| On the Goals of Epistemic Education: Promoting Apt Epistemic Performance |
24 |
| Teacher-Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? |
19 |
| Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning |
12 |
| Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare |
11 |
| Designing Educational Video Games to Be Objects-to-Think-With |
10 |
| Co-Organizing the Collective Journey of Inquiry With Idea Thread Mapper |
9 |
| Designing for Rightful Presence in STEM: The Role of Making Present Practices |
8 |
| Thank You for Being Republican: Negotiating Science and Political Identities in Climate Change Learning |
7 |
| Teaching and Learning How to Create in Schools of Art and Design |
6 |
| Invented Science: A Framework for Discussing a Persistent Problem of Practice |
5 |
| Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning |
5 |
| What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs |
4 |
| Preparing Elementary School Teachers to Learn From Teaching: A Comparison of Two Approaches to Mathematics Methods Instruction |
4 |
| Scaffolding Student Understanding in Small-Group Work: Students' Uptake of Teacher Support in Subsequent Small-Group Interaction |
4 |
| Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice |
4 |
| Tangible Interaction and Cultural Forms: Supporting Learning in Informal Environments |
4 |
| Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations |
3 |
| Inquiry as a Members' Phenomenon: Young Children as Competent Inquirers |
3 |
| Learning Science Concepts by Teaching Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers |
3 |
| Defensive and Expansive Cycles of Learning: A Study of Home Care Encounters |
3 |
| Substantial Integration of Typical Educational Games Into Extended Curricula |
2 |
| Finding the Best Types of Guidance for Constructing Self-Explanations of Subgoals in Programming |
2 |
| The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis |
2 |
| Turning Groups Inside Out: A Social Network Perspective |
2 |
| Roles, Rules, and Keys: How Different Play Configurations Shape Collaborative Science Inquiry |
1 |
| Building on Each Other's Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry |
1 |
| Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning |
1 |
| Infrastructuring Distributed Studio Networks: A Case Study and Design Principles |
1 |
| Learning Sciences Research and Pasteur's Quadrant |
1 |
| Dynamic Mental Model Construction: A Knowledge in Pieces-Based Explanation for Computing Students' Erratic Performance on Recursion |
0 |
| Mike Eisenberg: A One of a Kind Pioneer in the Learning Sciences |
0 |
| Using Everyday Language to Support Students in Constructing Thematic Interpretations |
0 |
| How Children Individualize Numerical Routines: Elements of a Discursive Theory in Making |
0 |
| Primary Grade Children?s Capacity to Understand Microevolution: The Power of Leveraging Their Fruitful Intuitions and Engagement in Scientific Practices |
0 |
| What Can a Cognitive Coding Framework Reveal About the Effects of Professional Development on Classroom Teaching and Learning? |
0 |
