Learning Across Sites: New tools, infrastructures and practices - Earli

For EARLI members only.
Not for onward distribution.
Differences that make a difference 379
Learning effects of using MBL as a technological and as a cognitive tool. In Psillos, D.,
Kariotoglou, P., Tselfes, V., Fassoulopoulos, G., Hatzikraniotis, E. and Kallery, M. (eds),
Science education research in the knowledge based society (pp. 313–321). Dordrecht: Kluwer
Academic Press.
Brown, A. L. (1992). Design experiments: Theoretical and Methodological challenges in
creating complex interventions in classroom settings. The Journal of the Learning Sciences,
2(2), 141–178.
Cobb, P., Confrey, J., diSessa, A. A., Lehrer, R. and Schauble, L. (2003). Design experiments
in educational research. Educational Researcher, 32(1), 9–13.
Design- based Research Collective. (2003). Design- based research: An emerging paradigm
for educational inquiry. Educational Researcher, 32(1), 5–8.
Doyle, W. (1979). Classroom tasks and student abilities. In Peterson, P. L. and Walberg,
H. J. (eds), Research on teaching: Concepts, findings, and implications. Berkeley, CA:
McCutchan.
Edwards, D. and Mercer, N. (1987). Common knowledge: The development of understanding
in the classroom. London: Routledge.
Eisner, W. (1985). Comics and sequential art. Tamarac, FL: Poorhouse Press.
Erickson, F. (1986). Qualitative methods in research on teaching. In Wittrock, M. (ed.),
Handbook of research on teaching (3rd edn). New York: Macmillan.
Erickson, F. and Gutierrez, K. (2002). Culture, rigor, and science in educational research.
Educational Researcher, 31(8), 21–24.
Euler, M. and Müller, A. (1999). Physics learning and the computer: A review, with a taste of
meta- analysis. Paper presented at the Second International Conference of the European
Science Education Research Association.
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice Hall.
Garfinkel, H. (2002). Ethnomethodology’s program: Working out Durkheim’s aphorism.
Lanham, MD: Rowman & Littlefield.
Heyman, R. D. (1984). Language use and school performance in a native classroom. The
Canadian Journal of Native Studies, 4(1), 11–28.
Lehmann, N. (2004). On different uses of difference: Post- ontological thought in Derrida,
Deleuze, Luhmann, and Rorty. Cybernetics and Human Knowing, 11(3), 56–80.
Lindwall, O. and Ivarsson, J. (2004). What makes the subject matter matter Contrasting
probeware with Graphs and Tracks. In Ivarsson, J. (ed.), Renderings and reasoning:
Studying artifacts in human knowing (pp. 115–143). Göteborg: Acta Universitatis
Gothoburgensis.
Lindwall, O. and Lymer, G. (2005). Vulgar competence, ethnomethodological indifference
and curricular design. In Koschmann, T., Suthers, D. D. and Chan, T.- W. (eds),
Computer support for collaborative learning: The next 10 years (pp. 388–397). Mahwah,
NJ: Lawrence Erlbaum Associates.
Lindwall, O. and Lymer, G. (2008). The dark matter of lab work: Illuminating the negotiation
of disciplined perception in mechanics. Journal of the Learning Sciences, 17(2), 180–224.
Linn, M. C., Layman, J. W. and Nachamias, R. (1987). Cognitive consequences of
microcomputer- based laboratories: graphing skills development. Contemporary
Educational Psychology, 12(3), 244–253.
Livingston, E. (1987). Making sense of ethnomethodology. London: Routledge & Kegan
Paul.
Marton, F. (2006). Sameness and difference in transfer. The Journal of the Learning Sciences,
15(4), 501–537.