘Participation Structures in a Reading Lesson with Hawaiian Children: Analysis of a Culturally Appropriate Instructional Event’. Anthropology & Education Quarterly 11.2 (1980): 91–115. Web. <http://www.jstor.org/stable/3216582>.

Lee, Carol D. ‘Is October Brown Chinese? A Cultural Modeling Activity System for                Underachieving Students’. American Educational Research Journal 38.1 (2001): 97–141. Web.

Lee, Carol D. ‘Toward A Framework for Culturally Responsive Design in Multimedia Computer Environments: Cultural Modeling as a Case’. Mind, Culture, and Activity 10.1 (2003): 42–61. Web.

Lehrer, Richard, and Lee Shumow. ‘Aligning the Construction Zones of Parents and Teachers for Mathematics Reform.’ Cognition and Instruction 15.1 (1997): 41–83. Web. <http://www.jstor.org/stable/3233755>.

Lepper, Mark R. ‘Motivational Considerations in the Study of Instruction’. Cognition and Instruction 5.4 (1988): 289–309. Web.

Loewenberg Ball, Deborah, and Sharon Feiman-Nemser. ‘Using Textbooks and Teachers’ Guides: A Dilemma for Beginning Teachers and Teacher Educators.’ Curriculum Inquiry 18.4 (1988): 401–423. Web. <http://www.jstor.org/stable/1179386>.

L.S. Vygotskiĭ. ‘Chapter 6, Interaction between Learning and Development’. Mind in Society: The Development of Higher Psychological Processes. Cambridge, Mass: Harvard University Press, 1978. 79–91. Web. <https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=3301299>.

Miller, George A. ‘The Cognitive Revolution: A Historical Perspective’. Trends in Cognitive Sciences 7.3 (2003): 141–144. Web.

Moore, J. ‘Behaviorism’. The Psychological Record 61.3 (2011): 449–463. Web.

Norman, Donald A. ‘Chapter 1, The Psychopathology of Everyday Things’. The Design of Everyday Things. Rev. and expanded ed. Cambridge, Mass: MIT Press, 2013. 1–36. Web. <https://contentstore.cla.co.uk/secure/link?id=36a46993-9b82-e711-80cb-005056af4099>.

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‘On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin’. On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin n. pag. Web. <http://www.tandfonline.com/doi/full/10.1080/09500693.2015.1025248>.

Palincsar, Annemarie Sullivan, and Leslie Rupert Herrenkohl. ‘Designing Collaborative Learning Contexts’. Theory Into Practice 41.1 (2002): 26–32. Web.

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Papleontiou-louca, Eleonora. ‘The Concept and Instruction of Metacognition’. Teacher Development 7.1 (2003): 9–30. Web.

Patten, James van, Chun-I Chao, and Charles M. Reigeluth. ‘A Review of Strategies for Sequencing and Synthesizing Instruction.’ Review of Educational Research 56.4 (1986): 437–471. Web. <http://www.jstor.org/stable/1170341>.

Quintana, Chris, Meilan Zhang, and Joseph Krajcik. ‘A Framework for Supporting Metacognitive Aspects of Online Inquiry Through Software-Based Scaffolding’. Educational Psychologist 40.4 (2005): 235–244. Web.

Rosebery, Ann S., Beth Warren, and Faith R. Conant. ‘Appropriating Scientific Discourse: Findings From Language Minority Classrooms’. Journal of the Learning Sciences 2.1 (1992): 61–94. Web.

Sawyer, R. Keith. The Cambridge Handbook of the Learning Sciences. 2nd ed. Cambridge handbooks in psychology. New York: Cambridge University Press, 2014. Web. <https://doi.org/10.1017/CBO9781139519526>.

Sherin, Bruce, Brian J. Reiser, and Daniel Edelson. ‘Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts’. Journal of the Learning Sciences 13.3 (2004): 387–421. Web.

Smith, Brian K. et al. ‘Facilitating Narrative Medical Discussions of Type 1 Diabetes with Computer Visualizations and Photography’. Patient Education and Counseling 64.1–3 (2006): 313–321. Web.

Smith III, John P., Andrea A. diSessa, and Jeremy Roschelle. ‘Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition’. Journal of the Learning Sciences 3.2 (1994): 115–163. Web.