What's New on CADREK12.org

Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Posted: Tuesday, February 14
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional...
Posted: Tuesday, February 14
Resource | Teaching with Visualizations: A Comparison Study
Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer ABSTRACT: Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive...
Posted: Tuesday, February 14
Posted: Tuesday, February 14
Resource | Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655). ABSTRACT: In our ever-ending quest to promote science education, can we take educational games to the afterschool? Following the modus-operandi of the...
Posted: Tuesday, February 14
Organization | University of Haifa
Posted: Tuesday, February 14
Resource | Knowledge Integration and WISE Engineering
Chiu, J. & Linn, M. C. (2011). Knowledge Integration and WISE Engineering. Journal of Pre-college Engineering Education, 1(1), 1-14. ABSTRACT: Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can...
Posted: Tuesday, February 14
Resource | Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis?
Ryoo, K. & Linn, M.C. (2012). Can Dynamic Visualizations Improve Middle School Students’ Understanding of Energy in Photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243. ABSTRACT: Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research...
Posted: Tuesday, February 14
Resource | Orchestrating Inquiry Instruction Using the Knowledge Integration Framework
McElhaney, K.W. & Linn, M.C. (2012). Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In K. Littleton, E. Scanlon, & M. Sharples (Eds.), Orchestrating Inquiry Learning (pp. 48-68). New York: Routledge
Posted: Tuesday, February 14
Resource | The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization
Chiu, J., & Linn, M. C. (2012). The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In A. Zohar & Y. J. Dori (Eds.), Metacognition and Science Education: Trends in Current Research (pp. 133-163). London, UK: Springer-Verlag.  
Posted: Tuesday, February 14
Resource | DRK-12 Publications, Presentations and Websites
View sortable Excel lists of your colleagues' upcoming presentations, recent publications, and project-related websites. This information was provided by DRK-12 awardees.
Posted: Tuesday, February 14
Resource | Randomized Control Trials on the Dynamic Geometry Approach
Jiang, Z., White, A. & Rosenwasser, A. (2011).  Randomized Control Trials on the Dynamic Geometry Approach.  Journal of Mathematics Education at Teachers College, Vol. 2, No. 2. ABSTRACT: The project reported here is conducting repeated randomized control trials of an approach to high school geometry that utilizes Dynamic Geometry (DG) software to supplement ordinary instructional practices....
Posted: Monday, February 13
Resource | Engaging Pre-service and Inservice Teachers in Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms
Courey, S. J., LePage, P., Siker, J. R., Blackorby, J. (2012). Engaging Preservice and Inservice Teachers In Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms. Society for Information Technology & Teacher Education International Conference, Austin, TX, March 5 (peer-reviewed presentation) ABSTRACT: In this paper we report on a team project that has as goals...
Posted: Monday, February 13
Resource | Preparing Middle School Mathematics Teachers: Rethinking Engagement and Learning
Courey, S.J., LePage, P., Siker, J.R., Roschelle, J., & Blackorby, J. (2010).  Preparing middle school mathematics teachers: Rethinking engagement and learning. The Mathematics Enthusiast. ABSTRACT: In this theoretical research paper we describe a collaborative effort between researchers and university faculty to improve how teachers are prepared to teach middle school mathematics. Two...
Posted: Monday, February 13
Resource | A View of Computer-Supported Collaborative Learning Research and its Lessons for Future-Generation Collaboration Systems
Stahl, G. (2012f). A view of computer-supported collaborative learning research and its lessons for future-generation collaboration systems. Future Generation Computer Systems. ABSTRACT: This is a review of research on educational technology from a particular historical and theoretical perspective. It focuses on the research field of computer-supported collaborative learning (CSCL) and does so...
Posted: Monday, February 13
Resource | Group Cognition in Synchronous Chat
Stahl, G. (2012d). Theories of cognition in collaborative learning. In C. Hmelo-Silver, A. O'Donnell, C. Chan & C. Chinn (Eds.), International handbook of collaborative learning. New York, NY: Taylor & Francis. ABSTRACT: Underlying deeply successful collaborative learning are processes of group cognition. Where collaborative learning is more than a group of individuals supporting each...
Posted: Monday, February 13
Resource | Evaluating Significant Math Discourse in a Learning Environment
Stahl, G. (2012c). Evaluating significant math discourse in a learning environment Paper presented at the 12th International Conference on Mathematical Education. Seoul, Korea.   To mathematicians since Euclid, math represents the paradigm of creative intellectual activity. Its methods set the standard throughout Western civilization for rigorous thought, problem solving and argumentation. Many...
Posted: Monday, February 13
Resource | Designing a Learning Environment to Promote Math Discourse
Stahl, G. (2012a). Designing a learning environment for promoting math discourse. Paper presented at the 12th International Conference on Mathematical Education. ABSTRACT:  Mathematics education in the future faces enormous opportunities from the availability of ubiquitous digital networks, from innovative educational approaches based on theories of collaborative learning and from rich resources...
Posted: Monday, February 13
Resource | Connecting Class Talk with Individual Student Writing
Williams, M. M. & Casa, T. M. (2011/2012). Connecting class talk with individual student writing. Teaching Children Mathematics, 18(5), 314-321.   When first graders seemed to understand symmetry, their teacher gained insight into their individual conceptualizations and the unique sources from which they drew perspectives.  
Posted: Monday, February 13
Resource | The Role of Language in the Teaching of Energy: The Case of ‘Heat Energy’
P. A. Kraus and S. Vokos, "The role of language in the teaching of energy: The case of 'heat energy,'" Washington State Teachers' Association Journal (Spring 2011) ABSTRACT: This article describes the different terms that scientists, science standards, and science curricula use when describing basic ideas related to thermodynamics. An intermediate proposal is offered to bridge the language...
Posted: Monday, February 13
Organization | Pamela Kraus Consulting
Posted: Monday, February 13
Resource | Promoting Proximal Formative Assessment with Relational Discourse
R. E. Scherr, H. G. Close, and S. B. McKagan, "Promoting Proximal Formative Assessment with Relational Discourse," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference) ABSTRACT: The practice of proximal formative assessment – the continual, responsive attention to students’ developing understanding as it is expressed in real time – depends on...
Posted: Monday, February 13
Resource | Intuitive Ontologies for Energy in Physics
R. E. Scherr, H. G. Close, and S. B. McKagan, "Intuitive Ontologies for Energy in Physics," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference) ABSTRACT: The nature of energy is not typically an explicit topic of physics instruction. Nonetheless, participants in physics courses that involve energy are frequently saying what kind of thing they...
Posted: Monday, February 13
Resource | Criteria for Creating and Categorizing Forms of Energy
S. B. McKagan, R. E. Scherr, E. W. Close, and H. G. Close, "Criteria for Creating and Categorizing Forms of Energy," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference) ABSTRACT: Traditional instruction on energy often presents forms of energy as a seemingly arbitrary list to be memorized, with little discussion of the meaning or purpose of...
Posted: Monday, February 13
Resource | Elements of Proximal Formative Assessment in Learners’ Discourse about Energy
B. W. Harrer, R. E. Scherr, M. C. Wittmann, H. G. Close, and B. W. Frank, "Elements of Formative Assessment in Learners' Discourse about Energy," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference) ABSTRACT: Proximal formative assessment, the just-in-time elicitation of students’ ideas that informs ongoing instruction, is usually associated...
Posted: Monday, February 13
Resource | Differentiation of Energy Concepts Through Speech and Gesture in Interaction
H. G. Close and R. E. Scherr, "Differentiation of Energy Concepts Through Speech and Gesture in Interaction," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference) ABSTRACT: Through the microanalysis of one interaction between learners (in a course on energy for in-service teachers), we observe the coherent states of conceptual differentiation...
Posted: Monday, February 13
Resource | Development of Proximal Formative Assessment Skills in Video-based Teacher Professional Development
E. W. Close, R. E. Scherr, H. G. Close, and S. B. McKagan, "Development of Proximal Formative Assessment Skills in Video-based Teacher Professional Development," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference) ABSTRACT: Developing skills for proximal formative assessment is a primary goal of the academic-year professional development...
Posted: Monday, February 13
Organization | McKagan Enterprises
Posted: Monday, February 13
Resource | Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer
Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4): 759-775. doi:10.1037/a0025140. ABSTRACT: Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If...
Posted: Monday, February 13

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