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"Should I answer what the atom feels?": learning about forces in chemical bonding using ELI-chem simulation.

, и . IDC, стр. 650-656. ACM, (2018)

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Follow the Glucose Molecule: Learning Pharmacology by Exploring Multi-Scale Agent-Based Computer Models of Cellular Biochemical Processes and their Interactions Between Organs, , , , и . Proc. of the 12th Chais Conf. for the Study of Innovation and Learning Technologies: Learning in the Technological Era, стр. 21-30. (2017)Anchor Code: Modularity as Evidence for Conceptual Learning and Computational Practices of Students Using a Code-First Environment., , , , , и . CSCL, International Society of the Learning Sciences, (2017)Making Energy Easy: Interacting with the Forces Underlying Chemical Bonding Using ELI-Chem Simulation., и . ICLS, International Society of the Learning Sciences, (2018)"When is the pressure zero inside a container? Mission impossible": 7th grade students learn science by constructing computational models using the much.matter.in.motion platform., , и . IDC, стр. 293-298. ACM, (2020)Broadening Learning Sciences Theoretical Lenses to Understand Young Children's Sensemaking., , , , , , , и . ICLS, International Society of the Learning Sciences, (2020)Making Sense by Building Sense: Kindergarten Children's Construction and Understanding of Adaptive Robot Behaviors., и . Int. J. Comput. Math. Learn., 15 (2): 99-127 (2010)Learning an Alternative Car-Following Technique to Avoid Congestion With an Instructional Driving Simulator., , , , , , и . IEEE Trans. Learn. Technol., 15 (6): 771-782 (2022)Frogs to Think with: Improving Students' Computational Thinking and Understanding of Evolution in A Code-First Learning Environment., , , , , и . IDC, стр. 246-254. ACM, (2016)Making Energy Easy: Interacting With the Forces Underlying Chemical Bonding Using the ELI-Chem Simulation., и . ICLS, International Society of the Learning Sciences, (2018)Complex systems and learning: empirical research, issues, and "seeing" scientific knowledge with new eyes., , , , , , , и . ICLS (3), стр. 266-273. International Society of the Learning Sciences, (2008)