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

Anderson, J.R., Boyle, C.F. and Reiser, B.J. (1985) ‘Intelligent tutoring systems’, Intelligent tutoring systems, 228(4698), pp. 456–462. Available at: https://doi.org/10.1126/science.228.4698.456.

Azevedo, R. and Hadwin, A.F. (2005) ‘Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds’, Instructional Science, 33(5–6), pp. 367–379. Available at: https://doi.org/10.1007/s11251-005-1272-9.

Bruckman, A. (2000) ‘Situated Support for Learning: Storm’s Weekend With Rachael’, Journal of the Learning Sciences, 9(3), pp. 329–372. Available at: https://doi.org/10.1207/S15327809JLS0903_4.

Cohen, D.K. (1990) ‘A Revolution in One Classroom: The Case of Mrs. Oublier’, Educational Evaluation and Policy Analysis, 12(3), pp. 311–329. Available at: https://doi.org/10.3102/01623737012003311.

Crowley, K. et al. (2001a) ‘Shared scientific thinking in everyday parent-child activity’, Science Education, 85(6), pp. 712–732. Available at: https://doi.org/10.1002/sce.1035.

Crowley, K. et al. (2001b) ‘Shared scientific thinking in everyday parent-child activity’, Science Education, 85(6), pp. 712–732. Available at: https://doi.org/10.1002/sce.1035.

Davis, P. et al. (2015) ‘"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), pp. 53–76. Available at: https://doi.org/10.1007/s11412-015-9209-z.

Delpit, L.D. (1988) ‘The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children.’, Harvard Educational Review, 58(3), pp. 280–298. Available at: https://search.proquest.com/docview/212264098?accountid=8018.

diSessa, A.A. and Sherin, B.L. (2006) ‘What Changes in Conceptual Change?’, International journal of science education, 20(10), pp. 1155–1191. Available at: https://doi.org/doi.org/10.1080/0950069980201002.

Easterday, M.W., Rees Lewis, D.G. and Gerber, E.M. (2016) ‘The logic of the theoretical and practical products of design research’, Australasian Journal of Educational Technology [Preprint]. Available at: https://doi.org/10.14742/ajet.2464.

Edelson, D.C. (2001) ‘Learning-for-use: A framework for the design of technology-supported inquiry activities’, Journal of Research in Science Teaching, 38(3), pp. 355–385.

Georghiades, P. (2004) ‘From the general to the situated: three decades of metacognition’, International Journal of Science Education, 26(3), pp. 365–383. Available at: https://doi.org/10.1080/0950069032000119401.

Greeno, J.G. and Goldman, S.V. (1998) ‘Chapter 7, Cultivating Conceptual Change with Benchmark Lessons’, in Thinking practices in mathematics and science learning. Mahwah, N.J.: Lawrence Erlbaum Associates, pp. 155–188. Available at: https://ebookcentral.proquest.com/lib/nottingham/reader.action?docID=1166478&ppg=166.

Henning, J.E. et al. (2008) ‘Designing Discussions: Four Ways to Open Up a Dialogue’, The Social Studies, 99(3), pp. 122–126. Available at: https://doi.org/10.3200/TSSS.99.3.122-126.

Herrenkohl, L.R. et al. (1999) ‘Developing Scientific Communities in Classrooms: A Sociocognitive Approach’, Journal of the Learning Sciences, 8(3–4), pp. 451–493. Available at: https://doi.org/10.1080/10508406.1999.9672076.

Hu-Pei Au, K. (1980) ‘Participation Structures in a Reading Lesson with Hawaiian Children: Analysis of a Culturally Appropriate Instructional Event’, Anthropology & Education Quarterly, 11(2), pp. 91–115. Available at: http://www.jstor.org/stable/3216582.

Lee, C.D. (2001) ‘Is October Brown Chinese? A Cultural Modeling Activity System for                Underachieving Students’, American Educational Research Journal, 38(1), pp. 97–141. Available at: https://doi.org/10.3102/00028312038001097.

Lee, C.D. (2003) ‘Toward A Framework for Culturally Responsive Design in Multimedia Computer Environments: Cultural Modeling as a Case’, Mind, Culture, and Activity, 10(1), pp. 42–61. Available at: https://doi.org/10.1207/S15327884MCA1001_05.

Lehrer, R. and Shumow, L. (1997) ‘Aligning the Construction Zones of Parents and Teachers for Mathematics Reform.’, Cognition and Instruction, 15(1), pp. 41–83. Available at: http://www.jstor.org/stable/3233755.

Lepper, M.R. (1988) ‘Motivational Considerations in the Study of Instruction’, Cognition and Instruction, 5(4), pp. 289–309. Available at: https://doi.org/10.1207/s1532690xci0504_3.

Loewenberg Ball, D. and Feiman-Nemser, S. (1988) ‘Using Textbooks and Teachers’ Guides: A Dilemma for Beginning Teachers and Teacher Educators.’, Curriculum Inquiry, 18(4), pp. 401–423. Available at: http://www.jstor.org/stable/1179386.

L.S. Vygotskiĭ (1978) ‘Chapter 6, Interaction between learning and development’, in Mind in society: the development of higher psychological processes. Cambridge, Mass: Harvard University Press, pp. 79–91. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=3301299.

Miller, G.A. (2003) ‘The cognitive revolution: a historical perspective’, Trends in Cognitive Sciences, 7(3), pp. 141–144. Available at: https://doi.org/10.1016/S1364-6613(03)00029-9.

Moore, J. (2011) ‘Behaviorism’, The Psychological Record, 61(3), pp. 449–463. Available at: https://doi.org/10.1007/BF03395771.

Norman, D.A. (1980) ‘Twelve Issues for Cognitive Science’, Cognitive Science, 4(1), pp. 1–32. Available at: https://doi.org/10.1207/s15516709cog0401_1.

Norman, D.A. (2013) ‘Chapter 1, The psychopathology of everyday things’, in The design of everyday things. Rev. and expanded ed. Cambridge, Mass: MIT Press, pp. 1–36. Available at: https://contentstore.cla.co.uk/secure/link?id=36a46993-9b82-e711-80cb-005056af4099.

‘On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin’ (no date) On Conceptual Metaphor and the Flora and Fauna of Mind: Commentary on Brookes and Etkina; and Jeppsson, Haglund, and Amin [Preprint]. Available at: http://www.tandfonline.com/doi/full/10.1080/09500693.2015.1025248.

Palincsar, A.S. and Herrenkohl, L.R. (2002a) ‘Designing Collaborative Learning Contexts’, Theory Into Practice, 41(1), pp. 26–32. Available at: https://doi.org/10.1207/s15430421tip4101_5.

Palincsar, A.S. and Herrenkohl, L.R. (2002b) ‘Designing Collaborative Learning Contexts’, Theory Into Practice, 41(1), pp. 26–32. Available at: https://doi.org/10.1207/s15430421tip4101_5.

Papleontiou-louca, E. (2003) ‘The concept and instruction of metacognition’, Teacher Development, 7(1), pp. 9–30. Available at: https://doi.org/10.1080/13664530300200184.

Patten, J. van, Chao, C.-I. and Reigeluth, C.M. (1986) ‘A Review of Strategies for Sequencing and Synthesizing Instruction.’, Review of Educational Research, 56(4), pp. 437–471. Available at: http://www.jstor.org/stable/1170341.

Quintana, C., Zhang, M. and Krajcik, J. (2005) ‘A Framework for Supporting Metacognitive Aspects of Online Inquiry Through Software-Based Scaffolding’, Educational Psychologist, 40(4), pp. 235–244. Available at: https://doi.org/10.1207/s15326985ep4004_5.

Rosebery, A.S., Warren, B. and Conant, F.R. (1992) ‘Appropriating Scientific Discourse: Findings From Language Minority Classrooms’, Journal of the Learning Sciences, 2(1), pp. 61–94. Available at: https://doi.org/10.1207/s15327809jls0201_2.

Sawyer, R.K. (2014) The Cambridge handbook of the learning sciences. 2nd ed. New York: Cambridge University Press. Available at: https://doi.org/10.1017/CBO9781139519526.

Sherin, B., Reiser, B.J. and Edelson, D. (2004) ‘Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts’, Journal of the Learning Sciences, 13(3), pp. 387–421. Available at: https://doi.org/10.1207/s15327809jls1303_5.

Smith, B.K. et al. (2006) ‘Facilitating narrative medical discussions of type 1 diabetes with computer visualizations and photography’, Patient Education and Counseling, 64(1–3), pp. 313–321. Available at: https://doi.org/10.1016/j.pec.2006.03.011.

Smith III, J.P., diSessa, A.A. and Roschelle, J. (1994) ‘Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition’, Journal of the Learning Sciences, 3(2), pp. 115–163. Available at: https://doi.org/10.1207/s15327809jls0302_1.