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SharedPhys: Live Physiological Sensing, Whole-Body Interaction, and Large-Screen Visualizations to Support Shared Inquiry Experiences., , , , , and . IDC, page 275-287. ACM, (2016)Connecting children's scientific funds of knowledge shared on social media to science concepts., , , , , , , , and . Int. J. Child Comput. Interact., (2019)Selfies for science: collaborative configurations around ScienceKit., , , , , , , and . CSCW Companion, page 133-136. ACM, (2014)Affordances of Digital, Textile and Living Media for Designing and Learning Biology in K-12 Education., , , , , , , , , and 10 other author(s). ICLS, International Society of the Learning Sciences, (2018)SIGCHI Turns 40: Honoring the Past, Celebrating the Present, and Envisioning the Next 40., , , , , , , , , and 10 other author(s). CHI Extended Abstracts, page 158:1-158:3. ACM, (2022)The Evolution of Engagements and Social Bonds During Child-Parent Co-design., , , , , , , and . CHI, page 3607-3619. ACM, (2016)"It helped me do my science.": a case of designing social media technologies for children in science learning., , , , , and . IDC, page 155-164. ACM, (2014)Brownies or bags-of-stuff?: domain expertise in cooperative inquiry with children., , , , , and . IDC, page 201-210. ACM, (2013)Understanding Research Related to Designing for Children's Privacy and Security: A Document Analysis., , , , , , and . IDC, page 335-354. ACM, (2023)Designing to illuminate children's scientific funds of knowledge through social media sharing., , , , , , , , and . IDC, page 266-277. ACM, (2018)