Advanced search
Publication Cover
Educational Psychologist Volume 28, 1993 - Issue 1: New Conceptions of Thinking
Submit an article Journal homepage
430
Views
208
CrossRef citations to date
0
Altmetric
Original Articles

Epistemic forms and Epistemic Games: Structures and Strategies to Guide Inquiry

Allan Collins
&
William Ferguson
Pages 25-42 | Published online: 08 Jun 2010

Citations (208)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (45)

Shulamit Kapon & Maayan Schvartzer. (2023) Guided Inquiry into a Physics Equation. Cognition and Instruction 0:0, pages 1-48.
Read now
Michelle Hoda Wilkerson, Kathryn Lanouette & Rebecca L. Shareff. (2022) Exploring variability during data preparation: a way to connect data, chance, and context when working with complex public datasets. Mathematical Thinking and Learning 24:4, pages 312-330.
Read now
Cecilia Espinoza, Kathryn S. Orvis & Sean P. Brophy. (2022) Learning the electron transport chain process in photosynthesis using video and serious game. Journal of Biological Education 56:4, pages 376-396.
Read now
Cesar Botetano & Dor Abrahamson. (2022) The Botetano arithmetic method: introduction and early evidence. International Journal of Mathematical Education in Science and Technology 53:2, pages 516-534.
Read now
Yong Guang Teh, Nicholas Tze Ping Pang, Wendy Diana Shoesmith, Jiann Lin Loo & Swe Jyan Teh. (2021) Team reflections: how co-created knowledge objects enhance knowledge integration. Reflective Practice 22:4, pages 550-565.
Read now
Douglas B. Clark & Pratim Sengupta. (2020) Reconceptualizing games for integrating computational thinking and science as practice: collaborative agent-based disciplinarily-integrated games. Interactive Learning Environments 28:3, pages 328-346.
Read now
Lina Markauskaite. (2020) Commentary: learning for knowledge work practices in the wild. Research Papers in Education 35:1, pages 105-115.
Read now
Christina Krist, Christina V. Schwarz & Brian J. Reiser. (2019) Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning. Journal of the Learning Sciences 28:2, pages 160-205.
Read now
Terrance L. Green. (2018) Enriching Educational Leadership Through Community Equity Literacy: A Conceptual Foundation. Leadership and Policy in Schools 17:4, pages 487-515.
Read now
Melissa J. Luna. (2018) What Does it Mean to Notice my Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing their Students’ Thinking in Science. Cognition and Instruction 36:4, pages 297-329.
Read now
Sue Timmis & Jane Williams. (2017) Playing the interdisciplinary game across education–medical education boundaries: sites of knowledge, collaborative identities and methodological innovations. International Journal of Research & Method in Education 40:3, pages 257-269.
Read now
Terrance L. Green. (2017) From positivism to critical theory: school-community relations toward community equity literacy. International Journal of Qualitative Studies in Education 30:4, pages 370-387.
Read now
Satyugjit Virk, Douglas Clark & Pratim Sengupta. (2015) Digital Games as Multirepresentational Environments for Science Learning: Implications for Theory, Research, and Design. Educational Psychologist 50:4, pages 284-312.
Read now
S. Abramovich. (2014) Revisiting mathematical problem solving and posing in the digital era: toward pedagogically sound uses of modern technology. International Journal of Mathematical Education in Science and Technology 45:7, pages 1034-1052.
Read now
Eva Erdosne Toth, Lisa R. Ludvico & Becky L. Morrow. (2014) Blended inquiry with hands-on and virtual laboratories: the role of perceptual features during knowledge construction. Interactive Learning Environments 22:5, pages 614-630.
Read now
Lee Martin & Daniel L. Schwartz. (2014) A pragmatic perspective on visual representation and creative thinking. Visual Studies 29:1, pages 80-93.
Read now
David Hammer & Leema K. Berland. (2014) Confusing Claims for Data: A Critique of Common Practices for Presenting Qualitative Research on Learning. Journal of the Learning Sciences 23:1, pages 37-46.
Read now
Kurt VanLehn. (2013) Model construction as a learning activity: a design space and review. Interactive Learning Environments 21:4, pages 371-413.
Read now
Richard Medina & Daniel Suthers. (2013) Inscriptions Becoming Representations in Representational Practices. Journal of the Learning Sciences 22:1, pages 33-69.
Read now
Eleni A. Kyza, Costas P. Constantinou & George Spanoudis. (2011) Sixth Graders’ Co-construction of Explanations of a Disturbance in an Ecosystem: Exploring relationships between grouping, reflective scaffolding, and evidence-based explanations. International Journal of Science Education 33:18, pages 2489-2525.
Read now
CLARKA. CHINN, LUKEA. BUCKLAND & ALA SAMARAPUNGAVAN. (2011) Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology. Educational Psychologist 46:3, pages 141-167.
Read now
Dirk Jan Boerwinkel, Arend Jan Waarlo & Kerst Boersma. (2009) A designer's view: The perspective of form and function. Journal of Biological Education 44:1, pages 12-18.
Read now
Lee Martin & DanielL. Schwartz. (2009) Prospective Adaptation in the Use of External Representations. Cognition and Instruction 27:4, pages 370-400.
Read now
EleniA. Kyza. (2009) Middle-School Students’ Reasoning About Alternative Hypotheses in a Scaffolded, Software-Based Inquiry Investigation. Cognition and Instruction 27:4, pages 277-311.
Read now
Peter Goodyear & Maria Zenios. (2007) DISCUSSION, COLLABORATIVE KNOWLEDGE WORK AND EPISTEMIC FLUENCY. British Journal of Educational Studies 55:4, pages 351-368.
Read now
CindyE. Hmelo-Silver, Surabhi Marathe & Lei Liu. (2007) Fish Swim, Rocks Sit, and Lungs Breathe: Expert-Novice Understanding of Complex Systems. Journal of the Learning Sciences 16:3, pages 307-331.
Read now
Ola Magntorn & Gustav Helldén. (2007) Reading New Environments: Students’ ability to generalise their understanding between different ecosystems. International Journal of Science Education 29:1, pages 67-100.
Read now
Peter Goodyear. (2006) Technology and the articulation of vocational and academic interests: reflections on time, space and e-learning. Studies in Continuing Education 28:2, pages 83-98.
Read now
EleniA. Kyza & DanielC. Edelson. (2005) Scaffolding middle school students' coordination of theory and evidence. Educational Research and Evaluation 11:6, pages 545-560.
Read now
Christina V. Schwarz & Barbara Y. White. (2005) Metamodeling Knowledge: Developing Students' Understanding of Scientific Modeling. Cognition and Instruction 23:2, pages 165-205.
Read now
DavidN. Perkins & TinaA. Grotzer. (2005) Dimensions of Causal Understanding: the Role of Complex Causal Models in Students' Understanding of Science. Studies in Science Education 41:1, pages 117-165.
Read now
Chris Quintana, Brian J. Reiser, Elizabeth A. Davis, Joseph Krajcik, Eric Fretz, Ravit Golan Duncan, Eleni Kyza, Daniel Edelson & Elliot Soloway. (2004) A Scaffolding Design Framework for Software to Support Science Inquiry. Journal of the Learning Sciences 13:3, pages 337-386.
Read now
Daniel D. Suthers & Christopher D. Hundhausen. (2003) An Experimental Study of the Effects of Representational Guidance on Collaborative Learning Processes. Journal of the Learning Sciences 12:2, pages 183-218.
Read now
David Hammer & Andrew Elby. (2003) Tapping Epistemological Resources for Learning Physics. Journal of the Learning Sciences 12:1, pages 53-90.
Read now
William A. Sandoval. (2003) Conceptual and Epistemic Aspects of Students' Scientific Explanations. Journal of the Learning Sciences 12:1, pages 5-51.
Read now
Margaret Crawford, William Henry & Finbar Dineen. (2001) Developing interviewing skills of accounting students on the Web – a case study approach. Accounting Education 10:2, pages 207-218.
Read now
DOUGLAS P. NEWTON. (1999) Knowing what Counts as Understanding in Different Disciplines: Some 10-year-old children's conceptions. Educational Studies 25:1, pages 35-54.
Read now
DouglasP. Newton & LynnD. Newton. (1998) Enculturation and Understanding: some differences between sixth formers’ and graduates’ conceptions of understanding in History and Science. Teaching in Higher Education 3:3, pages 339-363.
Read now
Barbara Y. White & John R. Frederiksen. (1998) Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students. Cognition and Instruction 16:1, pages 3-118.
Read now
Benjamin Bell. (1998) Investigate and Decide Learning Environments: Specializing Task Models for Authoring Tool Design. Journal of the Learning Sciences 7:1, pages 65-105.
Read now
Tim Sprod. (1997) ‘Nobody really knows’: the structure and analysis of social constructivist whole class discussions. International Journal of Science Education 19:8, pages 911-924.
Read now
David Mioduser & Marta Santa Maria Marin. (1995) Students’ Construction of Structured Knowledge Representations. Journal of Research on Computing in Education 28:1, pages 63-84.
Read now
Roger C. Schank, Andrew Fano, Benjamin Bell & Menachem Jona. (1994) The Design of Goal-Based Scenarios. Journal of the Learning Sciences 3:4, pages 305-345.
Read now
David Perkins, Eileen Jay & Shari Tishman. (1993) New Conceptions of Thinking: From Ontology to Education. Educational Psychologist 28:1, pages 67-85.
Read now
Stellan Ohlsson. (1993) Abstract Schemas. Educational Psychologist 28:1, pages 51-66.
Read now

Articles from other publishers (163)

Stephen Hackler, Emily Elliott, Mark Eichenlaub & Alison M. Sweeney. (2023) Development and reliability analysis of a split-administration test of the math epistemic games survey. Physical Review Physics Education Research 19:2.
Crossref
Sara Satanassi, Laura Branchetti, Paola Fantini, Rachele Casarotto, Martina Caramaschi, Eleonora Barelli & Olivia Levrini. (2023) Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach: The Dialogue Between Physics and Mathematics. Science & Education 32:5, pages 1287-1320.
Crossref
Thorsten Scheiner. (2023) Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths. Educational Studies in Mathematics 114:1, pages 35-61.
Crossref
Lauren A. Barth-Cohen, Hillary Swanson & Jared Arnell. (2023) Methods of research design and analysis for identifying knowledge resources. Physical Review Physics Education Research 19:2.
Crossref
Michelle Lui, Kit-Ying Angela Chong, Martha Mullally & Rhonda McEwen. (2023) Facilitated model-based reasoning in immersive virtual reality: Meaning-making and embodied interactions with dynamic processes. International Journal of Computer-Supported Collaborative Learning 18:2, pages 203-230.
Crossref
Kimberly S. DeGlopper, Rosemary S. Russ, Prayas K. Sutar & Ryan L. Stowe. (2023) Beliefs versus resources: a tale of two models of epistemology . Chemistry Education Research and Practice 24:2, pages 768-784.
Crossref
Viviana Gaballo. (2023) Translation in CLIL. Translation and Translanguaging in Multilingual Contexts 9:1, pages 71-94.
Crossref
Elias Euler, Lorena Solvang, Bor Gregorcic & Jesper Haglund. 2023. The International Handbook of Physics Education Research: Special Topics. The International Handbook of Physics Education Research: Special Topics 21-1 21-28 .
Gesche Pospiech & Ricardo Avelar Sotomaior Karam. 2023. The International Handbook of Physics Education Research: Special Topics. The International Handbook of Physics Education Research: Special Topics 18-1 18-28 .
Eric Kuo. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics 10-1 10-26 .
Amogh Sirnoorkar, Paul D. O. Bergeron & James T. Laverty. (2023) Sensemaking and scientific modeling: Intertwined processes analyzed in the context of physics problem solving. Physical Review Physics Education Research 19:1.
Crossref
Joy Y. Lee, Jeroen Donkers, Halszka Jarodzka, Géraldine Sellenraad, Tjitske J.E. Faber & Jeroen J.G. van Merriënboer. (2023) The Effects of Reflective Pauses on Performance in Simulation Training. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare Publish Ahead of Print.
Crossref
Peter Goodyear, Lina Markauskaite, Cara Wrigley, Natalie Spence, Genevieve Mosely & Teresa Swist. 2023. Constructing Postdigital Research. Constructing Postdigital Research 65 83 .
Jason M. May, Lauren A. Barth-Cohen, Jordan M. Gerton, Claudia De Grandi & Adrian L. Adams. (2022) Student sensemaking about inconsistencies in a reform-based introductory physics lab. Physical Review Physics Education Research 18:2.
Crossref
Alex Moseley. 2022. Research Anthology on Game Design, Development, Usage, and Social Impact. Research Anthology on Game Design, Development, Usage, and Social Impact 1908 1922 .
Michaela Oliver. (2021) What styles of reasoning are important in primary English?. The Curriculum Journal 32:4, pages 704-721.
Crossref
Charles Winrich & Peter Garik. (2021) Integrating History of Science in In‑service Physics Teacher Education: Impact on Teachers’ Practice. Science & Education 30:5, pages 1099-1130.
Crossref
Eda Demirhan & Fatma Şahin. (2019) The Effects of Different Kinds of Hands-on Modeling Activities on the Academic Achievement, Problem-Solving Skills, and Scientific Creativity of Prospective Science Teachers. Research in Science Education 51:S2, pages 1015-1033.
Crossref
Steve G. Hoffman. (2020) A story of nimble knowledge production in an era of academic capitalism. Theory and Society 50:4, pages 541-575.
Crossref
Edward F. Redish. (2021) Using Math in Physics: Overview. The Physics Teacher 59:5, pages 314-318.
Crossref
Kevin H. Hunter, Jon-Marc G. Rodriguez & Nicole M. Becker. (2021) Making sense of sensemaking: using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity. Chemistry Education Research and Practice 22:2, pages 328-346.
Crossref
Li Ke & Christina V. Schwarz. (2020) Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches. Journal of Research in Science Teaching 58:3, pages 335-365.
Crossref
David T. Brookes, Eugenia Ektina & Gorazd Planinsic. (2020) Implementing an epistemologically authentic approach to student-centered inquiry learning. Physical Review Physics Education Research 16:2.
Crossref
Paul Gardiner. (2020) Learning to think together: Creativity, interdisciplinary collaboration and epistemic control. Thinking Skills and Creativity 38, pages 100749.
Crossref
Xiaowei Tang, Andrew Elby & David Hammer. (2020) The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom. Science Education 104:6, pages 1071-1099.
Crossref
Fernández-Cézar, Raquel, Herrero Henar, Pla Francisco & Solares Cristina. (2020) Is There any Impact of Teaching Vector Spaces From Real Problems? The Case of First Year Engineering Students. Journal of Research in Science, Mathematics and Technology Education 3:3, pages 125-139.
Crossref
Kelli Shar, Rosemary S. Russ & James T. Laverty. (2020) Student epistemological framing on paper-based assessments. Physical Review Physics Education Research 16:2.
Crossref
Nicolae Nistor, Mihai Dascalu, Christian Tarnai & Stefan Trausan-Matu. (2020) Predicting newcomer integration in online learning communities: Automated dialog assessment in blogger communities. Computers in Human Behavior 105, pages 106202.
Crossref
Roxana Hadad, Kate Thomas, Mila Kachovska & Yue Yin. (2019) Practicing Formative Assessment for Computational Thinking in Making Environments. Journal of Science Education and Technology 29:1, pages 162-173.
Crossref
Ningyu Zhang, Gautam Biswas, Kevin W. McElhaney, Satabdi Basu, Elizabeth McBride & Jennifer L. Chiu. 2020. Artificial Intelligence in Education. Artificial Intelligence in Education 598 609 .
Donald M. MorrisonDonald M. Morrison. 2020. The Coevolution of Language, Teaching, and Civil Discourse Among Humans. The Coevolution of Language, Teaching, and Civil Discourse Among Humans 229 266 .
Nina Bonderup Dohn, Lina Markauskaite & Roland Hachmann. 2020. Handbook of Research in Educational Communications and Technology. Handbook of Research in Educational Communications and Technology 73 96 .
Dehui Hu, Kingston Chen, Anne E. Leak, Nicholas T. Young, Brianna Santangelo, Benjamin M. Zwickl & Kelly Norris Martin. (2019) Characterizing mathematical problem solving in physics-related workplaces using epistemic games. Physical Review Physics Education Research 15:2.
Crossref
Laura Branchetti, Alessia Cattabriga & Olivia Levrini. (2019) Interplay between mathematics and physics to catch the nature of a scientific breakthrough: The case of the blackbody. Physical Review Physics Education Research 15:2.
Crossref
Nitasha Mathayas, David E. Brown, Robert C. Wallon & Robb Lindgren. (2019) Representational gesturing as an epistemic tool for the development of mechanistic explanatory models. Science Education 103:4, pages 1047-1079.
Crossref
Chris Proctor & Paulo Blikstein. (2019) Unfold studio: supporting critical literacies of text and code. Information and Learning Sciences 120:5/6, pages 285-307.
Crossref
Joanne Lobato, C. David Walters, Carren Walker & Matthew Voigt. (2018) How Do Learners Approach Dialogic, On-Line Mathematics Videos?. Digital Experiences in Mathematics Education 5:1, pages 1-35.
Crossref
Sonja Werner, Christian Förtsch, William Boone, Lena von Kotzebue & Birgit J. Neuhaus. (2017) Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video Study. Research in Science Education 49:2, pages 437-463.
Crossref
Lawrence Grierson, Geoff Norman, Sandra Monteiro & Matthew Sibbald. 2019. Clinical Simulation. Clinical Simulation 115 127 .
Kirsten Jæger & Annie Aarup Jensen. 2019. Interdisciplinarity and Problem-Based Learning in Higher Education. Interdisciplinarity and Problem-Based Learning in Higher Education 89 101 .
Mark Eichenlaub & Edward F. Redish. 2019. Mathematics in Physics Education. Mathematics in Physics Education 127 151 .
Arthur C. Graesser, Xiangen Hu, Benjamin D. Nye, Kurt VanLehn, Rohit Kumar, Cristina Heffernan, Neil Heffernan, Beverly Woolf, Andrew M. Olney, Vasile Rus, Frank Andrasik, Philip Pavlik, Zhiqiang Cai, Jon Wetzel, Brent Morgan, Andrew J. Hampton, Anne M. Lippert, Lijia Wang, Qinyu Cheng, Joseph E. Vinson, Craig N. Kelly, Cadarrius McGlown, Charvi A. Majmudar, Bashir Morshed & Whitney Baer. (2018) ElectronixTutor: an intelligent tutoring system with multiple learning resources for electronics. International Journal of STEM Education 5:1.
Crossref
Qing X. Ryan, Bethany R. Wilcox & Steven J. Pollock. (2018) Student difficulties with boundary conditions in the context of electromagnetic waves. Physical Review Physics Education Research 14:2.
Crossref
Michelle Hoda Wilkerson & Vasiliki Laina. (2018) Middle school students’ reasoning about data and context through storytelling with repurposed local data. ZDM 50:7, pages 1223-1235.
Crossref
Jérôme Santini, Tracy Bloor & Gérard Sensevy. (2018) Modeling Conceptualization and Investigating Teaching Effectiveness. Science & Education 27:9-10, pages 921-961.
Crossref
Yishay Mor & Rotem Abdu. (2018) Responsive learning design: Epistemic fluency and generative pedagogical practices. British Journal of Educational Technology 49:6, pages 1162-1173.
Crossref
Tor Ole. B. Odden & Rosemary S. Russ. (2018) Sensemaking epistemic game: A model of student sensemaking processes in introductory physics. Physical Review Physics Education Research 14:2.
Crossref
Alex Moseley. (2018) Real-Life Contexts in Learning Games. International Journal of Game-Based Learning 8:4, pages 18-31.
Crossref
Lahcen Oubahssi, Guillaume Loup, Claudine Piau-Toffolon & Oussema Mahdi. (2018) ADDEGames: An Assistance Design Tool for Digital Epistemic Games. ADDEGames: An Assistance Design Tool for Digital Epistemic Games.
Kathryn P. Kohn, Sonia M. Underwood & Melanie M. Cooper. (2018) Connecting Structure–Property and Structure–Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions. CBE—Life Sciences Education 17:2, pages ar33.
Crossref
Amruth N. Kumar. (2018) Epplets. Epplets.
Douglas B. Clark, Paul Medlock-Walton, Raúl Boquín & Eric Klopfer. 2018. Simulation and Gaming. Simulation and Gaming.
Dor Abrahamson & Manu Kapur. (2017) Reinventing discovery learning: a field-wide research program. Instructional Science 46:1, pages 1-10.
Crossref
Michelle Hoda Wilkerson, Rebecca Shareff, Vasiliki Laina & Brian Gravel. (2017) Epistemic gameplay and discovery in computational model-based inquiry activities. Instructional Science 46:1, pages 35-60.
Crossref
Jason R. Finley, Farah Naaz & Francine W. GohJason R. Finley, Farah Naaz & Francine W. Goh. 2018. Memory and Technology. Memory and Technology 155 179 .
Jason R. Finley, Farah Naaz & Francine W. GohJason R. Finley, Farah Naaz & Francine W. Goh. 2018. Memory and Technology. Memory and Technology 103 135 .
Alessio Malizia, Alan Chamberlain & Ian Willcock. 2018. Human-Computer Interaction. Theories, Methods, and Human Issues. Human-Computer Interaction. Theories, Methods, and Human Issues 159 168 .
Sergei Abramovich. 2018. Creativity and Technology in Mathematics Education. Creativity and Technology in Mathematics Education 371 398 .
Rosemary S. Russ. (2018) Characterizing teacher attention to student thinking: A role for epistemological messages. Journal of Research in Science Teaching 55:1, pages 94-120.
Crossref
Bashirah Ibrahim, Lin Ding, Andrew F. Heckler, Daniel R. White & Ryan Badeau. (2017) How students process equations in solving quantitative synthesis problems? Role of mathematical complexity in students’ mathematical performance. Physical Review Physics Education Research 13:2.
Crossref
Sarit Barzilai. (2017) “Half-reliable”: A qualitative analysis of epistemic thinking in and about a digital game. Contemporary Educational Psychology 51, pages 51-66.
Crossref
Dominique Truchot-Cardot. 2017. Comment évaluer les apprentissages dans l’enseignement supérieur professionnalisant ?. Comment évaluer les apprentissages dans l’enseignement supérieur professionnalisant ? 229 240 .
Melissa J. Luna & Miriam Gamoran Sherin. (2017) Using a video club design to promote teacher attention to students' ideas in science. Teaching and Teacher Education 66, pages 282-294.
Crossref
Satyugjit S. Virk, Douglas B Clark & Pratim Sengupta. (2017) The Design of Disciplinarily-Integrated Games as Multirepresentational Systems. International Journal of Gaming and Computer-Mediated Simulations 9:3, pages 67-95.
Crossref
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 233 264 .
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 553 594 .
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 523 552 .
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 435 460 .
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 395 434 .
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 367 393 .
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 341 366 .
Lina Markauskaite & Peter GoodyearLina Markauskaite & Peter Goodyear. 2017. Epistemic Fluency and Professional Education. Epistemic Fluency and Professional Education 1 18 .
Kurt VanLehn, Greg Chung, Sachin Grover, Ayesha Madni & Jon Wetzel. (2016) Learning Science by Constructing Models: Can Dragoon Increase Learning without Increasing the Time Required?. International Journal of Artificial Intelligence in Education 26:4, pages 1033-1068.
Crossref
A. Pacurucu-Pacurucu, F. Pesantez-Aviles, S. Escobar-Cobos, A. Poveda-Pulla, E. Borck-Vintimilla, V. Cevallos Leton Wong, V. Robles-Bykbaev & M. Cobos-Cali. (2016) An intelligent ecosystem to support psychological evaluation and intervention of children under social risk: Towards graphics design validation and new findings. An intelligent ecosystem to support psychological evaluation and intervention of children under social risk: Towards graphics design validation and new findings.
Paulo Blikstein, Tamar Fuhrmann & Shima Salehi. (2016) Using the Bifocal Modeling Framework to Resolve “Discrepant Events” Between Physical Experiments and Virtual Models in Biology. Journal of Science Education and Technology 25:4, pages 513-526.
Crossref
Terence C. Ahern. (2016) A Waterfall Design Strategy for Using Social Media for Instruction. Journal of Educational Technology Systems 44:3, pages 332-345.
Crossref
Rabindra R. Bajracharya & John R. Thompson. (2016) Analytical derivation: An epistemic game for solving mathematically based physics problems. Physical Review Physics Education Research 12:1.
Crossref
Tom Murray. (2015) Coordinating the Complexity of Tools, Tasks, and Users: On Theory-based Approaches to Authoring Tool Usability. International Journal of Artificial Intelligence in Education 26:1, pages 37-71.
Crossref
Todd A. Shimoda & Marcela Borge. (2016) The Web of Inquiry: Computer Support for Playing Epistemic Games. International Journal of Information and Education Technology 6:8, pages 607-615.
Crossref
Douglas B. Clark, Pratim Sengupta & Satyugjit Virk. 2016. Handbook of Research on Gaming Trends in P-12 Education. Handbook of Research on Gaming Trends in P-12 Education 178 194 .
Douglas B Clark, Pratim Sengupta, Corey E Brady, Mario M Martinez-Garza & Stephen S Killingsworth. (2015) Disciplinary integration of digital games for science learning. International Journal of STEM Education 2:1.
Crossref
Peter Garik, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross & Manher Jariwala. (2014) Teaching the Conceptual History of Physics to Physics Teachers. Science & Education 24:4, pages 387-408.
Crossref
Edith S. Gummer & Ellen B. Mandinach. (2015) Building a Conceptual Framework for Data Literacy. Teachers College Record: The Voice of Scholarship in Education 117:4, pages 1-22.
Crossref
Michelle H. Wilkerson-Jerde, Brian E. Gravel & Christopher A. Macrander. (2014) Exploring Shifts in Middle School Learners’ Modeling Activity While Generating Drawings, Animations, and Computational Simulations of Molecular Diffusion. Journal of Science Education and Technology 24:2-3, pages 396-415.
Crossref
Na’ilah Suad Nasir, Ann S. Rosebery, Beth Warren & Carol D. Lee. 2014. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 686 706 .
Lishan Zhang, Kurt VanLehn, Sylvie Girard, Winslow Burleson, Maria Elena Chavez-Echeagaray, Javier Gonzalez-Sanchez & Yoalli Hidalgo-Pontet. (2014) Evaluation of a meta-tutor for constructing models of dynamic systems. Computers & Education 75, pages 196-217.
Crossref
Nikki Kim Boots & Johannes Strobel. (2014) Equipping the Designers of the Future. Games and Culture 9:3, pages 167-181.
Crossref
Katerine Bielaczyc & John Ow. (2014) Multi-player epistemic games: Guiding the enactment of classroom knowledge-building communities. International Journal of Computer-Supported Collaborative Learning 9:1, pages 33-62.
Crossref
Rozy Vig, Eileen Murray & Jon R. Star. (2014) Model Breaking Points Conceptualized. Educational Psychology Review 26:1, pages 73-90.
Crossref
Mary Bridget Kustusch, David Roundy, Tevian Dray & Corinne A. Manogue. (2014) Partial derivative games in thermodynamics: A cognitive task analysis. Physical Review Special Topics - Physics Education Research 10:1.
Crossref
Patrice Venturini & Chantal Amade-Escot. (2014) Analysis of conditions leading to a productive disciplinary engagement during a physics lesson in a disadvantaged area school. International Journal of Educational Research 64, pages 170-183.
Crossref
Paulo Blikstein. 2014. Playful User Interfaces. Playful User Interfaces 317 352 .
Bethany R. Wilcox, Marcos D. Caballero, Daniel A. Rehn & Steven J. Pollock. (2013) Analytic framework for students’ use of mathematics in upper-division physics. Physical Review Special Topics - Physics Education Research 9:2.
Crossref
Dehui Hu & N. Sanjay Rebello. (2013) Using conceptual blending to describe how students use mathematical integrals in physics. Physical Review Special Topics - Physics Education Research 9:2.
Crossref
John M. Carroll, Marcela Borge & Shin-I Shih. (2013) Cognitive artifacts as a window on design. Journal of Visual Languages & Computing 24:4, pages 248-261.
Crossref
Ying Chen, Paul W. Irving & Eleanor C. Sayre. (2013) Epistemic game for answer making in learning about hydrostatics. Physical Review Special Topics - Physics Education Research 9:1.
Crossref
Rosemary S. Russ & Melissa J. Luna. (2013) Inferring teacher epistemological framing from local patterns in teacher noticing. Journal of Research in Science Teaching 50:3, pages 284-314.
Crossref
Lei Liu & Cindy E. Hmelo-Silver. 2013. Multiple Representations in Biological Education. Multiple Representations in Biological Education 75 92 .
Gregory Dyke, Kristine Lund, Daniel D. Suthers & Chris Teplovs. 2013. Productive Multivocality in the Analysis of Group Interactions. Productive Multivocality in the Analysis of Group Interactions 639 658 .
Eve Manz. (2012) Understanding the codevelopment of modeling practice and ecological knowledge. Science Education 96:6, pages 1071-1105.
Crossref
Helen Altman Klein & Katherine D. Lippa. (2012) Assuming control after system failure: type II diabetes self-management. Cognition, Technology & Work 14:3, pages 243-251.
Crossref
Rosemary S. Russ, Victor R. Lee & Bruce L. Sherin. (2012) Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction. Science Education 96:4, pages 573-599.
Crossref
Suna Ryu & William A. Sandoval. (2012) Improvements to elementary children's epistemic understanding from sustained argumentation. Science Education 96:3, pages 488-526.
Crossref
Dor Abrahamson, Jose Gutiérrez, Timothy Charoenying, Andrea Negrete & Engin Bumbacher. (2012) Fostering Hooks and Shifts: Tutorial Tactics for Guided Mathematical Discovery. Technology, Knowledge and Learning 17:1-2, pages 61-86.
Crossref
Thomas J. Bing & Edward F. Redish. (2012) Epistemic complexity and the journeyman-expert transition. Physical Review Special Topics - Physics Education Research 8:1.
Crossref
Flavia Santoianni. (2011) Educational models of knowledge prototypes development. Mind & Society 10:2, pages 103-129.
Crossref
Iolie Nicolaidou, Eleni A. Kyza, Frederiki Terzian, Andreas Hadjichambis & Dimitris Kafouris. (2011) A framework for scaffolding students' assessment of the credibility of evidence. Journal of Research in Science Teaching 48:7, pages 711-744.
Crossref
Alfredo J. Artiles, Kathleen King Thorius, Aydin Bal, Rebecca Neal, Federico Waitoller & David Hernandez-Saca. (2011) Beyond Culture as Group Traits. Learning Disability Quarterly 34:3, pages 167-179.
Crossref
Aparna Lalingkar, Chandrashekhar Ramanathan & Srinivasan Ramani. (2011) An Educational Resources Broker System for Collaborative Sharing of Knowledge-Centric Content. An Educational Resources Broker System for Collaborative Sharing of Knowledge-Centric Content.
Maria Zenios. (2011) Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings. Journal of Computer Assisted Learning 27:3, pages 259-268.
Crossref
Dor Abrahamson, Dragan Trninic, Jose F. Gutiérrez, Jacob Huth & Rosa G. Lee. (2011) Hooks and Shifts: A Dialectical Study of Mediated Discovery. Technology, Knowledge and Learning 16:1, pages 55-85.
Crossref
Matthew J. Sharritt & Daniel D. Suthers. 2011. Discoveries in Gaming and Computer-Mediated Simulations. Discoveries in Gaming and Computer-Mediated Simulations 163 188 .
Barbara Y. White, Allan Collins & John R. Frederiksen. 2011. Models and Modeling. Models and Modeling 41 76 .
Allan Collins. 2011. Models and Modeling. Models and Modeling 23 40 .
Allan Collins. 2011. Theories of Learning and Studies of Instructional Practice. Theories of Learning and Studies of Instructional Practice 105 111 .
Yuen-Yan Chan, Alfred C. H. Yu & Carol K. K. Chan. (2010) Assessing students' integrative learning in biomedical engineering from the perspectives of structure, behavior, and function. Assessing students' integrative learning in biomedical engineering from the perspectives of structure, behavior, and function.
Ghee Ming Goh, Chai Quek & Douglas L. Maskell. (2010) EpiList II: Closing the Loop in the Development of Generic Cognitive Skills. IEEE Transactions on Systems, Man, and Cybernetics - Part A: Systems and Humans 40:4, pages 676-685.
Crossref
Lei Liu & Cindy E. Hmelo-Silver. 2010. New Science of Learning. New Science of Learning 341 356 .
Lei Liu & Cindy E. Hmelo‐Silver. (2009) Promoting complex systems learning through the use of conceptual representations in hypermedia. Journal of Research in Science Teaching 46:9, pages 1023-1040.
Crossref
Dor Abrahamson. (2008) Embodied design: constructing means for constructing meaning. Educational Studies in Mathematics 70:1, pages 27-47.
Crossref
Jerry E.B. Andriessen & Baruch B. Schwarz. 2009. Argumentation and Education. Argumentation and Education 145 174 .
DANIEL SPIKOL & MARCELO MILRAD. (2008) PHYSICAL ACTIVITIES AND PLAYFUL LEARNING USING MOBILE GAMES. Research and Practice in Technology Enhanced Learning 03:03, pages 275-295.
Crossref
Effie Maclellan. (2008) Pedagogical literacy: What it means and what it allows. Teaching and Teacher Education 24:8, pages 1986-1992.
Crossref
Edward F. Redish & Karl A. Smith. (2013) Looking Beyond Content: Skill Development for Engineers. Journal of Engineering Education 97:3, pages 295-307.
Crossref
Kenneth R. Koedinger, Martha W. Alibali & Mitchell J. Nathan. (2008) Trade-Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving. Cognitive Science 32:2, pages 366-397.
Crossref
Yasmin B. Kafai. (2008) How computer games help children learn. Science Education 92:2, pages 378-381.
Crossref
Laura N. Walsh, Robert G. Howard & Brian Bowe. (2007) Phenomenographic study of students’ problem solving approaches in physics. Physical Review Special Topics - Physics Education Research 3:2.
Crossref
David Williamson Shaffer. (2016) Epistemic Games as Career Preparatory Experiences for Students with Disabilities. Journal of Special Education Technology 22:3, pages 57-69.
Crossref
Jonathan Tuminaro & Edward F. Redish. (2007) Elements of a cognitive model of physics problem solving: Epistemic games. Physical Review Special Topics - Physics Education Research 3:2.
Crossref
Roland W. Scholz. (2007) Game and decision theory in mathematics education: epistemological, cognitive and didactical perspectives. ZDM 39:1-2, pages 51-61.
Crossref
Ghee Ming Goh & Chai Quek. (2007) EpiList: An Intelligent Tutoring System Shell for Implicit Development of Generic Cognitive Skills That Support Bottom-Up Knowledge Construction. IEEE Transactions on Systems, Man, and Cybernetics - Part A: Systems and Humans 37:1, pages 58-71.
Crossref
DANIEL D. SUTHERS. (2006) A QUALITATIVE ANALYSIS OF COLLABORATIVE KNOWLEDGE CONSTRUCTION THROUGH SHARED REPRESENTATIONS. Research and Practice in Technology Enhanced Learning 01:02, pages 115-142.
Crossref
David W. Shaffer. (2006) Epistemic frames for epistemic games. Computers & Education 46:3, pages 223-234.
Crossref
Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren & Carol D. Lee. 2012. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 489 504 .
Chris Quintana, Namsoo Shin, Cathleen Norris & Elliot Soloway. 2012. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 119 134 .
D.D. Suthers. (2005) Collaborative Knowledge Construction through Shared Representations. Collaborative Knowledge Construction through Shared Representations.
Dan Suthers. 2005. Barriers and Biases in Computer-Mediated Knowledge Communication. Barriers and Biases in Computer-Mediated Knowledge Communication 295 319 .
William A. Sandoval & Brian J. Reiser. (2004) Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education 88:3, pages 345-372.
Crossref
D. Kevin O'Neill & Joseph L. Polman. (2004) Why educate “little scientists?” Examining the potential of practice‐based scientific literacy. Journal of Research in Science Teaching 41:3, pages 234-266.
Crossref
Cindy E. Hmelo‐Silver & Merav Green Pfeffer. (2010) Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions. Cognitive Science 28:1, pages 127-138.
Crossref
K. Rouane, C. Frasson & M. Kaltenbach. (2003) A framework for an advanced reading support in the digital library age. A framework for an advanced reading support in the digital library age.
K. Rouane, C. Frasson & M. Kaltenbach. (2003) Reading for understanding: a framework for advanced reading support. Reading for understanding: a framework for advanced reading support.
Kristiina Kumpulainen, Satu Vasama & Marjatta Kangassalo. (2003) The intertextuality of children's explanations in a technology-enriched early years science classroom. International Journal of Educational Research 39:8, pages 793-805.
Crossref
Tom Murray. 2003. Authoring Tools for Advanced Technology Learning Environments. Authoring Tools for Advanced Technology Learning Environments 439 466 .
Daniel D. Suthers. 2003. Arguing to Learn. Arguing to Learn 27 46 .
Kari Sormunen, Pekka E. Hirvonen & Jouni Viiri. 2003. Science Education Research in the Knowledge-Based Society. Science Education Research in the Knowledge-Based Society 173 181 .
Eva Erdosne Toth, Daniel D. Suthers & Alan M. Lesgold. (2002) “Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry. Science Education 86:2, pages 264-286.
Crossref
Peter Goodyear. 2002. Networked Learning: Perspectives and Issues. Networked Learning: Perspectives and Issues 49 75 .
D.D. Suthers. (2001) Collaborative representations: supporting face to face and online knowledge-building discourse. Collaborative representations: supporting face to face and online knowledge-building discourse.
David Hammer. (2000) Student resources for learning introductory physics. American Journal of Physics 68:S1, pages S52-S59.
Crossref
Miriam Gamoran Sherin, Bruce L Sherin & Rodrigo Madanes. (1999) Exploring Diverse Accounts of Teacher Knowledge. The Journal of Mathematical Behavior 18:3, pages 357-375.
Crossref
T.A. Shimoda, B.Y. White & J.R. Frederiksen. (1999) Acquiring and transferring intellectual skills with modifiable software advisors in a virtual inquiry support environment. Acquiring and transferring intellectual skills with modifiable software advisors in a virtual inquiry support environment.
D. Suthers. (1999) Representational support for collaborative inquiry. Representational support for collaborative inquiry.
Chee-Kit Looi. (2016) Interactive Learning Environments for Promoting Inquiry Learning. Journal of Educational Technology Systems 27:1, pages 3-22.
Crossref
L.H. Wong, C. Quek & C.K. Looi. (1998) TAP: a software architecture for an inquiry dialogue-based tutoring system. IEEE Transactions on Systems, Man, and Cybernetics - Part A: Systems and Humans 28:3, pages 315-325.
Crossref

Displaying 200 of 208 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.