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Comparative Study of High-Quality Professional Development for High School Biology in a Face-to-Face versus Online Delivery Mode

Educational Technology ＆ Society, 2020-07, Vol.23 (3), p.68-80

2020

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Networked By Design: Interventions for Teachers to Develop Social Capital

1st, 2018

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Teaching complexity in biology through agent-based simulations: the relationship between students’ knowledge of complex systems and metamodeling knowledge

Frontiers in education (Lausanne), 2023-07, Vol.8

2023

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Complex Systems Research in K12 Science Education: A Focus on What Works for Whom and under Which Conditions

Systems (Basel), 2021, Vol.9 (2), p.29

Yoon, Susan

2021

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Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015

Review of educational research, 2018-04, Vol.88 (2), p.285-325

2018

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Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

Systems (Basel), 2016-12, Vol.4 (4), p.38-38

2016

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Using augmented reality and knowledge-building scaffolds to improve learning in a science museum

International journal of computer-supported collaborative learning, 2012-12, Vol.7 (4), p.519-541

2012

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Using Social Network Graphs as Visualization Tools to Influence Peer Selection Decision-Making Strategies to Access Information About Complex Socioscientific Issues

The Journal of the learning sciences, 2011-10, Vol.20 (4), p.549-588

Yoon, Susan A.

2011

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Evaluating the apt epistemic processes of data literacy in elementary school students

Instructional science, 2023-02, Vol.51 (1), p.1-37

2023

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Making the Invisible Visible in Science Museums Through Augmented Reality Devices

TechTrends, 2014, Vol.58 (1), p.49-55

2014

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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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Encouraging collaboration and building Community in Online Asynchronous Professional Development: designing for social capital

International journal of computer-supported collaborative learning, 2020-09, Vol.15 (3), p.351-371

2020

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Introduction to special issue: models and tools for systems learning and instruction

Instructional science, 2017-02, Vol.45 (1), p.1-4

2017

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Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

Instructional science, 2017-02, Vol.45 (1), p.99-121

2017

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An Evolutionary Approach to Harnessing Complex Systems Thinking in the Science and Technology Classroom

International journal of science education, 2008-01, Vol.30 (1), p.1-32

Yoon, Susan A.

2008

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What Do Learning Scientists Do? A Survey of the ISLS Membership

The Journal of the learning sciences, 2017-01, Vol.26 (2), p.167-183

2017

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Trade-Offs in Using Mobile Tools to Promote Scientific Action with Socioscientific Issues

TechTrends, 2019-09, Vol.63 (5), p.602-610

2019

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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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How augmented reality, textual, and collaborative scaffolds work synergistically to improve learning in a science museum

Research in science & technological education, 2018-07, Vol.36 (3), p.261-281

2018

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Designing learning environments to promote competent lay engagement with science

European journal of education, 2023-09, Vol.58 (3), p.407-421

2023

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Family Risk and Protective Factors and Child Development

Yoon, Susan H

2022

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Toward a Learning Progression of Complex Systems Understanding

Complicity, 2019-01, Vol.16 (1), p.1-19

2019

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A social capital design for delivering online asynchronous professional development in a MOOC course for science teachers

Information and learning science, 2020-08, Vol.121 (7/8), p.677-693

2020

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Using an adaptive expertise lens to understand the quality of teachers' classroom implementation of computer-supported complex systems curricula in high school science

Research in science & technological education, 2015-05, Vol.33 (2), p.237-251

2015

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Building System Capacity with a Modeling-Based Inquiry Program for Elementary Students: A Case Study

Systems (Basel), 2021-01, Vol.9 (1), p.9

2021

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Comparative Study of High-Quality Professional Development for High School Biology in a Face-to-Face versus Online Delivery Mode

Networked By Design: Interventions for Teachers to Develop Social Capital

Teaching complexity in biology through agent-based simulations: the relationship between students’ knowledge of complex systems and metamodeling knowledge

Complex Systems Research in K12 Science Education: A Focus on What Works for Whom and under Which Conditions

Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015

Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

Using augmented reality and knowledge-building scaffolds to improve learning in a science museum

Using Social Network Graphs as Visualization Tools to Influence Peer Selection Decision-Making Strategies to Access Information About Complex Socioscientific Issues

Evaluating the apt epistemic processes of data literacy in elementary school students

Making the Invisible Visible in Science Museums Through Augmented Reality Devices

From the outgoing editors

Encouraging collaboration and building Community in Online Asynchronous Professional Development: designing for social capital

Introduction to special issue: models and tools for systems learning and instruction

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

An Evolutionary Approach to Harnessing Complex Systems Thinking in the Science and Technology Classroom

What Do Learning Scientists Do? A Survey of the ISLS Membership

Trade-Offs in Using Mobile Tools to Promote Scientific Action with Socioscientific Issues

A Note From the Incoming Editors

How augmented reality, textual, and collaborative scaffolds work synergistically to improve learning in a science museum

Designing learning environments to promote competent lay engagement with science

Family Risk and Protective Factors and Child Development

Toward a Learning Progression of Complex Systems Understanding

A social capital design for delivering online asynchronous professional development in a MOOC course for science teachers

Using an adaptive expertise lens to understand the quality of teachers' classroom implementation of computer-supported complex systems curricula in high school science

Building System Capacity with a Modeling-Based Inquiry Program for Elementary Students: A Case Study

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