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  1. ; ; ; ; ; (, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)
    China, C.' Tan; Chan, C.; Kali, Y. (Ed.)
    Teachers often find it challenging to learn computational thinking (CT) and integrate it with classroom learning. In this systematic review, we focus on how professional learning experiences have supported K-12 teachers to integrate CT into their classrooms. The findings suggest some effective strategies for building professional learning experiences but highlight the need for more agreement about the nature of CT. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; ; ; ; ; et al (, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022.)
    Chinn, C.; Tan, E.; & Kali, Y. (Ed.)
    Computational thinking (CT) is ubiquitous in modern science, yet rarely integrated at the elementary school level. Moreover, access to computer science education at the PK-12 level is inequitably distributed. We believe that access to CT must be available earlier and implemented with the support of an equitable pedagogical framework. Our poster will describe our Accessible Computational Thinking (ACT) research project exploring professional development with elementary teachers on integrating computational thinking with Culturally Responsive Teaching practices. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; (, International Society of the Learning Sciences)
    Chinn, C; Tan, E.; Chan, C.; Kali, Y. (Ed.)
    Socio-ecological histories of places are political, contested, and intimately linked with ways of knowing and being in the world. Supporting students in perspective taking and reasoning through contested histories of places are equity practices that allow for multiple and diverse stories to be told, honored, and incorporated in science learning. In this paper, we describe an approach to teaching about socio ecological systems from the Learning in Places project using a framework called Socioecological Histories of Places. We first describe the framework and its design within the Learning in Places project. We then analyze one teacher’s implementation of this approach and discuss implications for understanding issues of power, historicity, and ethical decision-making in field-based science learning and teaching. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; (, Repository of the International Society of the Learning Sciences)
    Chinn, C; Tan, E; Chan, C; Kali, Y (Ed.)
    Robotics activities can provide students with opportunities to engage in computational thinking (CT) as well as support disciplinary learning goals. The goal of the Robots in Science project is to create, implement, and refine a PD program for middle school science teachers to design and implement robotics and CT-integrated science lessons. Two case studies illustrate how teachers used robotics activities to provide opportunities for science learning. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; (, International Society of the Learning Sciences)
    Chinn, C; Tan, E; Chan, C; Kali, Y (Ed.)
    Robotics activities can provide students with opportunities to engage in computational thinking (CT) as well as support disciplinary learning goals. The goal of the Robots in Science project is to create, implement, and refine a PD program for middle school science teachers to design and implement robotics and CT-integrated science lessons. Two case studies illustrate how teachers used robotics activities to provide opportunities for science learning. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; (, International Society of the Learning Sciences)
    Chinn, C; Tan, E; Chan, C; Kali, Y (Ed.)
    Robotics activities can provide students with opportunities to engage in computational thinking (CT) as well as support disciplinary learning goals. The goal of the Robots in Science project is to create, implement, and refine a PD program for middle school science teachers to design and implement robotics and CT-integrated science lessons. Two case studies illustrate how teachers used robotics activities to provide opportunities for science learning. 
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    Accepted Manuscript Full Text Available
  7. ; ; ; (, International Society of Learning Sciences (ISLS))
    Chinn, C; Tan, E; Chan, C; Kali, Y (Ed.)
    Iteration is pervasive in current perspectives of student reasoning, but it is also often assumed, backgrounded, or minimized in favor of other empirical interests and results, despite being foundational to reasoning processes and inquiry. This paper forefronts iterative practice while examining student reasoning in a reform-based undergraduate physics lab course. We present an instrumental case study analysis of a single student group, documenting how they engaged in micro- and macro-levels of iterative practice at the nexus of experimental activity and sensemaking throughout their experimentation. These results illustrate the nuance in students’ iterative practice at different levels and prompt new questions about how different forms of iterative practice may impact student learning. 
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    Accepted Manuscript Full Text Available
  8. ; ; ; ; ; ; ; (, Proceedings of the 16th International Conference of the Learning Sciences , ICLS 2022)
    Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)
    Learners’ choices as to whether and how to use visual representations during learning are an important yet understudied aspect of self-regulated learning. To gain insight, we developed a choice-based intelligent tutor in which students can choose whether and when to use diagrams to aid their problem solving in algebra. In an exploratory classroom study with 26 students, we investigated how learners choose diagrams and how their choice behaviors relate to learning outcomes. Students who proactively chose to use diagrams achieved higher learning outcomes than those who reactively used diagrams when they made incorrect attempts. This study contributes to understanding of self-regulated use of visual representations during problem solving. 
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    Accepted Manuscript Full Text Available
  9. ; ; ; (, Proceedings of the 16th International Conference of the Learning Sciences (ICLS 2022))
    Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)
    Accepted Manuscript Full Text Available
  10. ; ; ; ; ; (, Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)
    Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)
    We used Natural Language Processing (NLP) to design an adaptive computer dialogue that engages students in a conversation to reflect on and revise their written explanations of a science dilemma. We study the accuracy of the NLP idea detection. We analyze how 98 12-13 year-olds interacted with the dialogue as a part of a Diagnostic Inventory. We study students’ initial and revised science explanations along with their logged responses to the dialogue. The dialogue led to a high rate of student revision compared to prior studies of adaptive guidance. The adaptive prompt encouraged students to reflect on prior experiences, to consider new variables, and to raise scientific questions. Students incorporated these new ideas when revising their initial explanations. We discuss how these adaptive dialogues can strengthen science instruction. 
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    Accepted Manuscript Full Text Available