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Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings, , , , , and . International Journal of Science Education, 34 (2): 251-273 (2012)An evaluation of multimodal interactions with technology while learning science concepts., , and . Br. J. Educ. Technol., 42 (2): 266-290 (2011)Learning design Rashomon I-supporting the design of one lesson through different approaches, , , , , , , , , and 1 other author(s). Research in Learning Technology, (2013)Visualizing the Invisible: The CONNECT Approach for Teaching Science., , , , , , , and . ICALT, page 1084-1086. IEEE Computer Society, (2006)Designing Orchestration for Inquiry Learning., and . Orchestrating Inquiry Learning, Routledge, (2012)Uses of accelerometer data collected from a wearable system., , , , , and . Personal and Ubiquitous Computing, 11 (2): 117-132 (2007)Using advanced technologies to connect schools to science museums., , , and . WMTE, page 169-170. IEEE Computer Society, (2006)What do students at distance universities think about AI?, and . L@S, page 45:1-45:4. ACM, (2019)Personalisiertes Lernen mit digitalen Medien: Ein roter Faden, , , and . Robert Bosch Stiftung, Stuttgart, (2018)Learning Design Rashomon I - supporting the design of one lesson through different approaches, , , , , , , , , and 1 other author(s). Research in Learning Technology, (2013)