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Knowledge Construction in the Instrumented Classroom: Supporting Student Investigations of Their Physical Learning Environment.

, , , , , , , , , , and . CSCL, International Society of the Learning Sciences, (2015)

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How real is 'real enough'?: designing artifacts and procedures for embodied simulations of science practices., and . IDC, page 90-98. ACM, (2011)Putting interference to work in the design of a whole-class learning activity.. IDC, page 115-122. ACM, (2009)The Use of Visual Evidence for Planning and Argumentation., , , , , , and . CSCL, International Society of the Learning Sciences, (2015)RoomCast: Distributing Digital Resources in the Classroom of Things., and . CSCL, International Society of the Learning Sciences, (2019)Using Deficient Models as Scaffolds for Learning Engineering Concepts of Tradeoffs and Optimization., and . ICLS, International Society of the Learning Sciences, (2014)Embodying scientific concepts in the physical space of the classroom., , , , and . IDC, page 234-241. ACM, (2008)PhotoMAT: A Mobile Tool for Aiding in Student Construction of Research Questions and Data Analysis., , , , and . Technol. Knowl. Learn., 20 (1): 85-92 (2015)Feel the burn: exploring design parameters for effortful interaction for educational games., , , , and . IDC, page 400-403. ACM, (2013)Combining handhelds with a whole-class display to support the learning of scientific control., , , , , , and . CHI Extended Abstracts, page 882-883. ACM, (2003)Future Learning Spaces for Learning Communities: New Directions and Conceptual Frameworks., , , , , , , , , and 10 other author(s). ICLS, International Society of the Learning Sciences, (2016)