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Learning Sciences Research for Teaching

1st, 2022

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Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

International journal of computer-supported collaborative learning, 2009-09, Vol.4 (3), p.259-287

van Aalst, Jan

2009

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Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment

British journal of educational technology, 2022-11, Vol.53 (6), p.1511-1529

2022

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Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building

British journal of educational technology, 2020-07, Vol.51 (4), p.1136-1154

2020

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Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

British journal of educational technology, 2020-09, Vol.51 (5), p.1826-1842

2020

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Self‐directed reflective assessment for collective empowerment among pre‐service teachers

British journal of educational technology, 2020-11, Vol.51 (6), p.1960-1980

2020

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Examining Online Discourse Using the Knowledge Connection Analyzer Framework and Collaborative Tools in Knowledge Building

Sustainability, 2021-07, Vol.13 (14), p.8045

2021

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Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students

American educational research journal, 2020-06, Vol.57 (3), p.1241-1289

2020

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From the outgoing editors

The Journal of the learning sciences, 2021-01, Vol.30 (1), p.1-9

2021

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Evaluating the use of a social media tool for collaborative group writing of secondary school students in Hong Kong

Computers and education, 2017-07, Vol.110, p.170-180

2017

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Emerging technologies for diverse and inclusive education from a sociocultural perspective

British journal of educational technology, 2022-11, Vol.53 (6), p.1483-1485

2022

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Student-Directed Assessment of Knowledge Building Using Electronic Portfolios

The Journal of the learning sciences, 2007-01, Vol.16 (2), p.175-220

2007

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Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going?

International journal of computer-supported collaborative learning, 2019-06, Vol.14 (2), p.165-184

2019

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Rethinking the nature of online work in asynchronous learning networks

British journal of educational technology, 2006-03, Vol.37 (2), p.279-288

Van Aalst, Jan

2006

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Using Google Scholar to Estimate the Impact of Journal Articles in Education

Educational researcher, 2010-06, Vol.39 (5), p.387-400

van Aalst, Jan

2010

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Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence

British journal of educational technology, 2021-07, Vol.52 (4), p.1494-1512

2021

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Designing for interaction, thinking and academic achievement in a Tanzanian undergraduate chemistry course

Educational technology research and development, 2017-10, Vol.65 (5), p.1389-1413

2017

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Reflective assessment in knowledge building by students with low academic achievement

International journal of computer-supported collaborative learning, 2016-09, Vol.11 (3), p.281-311

2016

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Fixed group and opportunistic collaboration in a CSCL environment

International journal of computer-supported collaborative learning, 2015-06, Vol.10 (2), p.161-181

2015

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Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses

Canadian journal of learning and technology, 2009-01, Vol.35 (1)

2009

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A Note From the Incoming Editors

The Journal of the learning sciences, 2017-01, Vol.26 (1), p.7-9

2017

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Activity Theory as a Framework for Analysing Knowledge Building

Learning environments research, 2006-04, Vol.9 (1), p.23-44

2006

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Implementing knowledge building: Analysis of a face‐to‐face discussion by grade‐four students

Canadian journal of science, mathematics and technology education, 2006-10, Vol.6 (4), p.351-368

2006

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Promoting Knowledge Creation Discourse in an Asian Primary Five Classroom: Results from an inquiry into life cycles

International journal of science education, 2011-03, Vol.33 (4), p.487-515

2011

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Performer: an instrument for multidisciplinary courseware teams to share knowledge and experiences

Computers and education, 2003-08, Vol.41 (1), p.39-48

2003

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Learning Sciences Research for Teaching

Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment

Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building

Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

Self‐directed reflective assessment for collective empowerment among pre‐service teachers

Examining Online Discourse Using the Knowledge Connection Analyzer Framework and Collaborative Tools in Knowledge Building

Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students

From the outgoing editors

Evaluating the use of a social media tool for collaborative group writing of secondary school students in Hong Kong

Emerging technologies for diverse and inclusive education from a sociocultural perspective

Student-Directed Assessment of Knowledge Building Using Electronic Portfolios

Socio-cognitive openness in online knowledge building discourse: does openness keep conversations going?

Rethinking the nature of online work in asynchronous learning networks

Using Google Scholar to Estimate the Impact of Journal Articles in Education

Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence

Designing for interaction, thinking and academic achievement in a Tanzanian undergraduate chemistry course

Reflective assessment in knowledge building by students with low academic achievement

Fixed group and opportunistic collaboration in a CSCL environment

Participation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses

A Note From the Incoming Editors

Activity Theory as a Framework for Analysing Knowledge Building

Implementing knowledge building: Analysis of a face‐to‐face discussion by grade‐four students

Promoting Knowledge Creation Discourse in an Asian Primary Five Classroom: Results from an inquiry into life cycles

Performer: an instrument for multidisciplinary courseware teams to share knowledge and experiences

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