JLS Articles that theorize or conceptualize Learning Communities (ordered Chronologically)
- Scardamalia, M., & Bereiter, C. (1991).
Higher levels of agency for children in knowledge building: A challenge for the
design of new knowledge media. The Journal of the Learning Sciences,
1(1), 37-68.
- Alterman, R., Zito-Wolf, R., & Carpenter,
T. (1991). Interaction, comprehension, and instruction usage. The Journal of
the Learning Sciences, 1(3-4), 361-398.
- Rosebery, A. S., Warren, B., & Conant, F.
R. (1992). Appropriating scientific discourse: Findings from language minority
classrooms. The Journal of the Learning Sciences, 2(1), 61-94.
- Brown, A. L. (1992). Design experiments:
Theoretical and methodological challenges in creating complex interventions in
classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
- Saxe, G. B. (1992). Studying children's
learning in context: Problems and prospects. The Journal of the Learning
Sciences, 2(2), 215-234.
- Roth, W. M., & Bowen, G. M. (1994). An
investigation of problem framing and solving in a grade 8 open-inquiry science
program. The Journal of the Learning Sciences, 3(2), 165-204.
- Scardamalia, M., & Bereiter, C. (1994).
Computer support for knowledge-building communities. The Journal of the
Learning Sciences, 3(3), 265-283.
- Pea, R. D. (1994). Seeing what we build
together: Distributed multimedia learning environments for transformative
communications. The Journal of the Learning Sciences, 3(3), 285-299.
- Callanan, M. A., Shrager, J., & Moore, J.
L. (1995). Parent-child collaborative explanations: Methods of identification
and analysis. The Journal of the Learning Sciences, 4(1), 105-129.
- Jordan, B., & Henderson, A. (1995).
Interaction analysis: Foundations and practice. The Journal of the Learning
Sciences, 4(1), 39-103.
- Gordin, D. N., & Pea, R. D. (1995).
Prospects for scientific visualization as an educational technology. The
Journal of the Learning Sciences, 4(3), 249-279.
- Roth, W. M. (1996). Art and artifact of
children's designing: A situated cognition perspective. The Journal of the
Learning Sciences, 5(2), 129-166.
- Songer, N. B. (1996). Exploring learning
opportunities in coordinated network-enhanced classrooms: A case of kids as
global scientists. The Journal of the Learning Sciences, 5(4), 297-327.
- Magnusson, S. J., Templin, M., & Boyle, R.
A. (1997). Dynamic science assessment: A new approach for investigating
conceptual change. The Journal of the Learning Sciences, 6(1), 91-142.
- Hmelo, C. E. (1998). Problem-based learning:
Effects on the early acquisition of cognitive skill in medicine. The Journal
of the Learning Sciences, 7(2), 173-208.
- Barron, B. J., Schwartz, D. L., Vye, N. J.,
Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with
understanding: Lessons from research on problem-and project-based learning. The
Journal of the Learning Sciences, 7(3-4), 271-311.
- Erickson, J., & Lehrer, R. (1998). The
evolution of critical standards as students design hypermedia documents. The
Journal of the Learning Sciences, 7(3-4), 351-386.
- Collins, A., & Bielaczyc, K. (1999). The
enculturation of educational thinking. The Journal of the Learning Sciences,
8(1), 129-138.
- Lehrer, R., Lee, M., & Jeong, A. (1999).
Reflective teaching of Logo. The Journal of the Learning Sciences, 8(2),
245-289.
- Roth, W. M., McGinn, M. K., Woszczyna, C.,
& Boutonne, S. (1999). Differential participation during science
conversations: The interaction of focal artifacts, social configurations, and
physical arrangements. The Journal of the Learning Sciences, 8(3-4),
293-347.
- Barab, S. A., Cherkes-Julkowski, M., Swenson,
R., Garrett, S., Shaw, R. E., & Young, M. (1999). Principles of
self-organization: Learning as participation in autocatakinetic systems. The
Journal of the Learning Sciences, 8(3-4), 349-390.
- Edelson, D. C., Gordin, D. N., & Pea, R. D.
(1999). Addressing the challenges of inquiry-based learning through technology
and curriculum design. Journal of the learning sciences, 8(3-4), 391-450.
- Herrenkohl, L. R., Palincsar, A. S., DeWater,
L. S., & Kawasaki, K. (1999). Developing scientific communities in
classrooms: A sociocognitive approach.The Journal of the Learning Sciences,
8(3-4), 451-493.
- Bruffee, K. A. (1999). Virtual Reference and
Boundary Talk: Joining Conversations Already in Progress. The Journal of the
Learning Sciences, 8(3-4), 509-516.
- Kozma, R., Chin, E., Russell, J., & Marx,
N. (2000). The roles of representations and tools in the chemistry laboratory
and their implications for chemistry learning. The Journal of the Learning
Sciences, 9(2), 105-143.
- Bruckman, A. (2000). Situated support for
learning: Storm's weekend with Rachael. The Journal of the Learning Sciences,
9(3), 329-372.
- Stevens, R. R. (2000). Divisions of labor in
school and in the workplace: Comparing computer and paper-supported activities
across settings. The Journal of the Learning Sciences, 9(4), 373-401.
- Barron, B. (2000). Achieving coordination in
collaborative problem-solving groups. The Journal of the Learning Sciences,
9(4), 403-436.
- Gee, J. P. (2000). Communities of practice in
the new capitalism. The Journal of the Learning Sciences, 9(4), 515-523.
- Barab, S. A., & Kirshner, D. (2001). Guest
editors' introduction: Rethinking methodology in the learning sciences. The
Journal of the Learning Sciences, 10(1-2), 5-15.
- Roth, W. M. (2001). Situating cognition. The
Journal of the Learning Sciences, 10(1-2), 27-61.
- Barab, S. A., Hay, K. E., & Yamagata-Lynch,
L. C. (2001). Constructing networks of action-relevant episodes: An in situ
research methodology. The Journal of the Learning Sciences, 10(1-2),
63-112.
- Cobb, P., Stephan, M., McClain , K.,and
Gravemeijer, K. (2001). Participating in Mathematical Practices. The Journal
of the Learning Sciences, 10(1&2) (2001), 113–163.
- O'Neill, D. K. (2001). Knowing when you've
brought them in: Scientific genre knowledge and communities of practice. The
Journal of the Learning Sciences, 10(3), 223-264.
- Hay, K. E., & Barab, S. A. (2001).
Constructivism in practice: A comparison and contrast of apprenticeship and
constructionist learning environments. The Journal of the Learning Sciences,
10(3), 281-322.
- Umaschi Bers, M. (2001). Identity construction
environments: Developing personal and moral values through the design of a
virtual city. The Journal of the Learning Sciences, 10(4), 365-415.
- Bloom, J. W. (2001). Discourse, cognition, and
chaotic systems: An examination of students' argument about density. The
Journal of the Learning Sciences, 10(4), 447-492.
- Packer, M. (2001). The problem of transfer, and
the sociocultural critique of schooling. The Journal of the Learning
Sciences, 10(4), 493-514.
- Cobb, P. (2002). Reasoning with tools and
inscriptions. The Journal of the Learning Sciences, 11(2-3), 187-215.
- McClain, K. (2002). Teacher's and students'
understanding: The role of tools and inscriptions in supporting effective
communication. The Journal of the Learning Sciences, 11(2-3), 217-249.
- Forman, E. A., & Ansell, E. (2002).
Orchestrating the multiple voices and inscriptions of a mathematics classroom. The
Journal of the Learning Sciences,11(2-3), 251-274.
- Saxe, G. B. (2002). Children's developing
mathematics in collective practices: A framework for analysis. The Journal
of the Learning Sciences, 11(2-3), 275-300.
- Barab, Sasha A., Michael Barnett, and Kurt
Squire. "Developing an empirical account of a community of practice:
Characterizing the essential tensions." The Journal of the Learning
Sciences 11.4 (2002): 489-542.
- Barron, B. (2003). When smart groups fail. The
Journal of the Learning Sciences, 12(3), 307-359.
- Enyedy, N. (2003). Knowledge construction and
collective practice: At the intersection of learning, talk, and social
configurations in a computer-mediated mathematics classroom. The Journal of
the Learning Sciences, 12(3), 361-407.
- Kolodner, J. L., Camp, P. J., Crismond, D.,
Fasse, B., Gray, J., Holbrook, J.,& Ryan, M. (2003). Problem-based learning
meets case-based reasoning in the middle-school science classroom: Putting
learning by design (tm) into practice. The Journal of the Learning Sciences,
12(4), 495-547.
- Collins, A., Joseph, D., & Bielaczyc, K.
(2004). Design research: Theoretical and methodological issues. The Journal
of the Learning Sciences, 13(1), 15-42.
- DiSessa, A. A., & Cobb, P. (2004).
Ontological innovation and the role of theory in design experiments. The
Journal of the Learning Sciences, 13(1), 77-103.
- Hudson, J. M., & Bruckman, A. S. (2004).
The bystander effect: A lens for understanding patterns of participation. The
Journal of the Learning Sciences, 13(2), 165-195.
- Reiser, B. J. (2004). Scaffolding complex
learning: The mechanisms of structuring and problematizing student work. The
Journal of the Learning Sciences, 13(3), 273-304.
- Hapgood, S., Magnusson, S. J., & Sullivan
Palincsar, A. (2004). Teacher, text, and experience: A case of young children's
scientific inquiry. The Journal of the Learning Sciences, 13(4),
455-505.
- Dori, Y. J., & Belcher, J. (2005). How does
technology-enabled active learning affect undergraduate students' understanding
of electromagnetism concepts? The Journal of the Learning Sciences,
14(2), 243-279.
- Lim, C. P., & Barnes, S. (2005). A
collective case study of the use of ICT in economics courses: A sociocultural
approach. The Journal of the Learning Sciences, 14(4), 489-526.
- Muukkonen, H., Lakkala, M., & Hakkarainen,
K. (2005). Technology-mediation and tutoring: How do they shape progressive
inquiry discourse? The Journal of the Learning Sciences, 14(4), 527-565.
- Hewitt, J. (2005). Toward an understanding of
how threads die in asynchronous computer conferences. The Journal of the
Learning Sciences, 14(4), 567-589.
- Polman, J. L. (2006). Mastery and appropriation
as means to understand the interplay of history learning and identity trajectories.
The Journal of the Learning Sciences, 15(2), 221-259.
- Bielaczyc, K. (2006). Designing social
infrastructure: Critical issues in creating learning environments with
technology. The Journal of the Learning Sciences, 15(3), 301-329.
- Wells, G., & Arauz, R. M. (2006). Dialogue
in the classroom. The Journal of the Learning Sciences, 15(3), 379-428.
- Engle, R. A. (2006). Framing interactions to
foster generative learning: A situative explanation of transfer in a community
of learners classroom. The Journal of the Learning Sciences, 15(4),
451-498.
- Seymour, J. R., & Lehrer, R. (2006).
Tracing the evolution of pedagogical content knowledge as the development of
interanimated discourses. The Journal of the Learning Sciences, 15(4),
549-582.
- Horn, I. S. (2007). Fast kids, slow kids, lazy
kids: Framing the mismatch problem in mathematics teachers' conversations. The
Journal of the Learning Sciences, 16(1), 37-79.
- van Aalst, J., & Chan, C. K. (2007).
Student-directed assessment of knowledge building using electronic portfolios. The
Journal of the Learning Sciences, 16(2), 175-220.
- Barab, S., Dodge, T., Thomas, M. K., Jackson,
C., & Tuzun, H. (2007). Our designs and the social agendas they carry. The
Journal of the Learning Sciences, 16(2), 263-305.
- Yamagata-Lynch, L. C. (2007). Confronting
analytical dilemmas for understanding complex human interactions in
design-based research from a cultural—historical activity theory (CHAT)
framework. The Journal of the Learning Sciences, 16(4), 451-484.
- Sfard, A. (2007). When the rules of discourse
change, but nobody tells you: Making sense of mathematics learning from a
commognitive standpoint. The Journal of the Learning Sciences, 16(4),
565-613.
- Mercer, N. (2008). The seeds of time: Why
classroom dialogue needs a temporal analysis. The Journal of the Learning
Sciences, 17(1), 33-59.
- Bailenson, J. N., Yee, N., Blascovich, J.,
Beall, A. C., Lundblad, N., & Jin, M. (2008). The use of immersive virtual
reality in the learning sciences: Digital transformations of teachers,
students, and social context. The Journal of the Learning Sciences,
17(1), 102-141.
- Nasir, N. I. S., & Hand, V. (2008). From
the court to the classroom: Opportunities for engagement, learning, and
identity in basketball and classroom mathematics. The Journal of the
Learning Sciences, 17(2), 143-179.
- Luehmann, A. L. (2008). Using blogging in
support of teacher professional identity development: A case study. The
Journal of the Learning Sciences, 17(3), 287-337.
- Chiu, M. M. (2008). Flowing toward correct
contributions during group problem solving: A statistical discourse analysis. The
Journal of the Learning Sciences, 17(3), 415-463.
- Zhang, J., Scardamalia, M., Reeve, R., & Messina,
R. (2009). Designs for collective cognitive responsibility in
knowledge-building communities. The Journal of the Learning Sciences,
18(1), 7-44.
- van Es, E. A. (2009). Participants' roles in
the context of a video club. The Journal of the Learning Sciences,
18(1), 100-137.
- Cobb, P., Zhao, Q., & Dean, C. (2009).
Conducting design experiments to support teachers' learning: A reflection from
the field. The Journal of the Learning Sciences, 18(2), 165-199.
- Esmonde, I. (2009). Mathematics learning in
groups: Analyzing equity in two cooperative activity structures. The Journal
of the Learning Sciences, 18(2), 247-284.
- Damşa, C. I., Kirschner, P. A., Andriessen, J.
E., Erkens, G., & Sins, P. H. (2010). Shared epistemic agency: An empirical
study of an emergent construct The Journal of the Learning Sciences,
19(2), 143-186.
- Barton, A. C., & Tan, E. (2010). We be
burnin'! Agency, identity, and science learning. The Journal of the Learning
Sciences, 19(2), 187-229.
- Chin, C., & Osborne, J. (2010). Supporting
argumentation through students' questions: Case studies in science classrooms. The
Journal of the Learning Sciences, 19(2), 230-284.
- Rosebery, A. S., Ogonowski, M., DiSchino, M.,
& Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as
fundamental to learning. The Journal of the Learning Sciences, 19(3),
322-357.
- Zhang, J., Hong, H. Y., Scardamalia, M., Teo,
C. L., & Morley, E. A. (2011). Sustaining knowledge building as a
principle-based innovation at an elementary school. The Journal of the
Learning Sciences, 20(2), 262-307.
- Zhang, M., Lundeberg, M., & Eberhardt, J.
(2011). Strategic facilitation of problem-based discussion for teacher
professional development. The Journal of the Learning Sciences, 20(3),
342-394.
- Chieu, V. M., Herbst, P., & Weiss, M.
(2011). Effect of an animated classroom story embedded in online discussion on
helping mathematics teachers learn to notice. The Journal of the Learning
Sciences, 20(4), 589-624.
- Berland, L. K. (2011). Explaining variation in
how classroom communities adapt the practice of scientific argumentation. The
Journal of the Learning Sciences, 20(4), 625-664.
- Gottlieb, E., & Wineburg, S. (2012).
Between veritas and communitas: Epistemic switching in the reading of academic
and sacred history. The Journal of the Learning Sciences, 21(1), 84-129.
- Cobb, P., & Jackson, K. (2012). Analyzing
educational policies: A learning design perspective. The Journal of the
Learning Sciences, 21(4), 487-521.
- Hickey, D. T., & Zuiker, S. J. (2012).
Multilevel assessment for discourse, understanding, and achievement. The
Journal of the Learning Sciences, 21(4), 522-582.
- Halverson, E. R. (2013). Digital art making as
a representational process. The Journal of the Learning Sciences, 22(1),
121-162.
- Bielaczyc, K. (2013). Informing design
research: Learning from teachers' designs of social infrastructure. The
Journal of the Learning Sciences, 22(2), 258-311.
- Murata, A. (2013). Diversity and high academic
expectations without tracking: Inclusively responsive instruction. The
Journal of the Learning Sciences, 22(2), 312-335.
- Azevedo, F. S. (2013). The tailored practice of
hobbies and its implication for the design of interest-driven learning
environments. The Journal of the Learning Sciences, 22(3), 462-510.
- Danish, J. A. (2014). Applying an activity
theory lens to designing instruction for learning about the structure,
behavior, and function of a honeybee system. The Journal of the Learning
Sciences, 23(2), 100-148.
- Oeberst, A., Halatchliyski, I., Kimmerle, J.,
& Cress, U. (2014). Knowledge construction in Wikipedia: A
systemic-constructivist analysis. The Journal of the Learning Sciences,
23(2), 149-176.
- Eberle, J., Stegmann, K., & Fischer, F.
(2014). Legitimate peripheral participation in communities of practice:
Participation support structures for newcomers in faculty student councils. The
Journal of the Learning Sciences, 23(2), 216-244.
- Engle, R. A., Langer-Osuna, J. M., &
McKinney de Royston, M. (2014). Toward a model of influence in persuasive
discussions: Negotiating quality, authority, privilege, and access within a
student-led argument. The Journal of the Learning Sciences, 23(2),
245-268.
- DiSalvo, B., Guzdial, M., Bruckman, A., &
McKlin, T. (2014). Saving face while geeking out: Video game testing as a
justification for learning computer science. The Journal of the Learning
Sciences, 23(3), 272-315.
- Esmonde, I. (2014). “Nobody’s Rich and Nobody’s
Poor… It Sounds Good, but It’s Actually Not”: Affluent Students Learning
Mathematics and Social Justice. The Journal of the Learning Sciences,
23(3), 348-391.
- Thompson, J. (2014). Engaging girls’
sociohistorical identities in science. The Journal of the Learning Sciences,
23(3), 392-446.
- Conner, J. (2014). Lessons that last: Former
youth organizers’ reflections on what and how they learned. The Journal of
the Learning Sciences, 23(3), 447-484.
- Jordan, M. E., & McDaniel Jr, R. R. (2014).
Managing uncertainty during collaborative problem solving in elementary school
teams: The role of peer influence in robotics engineering activity. The Journal
of the Learning Sciences, 23(4), 490-536.
- Sullivan, F. R., & Wilson, N. C. (2015).
Playful talk: Negotiating opportunities to learn in collaborative groups. The
Journal of the Learning Sciences, 24(1), 5-52.
- Langer-Osuna, J. M. (2015). From getting
“fired” to becoming a collaborator: A case of the coconstruction of identity
and engagement in a project-based mathematics classroom. The Journal of the
Learning Sciences, 24(1), 53-92.
- Arvaja, M. (2015). Experiences in sense making:
Health science students’ I-positioning in an online philosophy of science
course. The Journal of the Learning Sciences, 24(1).
- Jurow, A. S., & Shea, M. (2015). Learning
in equity-oriented scale-making projects. The Journal of the Learning
Sciences, (ahead-of-print), 1-22.
- Bannister, N. A. (2015). Reframing practice:
Teacher learning through interactions in a collaborative group. The Journal
of the Learning Sciences, (ahead-of-print), 1-26.
- Horn, I. S., & Kane, B. D. (2015).
Opportunities for Professional Learning in Mathematics Teacher Workgroup
Conversations: Relationships to Instructional Expertise. The Journal of the
Learning Sciences, (just-accepted).
- Ghousseini, H., Beasley, H., & Lord, S.
(2015). Investigating the potential of guided practice with an enactment tool
for supporting adaptive performance. The Journal of the Learning Sciences,
24(3), 461-497.
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