In Event: Poster Session 10

SIG-Learning Sciences

66. A Comparison of How Students Learn When Building or Exploring Computational Agent-Based Models - Aditi Wagh, Tufts University; Uri J. Wilensky, Northwestern University

67. Agent-Based Models Versus Video-Based Visualizations to Learn Nanoscience Concepts: An Embodied Cognition Perspective - Polly K. Lai, The University of Sydney; Michael J. Jacobson, The University of Sydney; Lina Markauskaite, The University of Sydney

68. Co-Constructing Students’ Learning Practices: Redefining Engagement and Participation - Simona Goldin, University of Michigan; Michaela Krug O'Neill, University of Michigan - Ann Arbor; Shweta Shripad Naik, University of Michigan; Florencia Gomez Zaccarelli, Stanford University

69. Enhance Learning Through BrainDance Movements: An Empirical Study - Linda H. Chiang, Azusa Pacific University; Orlando Griego, Azuza Pacific University

70. Examining Expansive Framing in a Design Research Study to Promote Interdisciplinary Reasoning - Julia Svoboda Gouvea, Tufts University; Abhilash Nair, Michigan State University; Vashti Sawtelle, Michigan State University; Chandra Anne Turpen, University of Maryland - College Park

71. Exposing Piaget's Scheme: Empirical Evidence for the Microgenesis of Coordination - Dor Abrahamson, University of California - Berkeley; Shakila Shayan, Utrecht University; Arthur Bakker, Utrecht University; Marieke van der Schaaf, Utrecht University

72. From Using Wearable Technology to Improving With Statistical Reasoning - Victor R. Lee, Utah State University; Joel Drake, Utah State University; Jeffrey Thayne, Utah State University; Ryan Cain, Utah State University

73. Guiding Student Capacity Development Toward Effective Designs: Student Learning and Agency in Youth-Researcher Collaborative Inquiry - Ung-Sang Lee, University of California - Los Angeles; Kimberley Gomez, University of California - Los Angeles

74. Looking Beyond Cues in Understanding the Co-Construction of Epistemological Framing During Interviews: A Case Study - Yara Shaban, Tufts University; Michelle Hoda Wilkerson, University of California - Berkeley

75. Metaphors Are Projected Constraints on Action: An Ecological Dynamics View on Learning Across the Disciplines - Dor Abrahamson, University of California - Berkeley; Raúl Sánchez-García, European University, Madrid; Cliff Smyth, Saybrook University

76. Negotiating Problems of Practice in Researcher-Practitioner Collaborations: Implications From Two Contrasting Cases - Florencia Gomez Zaccarelli, Stanford University; Barry J. Fishman, University of Michigan - Ann Arbor

77. Seeing the Science in Young Children's Activity Through an Interactionally Grounded Account of Inquiry - Danielle Keifert, Exploratorium

78. Student Engagement in Scientific Argumentation in a Sheltered English Instruction Classroom Community - Maria Gonzalez-Howard, Boston College; Katherine L. McNeill, Boston College

79. Students' Difficulties With Randomness in Complex Systems: A Design-Based Research Study - Yu Guo, Northwestern University; Uri J. Wilensky, Northwestern University

80. Technology-Mediated Teacher Noticing: A Goal for Classroom Practice, Tool Design, and Professional Development - Janet Dawn Kim Walkoe, University of Maryland; Michelle Hoda Wilkerson, University of California - Berkeley; Andrew R. Elby, University of Maryland - College Park

81. Who Scaffolds the Scaffolders? Parent Mediation of Facilitator-Child Scaffolding Interactions in Museum Exhibits - Catherine Louise Dornfeld, University of Wisconsin - Madison; Matthew W. Berland, University of Wisconsin - Madison; Sadhana Puntambekar, University of Wisconsin