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Designing Representations in Deeply Disciplinary Educational Games.

, , , and . CSCL, International Society of the Learning Sciences, (2019)

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Digital Evidence and Scaffolds in a Model-Based Inquiry Curriculum for Middle School Science., , , and . CSCL (2), page 341-342. International Society of the Learning Sciences, LuLu, Amazon, (2013)Learning to evaluate scientific models., , , , and . ICLS (3), page 411-412. International Society of the Learning Sciences, (2008)Differences in Rhetorical and Refutational Argument Complexity by Grade Level., , , and . ICLS, International Society of the Learning Sciences, (2020)How Good Is This Evidence? Students' Epistemic Competence in Evidence Evaluation., , , and . ICLS, International Society of the Learning Sciences, (2014)The Interplay of Domain-Specific and Domain-General Factors in Scientific Reasoning and Argumentation., , , , , , , , , and . ICLS, International Society of the Learning Sciences, (2014)Students' Use of Evidence and Epistemic Criteria in Model Generation and Model Evaluation., , and . ICLS, International Society of the Learning Sciences, (2014)Unpacking Dimensions of Evidentiary Knowledge and Reasoning in the Teaching and Learning of Science., , , , , , , , , and 3 other author(s). ICLS, International Society of the Learning Sciences, (2018)The design and evaluation of educative just-in-time teacher supports in a web-based environment., , , and . ICLS, page 342-343. International Society of the Learning Sciences / ACM DL, (2010)"How helpful is this observation?": Children's evaluations of scientific evidence., , , , and . CogSci, cognitivesciencesociety.org, (2020)Representing Modeling Relationships in Systems: Student Use of Arrows., , , , , , , , and . ICLS, International Society of the Learning Sciences, (2020)