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1. Ontological Alignment: Investigating the Role of the Teacher in Supporting Computational Modeling in Science Classrooms

   Wagh, A.; Fuhrmann, T.; Rosenbaum, L.; Eloy, A.; Blikstein, P.; Wilkerson, M. (January 2023, Proceedings of the 2023 Annual Meeting of the International Society for the Learning Sciences)

   Blikstein, P.; Brennan, K; Kiziko, R.; van Aalst, J. (Ed.)

   Though the medium of computational modeling presents unique opportunities and challenges for science learning, little research examines how teachers can effectively support students in this work. To address this gap, we investigate how an experienced 6th grade teacher guides her students through programming computational, agent-based models of diffusion. Using interaction analysis of whole-class videos, we define a construct we call ontological alignment in which the teacher facilitates discourse to surface, highlight, connect and seek supporting or contradictory evidence for student ideas in ways that align with the level of analysis available in the modeling tool. We identify two practices reflecting this construct; the teacher 1. primes students to orient to interactions between particles and 2. strategically selects evidence to help discern between student theories. We discuss the pedagogical value of ontological alignment and suggest the identified practices as exemplary for supporting students’ learning through computational modeling. 

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2. Spatial Manipulative Note-Taking Tool for Small Group Face-to-Face Collaboration in Science Class

   https://doi.org/10.22318/cscl2024.457802  

   Zeng, Litong; Cang, Xuesong; Sultana, Afroza; Cernova, Stacy; Wang, Megan; Gnesdilow, Dana; Puntambekar, Sadhana; Mazalek, Ali; Tissenbaum, Mike (June 2024, Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024)

   This study explored the Idea Wall, a collaborative knowledge-building tool to support students’ collaboration in small groups during a plant biology science curriculum. We examined the affordances and challenges of the Idea Wall and found the effective use of the tool's spatial organization capabilities by students, particularly the Yup Zone and the intermediary neutral spaces, for collaboratively organizing notes. But there's also a need for improvements in some features of the tool’s design and instructional guidance. 

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3. SimSnap: Supporting Knowledge Communities Across Individual, Small Group, and Whole Class Configurations

   Zeng, L; Cang, X; Sultana, A; Wang, M; Cernova, S; Gnesdilow, D; Puntambekar, S; Mazalek, A; Tissenbaum, M (June 2024, International Society for the Learning Sciences)

   Clarke_Midura, J; Kollar, I; Gu, X; D’Angelo, C (Ed.)

   This study explored the Idea Wall, a collaborative knowledge-building tool to support students’ collaboration in small groups during a plant biology science curriculum. We examined the affordances and challenges of the Idea Wall and found the effective use of the tool's spatial organization capabilities by students, particularly the Yup Zone and the intermediary neutral spaces, for collaboratively organizing notes. But there's also a need for improvements in some features of the tool’s design and instructional guidance. 

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4. Spatially Manipulable Interactive Note Taking Tool to Facilitate Collaborative Learning in Science Education

   https://doi.org/10.1145/3585088.3593918  

   Zeng, Litong; Hadinezhad, Shafagh; Tissenbaum, Mike (June 2023, IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference)

   We examined how Idea Wall, a collaboration spatially manipulable interactive note tool, supports collaborative scientific reasoning among students. Through a design-based research approach, the study also aims to identify potential improvements to the tool that can better support collaborative interactions. The Idea Wall has the ability to facilitate spatial manipulation and interactive note-taking supported student engagement and collaboration. This paper contributes to the growing body of research on the use of interactive tools to enhance scientific reasoning skills in collaborative learning environments. By researching the affordances and challenges of the tool, this study provides valuable insights into the design considerations and potential improvements of such tools in building new norms of collaborative discussion for a knowledge community. 

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5. Professional Learning to Promote Three-Dimensional Teaching Using Computational Modeling in Remote Classroom Contexts

   Shin, N.; Brennan L.; Bowers, J.; Eidin, E.; Stephens, L.; McIntyre, C.; Roderick, S.; Damelin, D. (January 2022, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)

   Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)

   This study explores how to support teachers in developing and implementing effective pedagogical strategies to promote students in making sense of phenomena through computational modeling in remote contexts. Qualitative analyses of eight teachers’ interviews were conducted to characterize their pedagogical strategies to achieve three-dimensional learning. Findings indicate that typical teacher strategies include the teacher and students co-constructing a model and using whole class or group discussions to support students’ modeling practices. 

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