In Press

• Wilensky, U. & Jacobson, M. (in press). Complex Systems in the Learning Sciences. Handbook of Learning Sciences, 2.

• Wilensky, U., & Rand, W. (in press). An introduction to agent-based modeling: Modeling natural, social and engineered complex systems with NetLogo. Cambridge, MA: MIT Press.
  

In Progress

• Abrahamson, D. & Wilensky, U. (In Progress). Is a disease like a lottery?: Classroom networked technology that enables student reasoning about complexity.

• Berland, M. & Wilensky, U. (Under Review). Comparing Virtual and Physical Robotics Environments for Teaching Complex Systems and Computational Literacies. Journal of the Learning Sciences.

• Crain, M., & Wilensky, U. (book under preliminary review). Learning through computer-based modeling: A guide for teachers and parents. Manuscript in preparation.

• Holbert, N., & Wilensky, U. (submitted). Representational congruence: Designing video games that enable players to use knowledge developed in-game to reason about science. Journal of Science Education and Technology.

• Maroulis, S., Bakshy, E., Gomez, L. & Wilensky, U. (submitted). Modeling the Transition to Public School Choice. Journal of Artificial Societies and Social Simulation.


• Maroulis, S., & Wilensky, U. (In Revision). Modeling the implementation of radical change: An application to school reform.

• Maroulis, S. & Wilensky, U. (In Revision). Social and Task Interdependencies in the Frontline Implementation of Innovation. Journal of Public Administration and Theory.

• Ottino, J. Stonedahl, F. & Wilensky, U. (in preliminary review). Concerning Stability in Competition: An Agent-Based Exploration of Hotelling’s Law

• Sengupta, P., & Wilensky, U. (submitted). Balancing Electrons & Learning Electricity in 5th Grade: Emergence, Electric Current and Multi- Agent Based Models. Cognition and Instruction.

• Sengupta, P. & Wilensky, U. (under review). Developing an Understanding of Electric Current with Multi-Agent-Based Models: Lowering the Learning Threshold through connecting the micro-level with flow rate. Journal of Research in Science Teaching.

• Sirer, M., Maroulis, S., Guimera, R., Wilensky, U. & Amaral, L. (In Progress). School choice dynamics in the Chicago Public School system.

• Stroup, W. & Wilensky, U. (In Progress). On the Dynamic Complementarity of Agent-based and Aggregate Reasoning in Students' Developing Understandings of Dynamic Systems.

• Unterman, J. Hazzard, E. & Wilensky, U. (In Progress).  Learning to construct multi-agent models: analysis of a NetLogo workshop.

• Wilensky, U., & Abrahamson, D. (In Progress). Fostering Complexity Reasoning. Manuscript submitted for publication.

• Wilensky, U., Hazzard, E. & Longenecker, S.(In Progress).  A Bale of Turtles: A case study of a middle school science class studying complexity using StarLogoT.

• Wilensky, U., Novak, M., & Horn, M.S. (in preliminary review). BEAGLE: Understanding evolution as an emergent process through agent-based computer modeling.

• Wilensky, U. & Papert, S. (In Progress). Restructurations: Reformulations of Knowledge Disciplines through new representational forms. Center for Connected Learning and Computer-Based Modeling. Northwestern University.

• Wilensky, U. & Stroup, W. (In Progress). Embodied Science Learning: Students enacting participatory Simulations with the HubNet architecture
  

• Wilkerson-Jerde, M. & Wilensky, U. (In Progress).  From Probabilistic Birth to Exponential Population: Making Sense of the Calculus of Complex Systems.
  

2013

• Duarte Olson, I. (2013). Cultural Differences Between Favela and Asfalto in Complex Systems Thinking. Journal of Cognition and Culture, 13(1-2), 145–157. doi:10.1163/15685373-12342089

• Duarte Olson, I. (2013). Inequality in Levels: Navigating Everyday Complexity. In Ojalehto,B., Medin, D. Conceptualizing Complex Systems: How People Navigate Social and Ecological Systems. Symposium accepted to the Society for Anthropological Sciences Meeting.

• Duarte Olson, I. (2013).“It’s like an epidemic, it catches on…”: Community Knowledge of Everyday Complex Phenomena. In C. Lee and G. Saxe. (Co-chairs). Capitalizing on Knowledge Co-Constructed via the Praxis of Historically Nondominant Groups. Symposium accepted to the American Educational Research Association Conference

• Tisue, S., & Wilensky, U. (2004, updated 2013). NetLogo: Design and implementation of a multi-agent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.

• Trouille, L., Beheshti, E., Horn, M., Jona, K., Kalogera, V., Weintrop, D., & Wilensky, U. (2013). Bringing Computational Thinking into the High School Science and Math Classroom. In American Astronomical Society, AAS Meeting #221, #201.09

• Wagh. A. & Wilensky, U. (2013). Leveling the playing field: Making multi-level evolutionary processes accessible through participatory simulations. Proceedings of CSCL, Madison, Wisconsin, June 15-19


• Weintrop, D., & Wilensky, U. (2013). Learning by Leveling: An Incremental Introduction to Programming. To be presented at the 43rd Annual Meeting of the Jean Piaget Society Annual Meeting, Chicago, IL, USA.


• Weintrop, D., & Wilensky, U. (2013). Supporting Computational Expression: How Novices Use Prgramming Primitives in Achieving a Computational Goal. Presented at AERA, San Francisco, CA, USA.

• Weintrop, D., & Wilensky, U. (2013). RoboBuilder: A Computational Thinking Game. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 736–736). Denver, CO: ACM.

• Wilensky, U. (2001, updated 2013) Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria.

2012

• Abrahamson, D. (2012). Seeing Chance: perceptual reasoning as an epistemic resource for grounding compound event spaces.In R. Biehler & D. Pratt (Eds.), Probability in reasoning about data and risk [Special issue]. ZDM: The international Journal on Mathematics Education, 44(7), 869–881.


• Abrahamson, D. (2012). Discovery reconceived: product before process.For the Learning of Mathematics, 32(1), 8-15.


• Abrahamson, D. (2012). Rethinking intensive quantities via guided mediated abduction.The Journal of the Learning Sciences. 21(4), 626-649. doi: 10.1080/10508406.2011.633838


• Abrahamson, D., Gutierrez, J. F., Charoenying, T., Negrete, A. G., & Bumbacher, E. (2012). Fostering hooks and shifts: tutorial tactics for guided mathematical discovery.Technology, Knowledge, and Learning, 17(1-2), 61-86. doi: 10.1007/s10758-012-9192-7.


• Abrahamson, D. (Chair & Organizer). (2012). You're it! Body, action, and object in STEM learning (M. Eisenberg, Discussant). In J. v. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012) (Vol. 2: Symposia, pp. 99-109). Sydney: University of Sydney / ISLS.


• Abrahamson, D., & Charoenying, T. (2012, April). Doing-for-seeing, seeing-for-doing: demonstration and imitation as critical opportunities for schema development in embodied-interaction mathematics learning. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, April 13-17.


• Abrahamson, D., Gutierrez, J. F., & Baddorf, A. K. (2012). Try to see it my way: the discursive function of idiosyncratic mathematical metaphor. Mathematical Thinking and Learning, 14(1), 55-80.


• Abrahamson, D., Gutierrez, J. F., Charoenying, T., Negrete, A. G., & Bumbacher, E. (2012, April). Fostering mathematical discovery: one tutor's strategies for ushering the construction of proportional schemas via mediated embodied interaction. In J. Radinsky (Chair) & J. Lemke (Discussant), Emergent methods for studying spatial and embodied dimensions of learning. Symposium presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences), Vancouver, April 13-17.


• Abrahamson, D., Negrete, A. G., & Gutierrez, J. F. (2012, April). Adding up to multiplicative concepts: the role of embodied reasoning. Paper presented at the annual meeting of the American Educational Research Association (SIG Research in Mathematics Education), Vancouver, April 13-17. Abrahamson-et-al-AERA2012f

• Duarte Olson, I (2012). Drawing and Talking about Social Systems: Cultural Differences between Favela and Asfalto. Society for Cross Cultural Research Newsletter (pp.6). Las Vegas, NV.

• Duarte Olson, I. (February, 2012). Drawing and talking about Social Systems: Cultural Differences Between Favela and Asfalto. Poster presented at the 2012 Society for Cross Cultural Research Conference and Society for Anthropological Sciences Joint Conference: Las Vegas, NV.

• Duarte Olson, I. (May, 2012). Favela dwellers construal of their social environment and implications for complex systems thinking. Poster presented at the Association for Psychological Sciences: Chicago, IL.

• Dyer, E. B. (2012, November). Exploring classroom discourse through an agent-based model. Poster presented at the 34th Annual Conference of PME-NA: Kalamazoo, MI: PME.

• Hickey, D.T., Soylu, F. (2012). Wikifolios, reflections, and exams for online engagement, understanding, and achievement. Journal of Teaching and Learning with Technology: 64-71.


• Hjorth, A & Wilensky, U. (2012). Acting like a Turtle: A NetLogo Kinect Extension. Proceedings of the Constructionism 2012 Conference. Athens, Greece, Aug 21-25.


• Holbert, N. R., Wilensky, U. (2012). Designing video games that encourage players to integrate formal representations with informal play. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.) The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) - Volume 1, Full papers. International Society of the Learning Sciences: Sydney, NSW, Australia.


• Holbert, N., Wilensky, U. (2012). Representational congruence: Connecting video game experiences to the design and use of formal representations. In Kynigos, C., Clayson, J. E., & Yiannoutsou, N. (Ed.), Constructionism Theory, Practice, and Impact: Proceedings of Constructionism 2012. Athens, Greece.


• Horn, M. S., Weintrop, D., Beheshti, E., & Olson, I. C. (2012). Spinners, Dice, and Pawns: Using Board Games to Prepare for Agent-Based Modeling Activities. Presented at the AERA, Vancouver, Canada.

• Horn, M.S. & Wilensky, U. (2012). NetTango: A mash-up of NetLogo and Tern. In Moher, T. (chair) and Pinkard, N. (discussant), When systems collide: Challenges and opportunities in learning technology mashups. Symposium presented at the annual meeting of the American Education Research Association,Vancouver, British Columbia.


• Kahn, K; Noble, H; Hjorth, A & Sampaio, F. (2012). Three-minute Constructionist Experiences. Proceedings of the Constructionism 2012 Conference. Athens, Greece, Aug-21-25.

• Sengupta, P., & Wilensky, U. (2012). Lowering the Learning Threshold: Multi-Agent-Based Models and Learning Electricity . In Khine, M.S., & Saleh, I.M (Eds.). Dynamic Modeling: Cognitive Tool for Scientific Inquiry. Springer, New York, NY.

• Trninic, D., & Abrahamson, D. (2012, May/June). Body of knowledge: rethinking mathematical concepts as signified embodied procedures. Paper presented at "Rethinking Cognitive Development," the 42nd annual meeting of the Jean Piaget Society, Toronto, May 31-June 2.


• Trninic, D., & Abrahamson, D. (2012). Embodied artifacts and conceptual performances. In J. v. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012) (Vol. 1: Full papers, pp. 283-290). Sydney: University of Sydney / ISLS.



• Wagh, A. & Wilensky, U. (2012).  Evolution in blocks: Building models of evolution using blocks. Proceedings of Constructionism, Athens, Greece, Aug 21-25.

• Wagh. A. & Wilenky, U. (2012). Breeding birds to learn about artificial selection: Two birds with one stone? Proceedings of ICLS, Sydney, Australia, July 2-6.

• Wagh, A. & Wilensky, U. (2012). Mechanistic Explanations of evolutionary change facilitated by agent-based models. Paper presented at AERA, Vancouver, April 13-17.

• Weintrop, D., Holbert, N., Wilensky, U., & Horn, M. S. (2012). Redefining Constructionist Video Games: Marrying Constructionism and Video Game Design. Proceedings of the Constructionism 2012 Conference. Athens, Greece, Aug 21-25.


• Weintrop, D., & Wilensky, U. (2012). RoboBuilder: A Program-to-Play Constructionist Video Game. Proceedings of the Constructionism 2012 Conference. Athens, Greece, Aug 21-25.


• Yalvac, B., Ayar, M. C., & Soylu, F. (2012). Teaching Engineering with Wikis. International Journal of Engineering Education, 28(3), 701.

2011

• Gobert, J., O'Dwyer, L., Horwitz, P., Buckley, B., Levy, S.T. & Wilensky, U. (2011). Examining the relationship between students' epistemologies of models and conceptual learning in three science domains: Biology, Physics, & Chemistry. International Journal of Science Education, 33(5), 653-684.

• Levy, S. T. & Wilensky, U. (2011). Mining students inquiry actions for understanding of complex systems. ScienceDirect Alert: Computers & Education, Vol. 56, Iss. 3, 2011. pp. 556-573.

• Holbert, N. R., Wilensky, U. (2011) FormulaT Racing: Designing a game for kinematic exploration and computational thinking. Proceedings of the 7th Games, Learning, & Society Conference. Madison, WI.

• Holbert, N. R. & Wilensky, U. (2011). Racing games for exploring kinematics: A computational thinking approach. Paper presented at AERA 2011, New Orleans, LA.

• Holbert, N. R. & Wilensky, U. (2011). Putting the turtle on the racetrack: Investigating a constructionist racing game for exploring kinematics. Paper presented at NARST 2011, Orlando, FL.

• Horn, M. S., Davis P., Hubbard, A., Keifert, Leong, Z.A & D., Olson, I.,C. (2011). Learning sustainability: Children, learning, and next generation eco-feedback technology. Proceedings of Interaction Design and Children Ann Arbor, MI. June, 2011

• Olson, I.C. & Horn, M. (2011). Modeling on the Table: Agent-Based Modeling in Elementary School with NetTango. Proceedings of10th International Conference on Interaction Design and Children (short paper), Ann Arbor, MI. June, 2011

• Olson, I.C., Leong, Z.A., Wilensky, U., & Horn, M.S. (2011). “It’s just a toolbar!” Using tangibles to help children manage conflict around a multi-touch tabletop. In Proc. of the fifth international conference on Tangible, Embedded and Embodied Interaction (TEI’11), Funchal, Portugal. ACM New York. pp. 29-36.

• Stonedahl, F. & Wilensky, U. (2011). Finding Forms of Flocking: Evolutionary Search in ABM Parameter-Spaces. In Multi-Agent-Based Simulation XI, T. Bosse, A. Geller, & C. M. Jonker (Eds). Lecture Notes in Computer Science. Springer Berlin / Heidelberg. Vol. 6532. pp. 61-75.

• Stonedahl, F., Wilkerson-Jerde, M. & Wilensky, U. (2011). MAgICS: Toward a Multi-Agent Introduction to Computer Science. In M.Beer, M.Fasli, and D. Richards (Eds.) Multi-Agent Systems for Education and Interactive Entertainment: Design, Use and Experience. IGI Global. pp.1-25.

• Wagh, A. & Wilensky, U. (2011). Giraffes don't stretch their necks anymore: Useful pieces of knowledge about natural selection. Proceedings of epiSTEME 2011, Mumbai, Jan 4- 9.

• Wilkerson-Jerde, M, & Wilensky, U. (2011). How do mathematicians learn math?: Resources and acts for constructing and understanding mathematics. Educational Studies in Mathematics, 78(1), 21-43.

• Yalvac, B., Soylu, F., & Arikan, A. (2011). Embodied cognition and education. ETHOS: Dialogues in Philosophy and Social Science 4(1), 1-20.
  

2010

• Abrahamson, D. (2010). A tempest in a teapot is but a drop in the ocean: action-objects in analogical mathematical reasoning. In K. Gomez, L. Lyons & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1 [Full Papers], pp. 492-499). International Society of the Learning Sciences: Chicago, IL.

• Blikstein, P., & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modeling approach to engineering education. In M. J. Jacobson & P. Reimann, (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences. New York: Springer.

• Holbert, N., Penney, L.,& Wilensky, U. (2010). Bringing Constructionism to Action Gameplay. In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.


• Holbert, N. & Wilensky, U. (2010). Feeling fast: The role of intuitive thinking in video games. Poster presented at the annual meeting of the American Educational Research Association, Denver, CO, April 30-May 4.

• Holbert, N. & Wilensky, U. (2010). FormulaT Racing: Combining gaming culture and intuitive sense of mechanism for video game design. In K. Gomez & J. Radinsky (Ed.), Proceedings of the 9th International Conference of the Learning Sciences. Chicago, IL.


• Holbert, N. & Wilensky, U. (2010). FormulaT Racing: Bringing kinematics to the bean bag chair. Worked Example presented at Games, Learning, & Society 6.0. Madison, WI, June 9 - 11.


• Lerner, R., Levy, S.T., & Wilensky, U. (2010). Encouraging Collaborative Constructionism: Principles Behind the Modeling Commons. In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.


• Levy, S. T., Wilensky, U. (2010). Mining students' actions for understanding of complex systems: Students' explorations of gas models in the Connected Chemistry curriculum. Paper presented at AERA 2010, Denver, CO.


• Maroulis, S., Guimera, R., Petry, H., Stringer, M., Gomez, L., Amaral, L., & Wilensky, U. (2010).A complex systems approach to Educational Policy Research. Science 1 October 2010: Vol. 330. no. 6000, pp. 38.


• Mioduser, D. & Levy S.T. (2010). Making Sense by Building Sense: Kindergarten Children's Construction and Understanding of Adaptive Robot Behaviors. International Journal of Computers for Mathematical Learning, 15(2), 99-127.


• Olson, I., Horn, M., & Wilensky, U. (2010). NetLogo Tango: Supporting Student Programming with Tangible Objects and Multi-Touch Displays. In K. Gomez & J. Radinsky (Eds.), Proceedings of the 9th International Conference of the Learning Sciences. Chicago, IL.


• Russell, E., Buzby, C., & Wilensky, U. (2010). Watershed Modeling For Education. Paper presented at the First International Conference for Geospatial Research & Application, Washington, DC.

• Sengupta, P., & Wilensky, U. (2010). Balancing Electrons & Learning Electricity in 5th Grade: Emergence, Electric Current and Multi- Agent Based Models. Cognition and Instruction


• Stonedahl, F. & Stonedahl, S. (2010). Heuristics for Sampling Repetitions in Noisy Landscapes with Fitness Caching. Proceedings of the 12th Annual Conference on Genetic and Evolutionary Computation. Portland, OR.


• Stonedahl, F. & Wilensky, U. (2010). Finding Forms of Flocking: Evolutionary Search in ABM Parameter-Spaces. Proceedings of the MABS workshop at the Ninth International Conference on Autonomous Agents and Multi-Agent Systems. Toronto, Canada.


• Stonedahl, F. & Wilensky, U. (2010). Evolutionary Robustness Checking in the Artificial Anasazi Model. Proceedings of the AAAI Fall Symposium on Complex Adaptive Systems: Resilience, Robustness, and Evolvability. November 11-13, 2010. Arlington, VA.


• Stonedahl, F., Rand, W., & Wilensky, U. (2010). Evolving Viral Marketing Strategies. Proceedings of the 12th Annual Conference on Genetic and Evolutionary Computation. Portland, OR.


• Stonedahl, F., Rand, W., & Wilensky, U. (2010). Discovering Viral Marketing Strategies for Social Networks. Poster presented at the Workshop on Information in Networks (WIN 2010). Sept. 24-25. New York University, Stern School of Business, New York, NY, USA.


• Wagh, A. & Wilensky, U. (2010). Agent-based and aggregate level reasoning elicited by problem scenarios and an agent-based model. Poster presented at the annual meeting of the American Education Research Association, Denver, CO, April 30-May 4.


• Wagh, A. & Wilensky, U. (2010). Ideas-to-think-with: Useful pieces of knowledge about natural selection. In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.


• Wilensky, U., & Novak, M. (2010). Understanding evolution as an emergent process: learning with agent-based models of evolutionary dynamics. In R.S. Taylor & M. Ferrari (Eds.), Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy. New York: Routledge.


• Wilensky, U., & Papert, S. (2010). Restructurations: Reformulations of Knowledge Disciplines through new representational forms.In J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.p. 97.


• Wilkerson-Jerde, M. & Wilensky, U. (2010). NetLogo HotLink Replay: A Tool for Exploring, Analyzing and Interpreting Mathematical Change in Complex Systems. Poster presented at K. Gomez & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Chicago, IL, Jun 29 - Jul 2. Vol 2, pp. 374-375


• Wilkerson-Jerde, M. & Wilensky, U. (2010). Qualitative Calculus of Systems: Exploring Students' Understanding of Rate of Change and Accumulation in Multiagent Systems. Paper presented at AERA 2010, Denver, CO.


• Wilkerson-Jerde, M. & Wilensky, U. (2010). Seeing Change in the World from Different Levels: Understanding the Mathematics of Complex Systems. In M. Jacobson (Org.), U. Wilensky (Chair), and Peter Reimann (Discussant), Learning about Complexity and Beyond: Theoretical and Methodological Implications for the Learning Sciences. Vol 2, pp. 187-194. In K. Gomez & J. Radinsky (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Chicago, IL, Jun 29 - Jul 2.


• Wilkerson-Jerde, M. & Wilensky, U. (2010). Reflected abstraction and knowledge reconstruction in expertise: Tracking mathematicians’ sensemaking around unfamiliar mathematical ideas. Paper presented at the 40th Annual Meeting of the Jean Piaget Society, St Louis, MO, June 3-5.


• Wilkerson-Jerde, M., & Wilensky, U. (2010). Restructuring Change, Interpreting Changes:The DeltaTick Modeling and Analysis Toolkit. Paper presented at J. Clayson & I. Kalas (Eds.), Proceedings of the Constructionism 2010 Conference. Paris, France, Aug 10-14.


• Yang, C. K. (2010). Analyzing school effects: Comparing School Effects on Achievement Gains versus Achievement Status. Poster presented at the IES conference, Washington DC. June 28-30, 2010.


• Yang, C. K. & Wilensky, U. (2010). Reinterpreting school effects from the bottom up: Merging statistical analysis and a complex systems perspective. Poster presented at the Constructionism conference. Paris, France. August 16-20, 2010.

2009

• Abrahamson, D. (2009, April). Appropriate tools: On grounding mathematical procedures in perceptual intuitions. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.


• Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics, 70(1), 27-47. [PDF] [Electronic Supplementary Materials]


• Abrahamson, D. (2009). Orchestrating semiotic leaps from tacit to cultural reasoning-the case of anticipating experimental outcomes of a quasi-binomial random generator. Cognition and Instruction, 27(3), 175-224.


• Abrahamson, D. (2009). A student's synthesis of tacit and mathematical knowledge as a researcher's lens on bridging learning theory. In M. Borovcnik & R. Kapadia (Eds.), Research and developments in probability education [Special Issue]. International Electronic Journal of Mathematics Education, 4(3), 195 - 226.


• An, G., & Wilensky, U. (2009). From artificial life to in silico medicine: NetLogo as a means of translational knowledge representation in biomedical research. In A. Adamatzky & M. Komosinski (Eds.), Artificial Life Models in Software (2nd Ed.). Berlin: Springer-Verlag.


• Blikstein, P., & Wilensky, U. (2009). An atom is known by the company it keeps: A constructionist learning environment for materials science using multi-agent simulation. International Journal of Computers for Mathematical Learning, 14(1), 81-119.


• Blikstein, P., Wilensky, U., & Abrahamson, D. (2009, April). Towards a framework for cognitive research using agent-based modeling and complexity sciences. In M. Jacobson (Chair), M. Kapur (Organizer) & N. Sabelli (Discussant), Complexity, learning, and research: Under the microscope, new kinds of microscopes, and seeing differently. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.


• Holbert, N. (2009). Learning Newton while crashing cars. Poster presented at Games, Learning, and Society 2009, Madison, WI, June 10-12.


• Kornhauser, D., Wilensky, U., & Rand, W. (2009). Design guidelines for agent based model visualization. Journal of Artificial Societies and Social Simulation, JASSS, 12(2), 1.


• Lerner, R., Levy S. T., & Wilensky, U. (2009). Design of the Modeling Commons. Chais Conference, Tel Aviv, Israel.

• Levy, S. T., & Wilensky, U. (2009). Students' learning with the Connected Chemistry (CC1) curriculum: Navigating the complexities of the particulate world . Journal of Science Education and Technology, 18(3), 243-254.


• Levy, S. T., & Wilensky, U. (2009). Crossing levels and representations: The Connected Chemistry (CC1) curriculum . Journal of Science Education and Technology, 18(3), 224-242.


• Mauks-Koepke, K. P., Buchanan, K., Relaford-Doyle, J., Souchkova, D., & Abrahamson, D. (2009, April). The double-edged sword of constructivist design. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

• Novak, M., Levy, S. T., & Wilensky, U. (2009). Playing in a particle sandbox and gaining a glass box perspective: The Connected Chemistry curriculum. Working paper.


• Sengupta, P., & Wilensky, U. (2009). Learning electricity with NIELS: Thinking with electrons and thinking in levels. International Journal of Computers for Mathematical Learning, 14(1), 21-50.


• Stonedahl, F., Wilkerson-Jerde, M., & Wilensky, U. (2009). Re-conceiving introductory computer science curricula through agent-based modeling. In Proceedings of the AAMAS 2009 Workshop on Educational Uses of Multi-Agent Systems (EduMAS '09) (pp. 63-70). Budapest, Hungary.


• Veeragoudar, S., & Abrahamson, D. (2009). At-risk voices speak, theory is all ears: Toward an empirically-based model of agency for STEM learning. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.


• Wilkerson-Jerde, M., & Wilensky, U. (2009, April). Complementarity in agent-based and equation-based models. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.


• Wilkerson-Jerde, M., & Wilensky, U. (2009, May). Understanding proof: Tracking experts' developing understanding of an unfamiliar proof. In F.-L. Lin, F.-J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education (Vol. 2, pp. 268-274). Taipei, Taiwan: National Taiwan Normal University.


• Wilkerson, M. (2009). Agents with attitude: Exploring Coombs Unfolding technique with agent-based models. International Journal of Computers for Mathematical Learning, 14(1), 51-60.


• Zolkower, B., & Abrahamson, D. (2009, April). Studying paradigmatic didactical-mathematical situations: Design and implementation of an experimental graduate level course for pre-service mathematics teachers and doctoral students. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

2008

• Blikstein, P., & Wilensky, U. (2008). Implementing multi-agent modeling in the classroom: Lessons from empirical studies in undergraduate engineering education. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 266-273). Utrecht, The Netherlands: ISLS.


• Blikstein, P., Abrahamson, D., & Wilensky, U. (2008, March). Groupwork as a complex adaptive system: A methodology to model, understand, and design classroom strategies for collaborative learning. Paper presented at the annual conference of the American Education Research Association, New York, NY.


• Blikstein, P., Abrahamson, D., & Wilensky, U. (2008). The classroom as a complex adaptive system: An agent-based framework to investigate students' emergent collective behaviors. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 312-313). Utrecht, The Netherlands: ISLS.


• Goldstone, R. L., & Wilensky, U. (2008). Promoting transfer by grounding complex systems principles. Journal of the Learning Sciences, 26(1), 465-516.


• Levy, S. T., & Wilensky, U. (2008). Inventing a "mid-level" to make ends meet: Reasoning through the levels of complexity. Cognition and Instruction, 26(1), 1-47.


• Maroulis, S., & Gomez, L. (2008).Does 'connectedness' matter? Evidence from a social network analysis of a small school reform. Teachers College Record, 110(9), 1901-1929.


• Rand, W., Blikstein, P., & Wilensky, U. (2008). GoGoBot: Group collaboration, multi-agent modeling and robots. In L. Padgham, D. Parkes, J. Müller & S. Parsons (Eds.), Proceedings of the 7th International Conference on Autonomous Agents and Multi-Agent Systems, AAMAS (Vol. 3, pp. 1717-1722). Richland, SC: International Foundation for Autonomous Agents and Multiagent Systems (IFAAMAS).


• Russell, E., & Wilensky, U. (2008, May). Consuming spatial data in NetLogo using the GIS Extension n. Paper presented at the annual meeting of the Swarm Development Group, Chicago, IL.


• Sengupta, P., & Wilensky, U. (2008, March). Designing across ages: On the low-threshold-high-ceiling nature of NetLogo-based learning environments. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.


• Sengupta, P., & Wilensky, U. (2008, March). On the representational and epistemological affordances of NetLogo-based science curricula. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.


• Sengupta, P., & Wilensky, U. (2008). Learning activities as tools for formative assessment - Case study of a computational multi-agent based electricity curriculum (NIELS: NetLogo Investigations In Electromagnetism). In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 383-391). Utrecht, The Netherlands: ISLS.


• Sengupta, P., & Wilensky, U. (2008). On learning electricity in 7th grade with multi-agent based computational models (NIELS). In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 123-125). Utrecht, The Netherlands: ISLS.


• Sengupta, P., & Wilensky, U. (2008). On the learnability of electricity as a complex system. In G. Kanselaar, J. van Merriëboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 258-264). Utrecht, The Netherlands: ISLS.


• Stonedahl, F., Kornhauser, D., Russell, E., Brozefsky, C., Verreau, E., Tisue, S., & Wilensky, U. (2008, May). Tinkering with turtles: An overview of NetLogo's Extensions API. Paper presented at the annual meeting of the Swarm Development Group, Chicago, IL.


• Stonedahl, F., Rand, W., & Wilensky, U. (2008, July). CrossNet: A framework for crossover with network-based chromosomal representations. Paper presented at the 2008 Genetic and Evolutionary Computation Conference (GECCO), Atlanta, GA.


• Stonedahl, F., Rand, W., & Wilensky, U. (2008, May). Multi-agent learning with a distributed genetic algorithm: Exploring innovation diffusion on networks. Paper presented at the Seventh International Conference on Autonomous Agents and Multi-agent Systems (AAMAS), Estoril, Portugal.


• Wang, J., Dam, G., Yildrim, S., Rand, W., Wilensky, U., & Houk, J. C. (2008). Reciprocity between the cerebellum and the cerbral cortex: Nonlinear dynamics in microscopic modules. Complexity, 14(2), 29-45.


• Wilkerson-Jerde, M., & Wilensky, U. (2008, March). Embedding environments as a mechanism for mathematical reasoning: An expert study. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.


• Wilkerson-Jerde, M., & Wilensky, U. (2008). How do mathematicians learn mathematics? . In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano & A. Sepulveda (Eds.), Proceedings of the 2008 Joint Meeting of the International Group for the Psychology of Mathematics Education, PME-32 and PME-NA XXX (Vol. 4, pp. 409-416). Morelia, Mexico: PME.


• Wilkerson-Jerde, M., Sengupta, P., & Wilensky, U. (2008). Perceptual supports for sense-making: A case study using multi-agent based computational learning environments. In G. Kanselaar, J. van Merriënboer, P. Kirschner & T. de Jong (Eds.), Proceedings of the Eighth International Conference for the Learning Sciences, ICLS2008 (Vol. 3, pp. 151-152). Utrecht, The Netherlands: ISLS.

2007

• Abrahamson, D. & Wilensky, U. (2007). Learning Axes and Bridging Tools in a Technology-Based Design for Statistics. International Journal of Computers for Mathematical Learning. 12(1), 23-55.


• Abrahamson, D., Blikstein, P., & Wilensky, U. (2007). Classroom Model, Model Classroom: Computer-Supported Methodology for Investigating Collaborative-Learning Pedagogy. Proceedings of the Computer-Supported Collaborative Learning conference, New Brunswick, NJ.


• Abrahamson, D., Wilensky, U., & Levin, J. (2007).Agent-Based Modeling as a Bridge Between Cognitive and Social Perspectives on Learning . In D. Abrahamson (Org.), Learning Complexity: Agent-Based Modeling Supporting Education Research on Student Cognition in Social Contexts. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.


• Bakshy, E., & Wilensky, U. (2007). Turtle Histories and Alternate Universes; Exploratory Modeling with NetLogo and Mathematica. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 147-158). IL: Argonne National Laboratory and Northwestern University.


• Blikstein, P., & Wilensky, U. (2007). Bifocal modeling: a framework for combining computer modeling, robotics and real-world sensing. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.


• Blikstein, P., & Wilensky, U. 2007). Modeling manifold epistemological stances with agent-based computer simulation. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.


• Blikstein, P., Abrahamson, D., & Wilensky, U. (2007). Multi-agent simulation as a tool for investigating cognitive-developmental theory. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.


• Blikstein, P., Rand, W., & Wilensky, U. (2007). Just a Cog in the Machine: Participatory Robotics as a Powerful Tool for Understanding Collaborative Learning. Computer Supported Collaborative Learning (CSCL), Rutgers University, Rutgers, NJ, USA.


• Blikstein, P., Rand, W., & Wilensky, U. (2007). Examining group behavior and collaboration using ABM and robots. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 159-172). IL: Argonne National Laboratory and Northwestern University.


• Felsen, M. (2007). "Complex Populations," in MODELS, 306090 Books, Volume 11, Emily Abruzzo, Jonathan D. Solomon, Eric Ellingsen(Eds.).


• Gobert, J., Buckley, B., Levy, S., & Wilensky, U. (2007). Teasing apart domain-specific and domain-general inquiry skills: Co-evolution, bootstrapping, or separate paths? Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.


• Kornhauser, D., Rand, W., & Wilensky, U. (2007). Visualization Tools for Agent-Based Modeling in NetLogo. Paper presented at Agent2007, Chicago, November 15-17.


• Levy, S., & Wilensky, U. (2007). How do I get there...straight, oscillate or inch? High-school students' exploration patterns of Connected Chemistry. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.


• Levy, S.T., & Wilensky, U. (2007). Action across levels (AAL): A multiple levels perspective on what it means to make sense of complex systems. Paper presented at the EARLI 2007 conference, Budapest, Hungary, September 2007.


• Ottino-Loffler, J., Rand, W., & Wilensky, U. (2007). Coevolution of Predators and Prey in a Spatial Model. Paper presented at the GECCO 2007 Conference. London, England. July 7-11.


• Rand, W., & Stonedahl, F. (2007) The El Farol Bar Poblem and Computational Effort: Why People Fail to Use Bars Efficiently. In M. J. North, C. M. Macal & D. L. Sallach (Eds.), Proceedings of the Agent 2007 Conference on Complex Interaction and Social Emergence (pp. 71-86). IL: Argonne National Laboratory and Northwestern University.


• Rand, W., & Wilensky, U. (2007). Full-Spectrum Modeling: From Simplicity to Elaboration and Realism in Urban Pattern Formation. Proceedings of the North American Association Computational Social and Organization Sciences conference (NAACSOS), Atlanta, GA.


• Sengupta, P., Wilkerson, M. & Wilensky, U. (2007). On The Relationship Between Spatial Knowledge And Learning Electricity: Comparative Case Studies of Students Using 2D And 3D Emergent, Computational Learning Environments. Paper presented at the 2007 annual meeting of the American Educational Research Association, Chicago, IL, April 9-13.


• Stonedahl, F., & Rand, W., "Multi-agent Communication Disorders: Dynamic Breeding Networks in Genetic Algorithms". Presentation at Swarmfest 2007 Conference, DePaul University, Chicago, IL. July 2007.


• Stonedahl, F., & Rand, W (2007). "Evolution of Non-Uniform Cellular Automata using a Genetic Algorithm: Diversity and Computation". Presented at the GECCO 2007 Conference, London, UK.


• Wilensky, U., & Centola, D. (2007). Simulated evolution: Facilitating students' understanding of the multiple levels of fitness through multi-agent modeling. Paper presented at the Evolution Challenges Conference. Phoenix, AZ. November 3, 2007.


• Wilensky, U., & Rand, W. (2007). Making models match: Replicating agent-based models. Journal of Artificial Societies and Social Simulation (JASSS), 10(4).

2006

• Abrahamson, D., Berland, M.W., Shapiro, R. B., Unterman, J. W., & Wilensky, U. (2006). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. For the Learning of Mathematics, 26(3), 39-55.


• Abrahamson, D., Janusz, R. M. & Wilensky, U. (2006). There once was a 9-Block... -- A middle-school design for probability and statistics. Journal of Statistics Education, 14(1).


• Berland, M. & Wilensky, U. (2006). Constructionist collaborative engineering: Results from an Implementation of PVBOT.. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.


• Blikstein, P. & Wilensky, U. (2006). An atom is known by the company it keeps: A constructionist learning environment for Materials Science using multi-agent simulation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 7-11.


• Blikstein, P. & Wilensky, U. (2006). From inert to generative modeling: Case studies of multi-agent-based simulation in undergraduate engineering education. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.


• Blikstein, P. & Wilensky, U. (2006). 'Hybrid modeling': Advanced scientific investigation linking computer models and real-world sensing. Paper presented at the Seventh International Conference of the Learning Sciences, Bloomington, IL, June 27-July 1.


• Blikstein, P. & Wilensky, U. (2006). A case study of multi-agent-based simulation in undergraduate materials science education. Paper presented at the Annual Conference of the American Society for Engineering Education, Chicago, IL, June 18-21.


• Blikstein, P., & Wilensky, U. (2006). The Missing Link: A Case Study of Sensing-and-Modeling Toolkits for Constructionist Scientific Investigation. Proceedings of the International Conference for Advanced Learning Technologies (ICALT 2006) (pp. 980-982). Kerkrade, The Netherlands.


• Blikstein, P., Rand, W. & Wilensky, U. (2006). Participatory, embodied, multi-agent simulation. Paper presented at AAMAS 2006.


• Felsen, M., Watson,B. & Wilensky, U. (2006). Urban Complexity + Emergence: Procedural Modeling of City Activity and Form. In Surfacing Urbanisms: Recent Approaches to Metropolitan Design (pp. 261-265). Pasadena, CA: Woodbury University.


• Jacobson, M. & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and implications for the learning sciences. Journal of the Learning Sciences, 15(1), pp. 11-34.


• Lechner, T., Watson, B., Ren, P., Wilensky, U., Tisue, S. & Felsen, M. (2006). Procedural modeling of urban land use. ACM SIGGRAPH 2006 conference.


• Levy, S.T, Novak, M. & Wilensky, U. (2006). Students' foraging through the complexities of the particulate world: Scaffolding for independent inquiry in the connected chemistry (MAC) curriculum. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.


• Levy, S.T. & Wilensky, U. (2006). Gas laws and beyond: Strategies in exploring models of the dynamics of change in the gaseous state. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.


• Levy, S.T. & Wilensky, U. (2006). Emerging knowledge through an emergent perspective: High-school students' inquiry, exploration and learning in the Connected Chemistry curriculum. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.


• Maroulis, S., & Wilensky, U. (2006). Using agent-based modeling to understand the social dynamics of schools. Paper presented at the Teacher Networks conference, Northwestern University, Evanston,IL, November 8.


• Rand, W. (2006). Machine Learning Meets Agent-Based Modeling: When Not to Go to a Bar. Paper presented at Agent 2006, Chicago, IL.


• Rand, W. & Wilensky, U. (2006). Verification and Validation through Replication: A Case Study Using Axelrod and Hammond's Ethnocetnrism Model. Paper presented at NAACSOS 2006, South Bend, IN, June 2006.


• Rand, W. & Wilensky, U. (2006). NetLogo 3.1: Low Threshold, No Ceiling. Proceedings of the annual conference of the North American Association for Computational Social and Organizational Sciences (NAACSOS). Notre Dame, IN.


• Rand, W., Blikstein, P. & Wilensky, U. (2006). Widgets, Planets, and Demons: the Case for the Integration of Human, Embedded, and Virtual Agents via Mediation. Paper presented at Swarmfest 2006, South Bend, IN, June 2006.


• Sengupta, P. & Wilensky, U. (2006) NIELS: An agent-based modeling environment for learning electromagnetism. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.


• Stonedahl, F., Tisue, S. & Wilensky, U. (2006). Breeding faster turtles: Progress towards a NetLogo compiler. In D. L. Sallach, C. M. Macal & M. J. North (Eds.), Proceedings of the Agent 2006 Conference on Social Agents: Results and Prospects (pp. 5-16). Chicago, IL: Argonne National Laboratory and the University of Chicago.


• Unterman, J. & Wilensky, U. (2006). Dynamic Geometry Meets Participatory Simulations: The Design of PANDA BEAR (originally titled: "PANDA BEAR: Perimeter and area by embodied agent reasoning.") . Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.


• Wilensky, U. (2006). Complex systems and restructuration of scientific disciplines: Implications for learning, analysis of social systems, and educational policy. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 7-11.


• Wilensky, U. (2006). Promoting ABM literacy: implications for design, scientific content and education. Paper presented at Agent 2006, Chicago, IL.


• Wilensky, U. & Abrahamson, D. (2006). Is a disease like a lottery?: Classroom networked technology that enables student reasoning about complexity. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.


• Wilensky, U. & Reisman, K. (2006). Thinking Like a Wolf, a Sheep or a Firefly: Learning Biology through Constructing and Testing Computational Theories -- an Embodied Modeling Approach (PDF). Cognition & Instruction, 24(2), pp. 171-209.


• Wilensky, U., & Papert, S. (2006).Restructurations: Reformulations of Knowledge Disciplines through a change in representational forms. Unpublished working paper. Evanston, IL. Center for Connected Learning and Computer-Based Modeling. Northwestern University.

2005

• Rand, W., Brown, D., Riolo, R. & Robinson, D. (2005). Toward a graphical ABM toolkit with GIS integration. Paper presented at the Agent2005 Conference, Chicago, IL, October 13-14.


• Abrahamson, D. & Wilensky, U. (2005). Understanding chance: From student voice to learning supports in a design experiment in the domain of probability. In G.M. Lloyd, M. Wilson, J. L. M. Wilkins & S.L. Behm (Eds.), Proceedings of the Twenty Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.Roanoke, VA.


• Abrahamson, D. & Wilensky, U. (2005). ProbLab goes to school: Design, teaching, and learning of probability with multi-agent interactive computer models. Paper presented at the Fourth Conference of the European Society for Research in Mathematics Education, San Feliu de Guixols, Spain.


• Blikstein, P. & Wilensky, U. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. Paper presented at the 4th International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005), Utrecht, Netherlands.


• Sengupta, P. & Wilensky, U. (2005). N.I.E.L.S: An emergent multi-agent based modeling environment for learning physics. Paper presented at the 4th International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005), Utrecht, Netherlands.


• Abrahamson, D. & Wilensky, U. (2005). Piaget? Vygotsky? I'm game: Agent-based modeling for psychology research. Paper presented at the annual meeting of the Jean Piaget Society. Vancouver, Canada, June 1-3.


• Abrahamson, D., Blikstein, P., Lamberty, K. K. & Wilensky, U. (2005). Mixed- media learning environments. Paper presented at the annual meeting of Interaction Design and Children 2005, Boulder, Colorado.


• Blikstein, P., Abrahamson, D. & Wilensky, U. (2005). NetLogo: Where we are, where we're going. Paper presented at the annual meeting of Interaction Design and Children. Boulder, Colorado.


• Maroulis, S., & Wilensky, U. (2005). Modeling school districts as complex adaptive systems: A simulation of market-based reform. Paper presented at the 3rd Lake Arrowhead Conference on Human Complex Systems. Lake Arrowhead, CA, May 18-22.


• Abrahamson, D., & Wilensky, U. (2005). Collaboration and equity in classroom activities using Statistics As Multi-Participant Learning-Environment Resource (S.A.M.P.L.E.R.). In W. Stroup and U. Wilensky (Chairs), & C. D. Lee (Discussant), "Patterns in group learning with next-generation network technology". Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


• Abrahamson, D., & Wilensky, U. (2005). The stratified learning zone: Examining collaborative-learning design in demographically-diverse mathematics classrooms. In D. Y. White (Chair) & E. H. Gutstein (Discussant), "Equity and diversity studies in mathematics learning and instruction." Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


• Berland, M., & Wilensky, U. (2005). Complex play systems -- Results from a classroom implementation of VBOT. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


• Levy, S.T., & Wilensky, U. (2005). Students' patterns in exploring NetLogo models, embedded in the Connected Chemistry curriculum. In J. Gobert (Chair) and J. Pellegrino (Discussant), "Logging students' learning in complex domains: Empirical considerations and technological solutions." Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


• Maroulis, S., & Wilensky, U. (2005). Leave no turtle behind: An agent-based simulation of school choice dynamics. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


• Gobert, J., Buckley, B., Dede, C., Levy, S., Slotta, J., & Wilensky, U. (2005). Technology features that support research through logging of student interactions with models. Paper presented at the Winter Text Conference, Jackson Hole, WY, January 20-23.

2004

• Blikstein, P., & Wilensky, U. (2004) MaterialSim: an agent-based simulation toolkit for Materials Science learning. Paper presented at the International Conference on Engineering Education, Gainesville, Florida.


• Abrahamson, D. (2004). Embodied spatial articulation: A gesture perspective on student negotiation between kinesthetic schemas and epistemic forms in learning mathematics. In D. E. McDougall and J. A. Ross (Eds.), Proceedings of the Twenty Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Vol. 2 (pp. 791 - 797). Windsor, Ontario: Preney.


• Abrahamson, D., & Wilensky (2004). ProbLab: A computer-supported unit in probability and statistics. In M.J. Hoines & A.B. Fuglestad (Eds.), Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education Vol. 1 (p. 369). Bergen: Bergen University College.


• Abrahamson, D., & Wilensky, U. (2004). SAMPLER: Collaborative interactive computer-based statistics learning environment. In the Proceedings of the 10th International Congress on Mathematical Education, Copenhagen, July 4 – 11, 2004. http://www.icme-organisers.dk/tsg11/ .


• Abrahamson, D., Berland, M.W., Shapiro, R.B., Unterman, J.W., & Wilensky, U. (2004). Leveraging epistemological diversity through computer-based argumentation in the domain of probability. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of The Sixth International Conference of the Learning Sciences (pp. 28 - 35). Mahwah NJ: Lawrence Erlbaum Associates.

• Abrahamson, D., & Wilensky, U. (2004). S.A.M.P.L.E.R.: Statistics As Multi-Participant Learning-Environment Resource. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16.


• Berland, M., & Wilensky, U. (2004). Virtual robotics in a collaborative constructionist learning environment. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16.


• Buckley, B.C., Gobert, J.D., Kindfield, A., Horwitz, P., Tinker, R., Gerlits, B., Wilensky, U., Dede, C., & Willett, J. (2004). Model-based Teaching and Learning with BioLogica™: What do they learn? How do they learn? How do we know? Journal of Science Education and Technology, 13(1), 23-41.


• Levy, S.T., Kim, H., & Wilensky, U. (2004). Connected Chemistry - A study of secondary students using agent-based models to learn chemistry. In J. Gobert (Chair) and N. H. Sabelli (Discussant), "Modeling Across the Curriculum (MAC): Technology, Pedagogy, Assessment, & Research." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16.


• Levy, S.T., & Wilensky, U. (2004). Making sense of complexity: Patterns in forming causal connections between individual agent behaviors and aggregate group behaviors. In U. Wilensky (Chair) and S. Papert (Discussant), "Networking and complexifying the science classroom: Students simulating and making sense of complex systems using the HubNet networked architecture." Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 12 - 16.


• Lechner, T., Watson, B., Wilensky, U., & Felsen, M. (2004). Procedural modeling of land use in cities. Technical report NWU-CS-04-38. Evanston, IL: Northwestern University, Computer Science department.

• Ratto, M., Shapiro, R.B., Truong, T., & Griswold, W. (2004). The ActiveClass Project: Experiments in encouraging classroom participation. Computer Support for Collaborative Learning, 37(10), 73-81.

• Two versions of the original "Design and implementation" paper:
  
  
  • Tisue, S., & Wilensky, U. (2004, updated 2013). NetLogo: Design and implementation of a multi-agent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.
  
  
  • Tisue, S., & Wilensky, U. (2004). NetLogo: Design and implementation of a multi-agent modeling environment. In Proceedings of the Agent 2004 Conference on Social Dynamics: Interaction, Reflexivity and Emergence, Chicago, Illinois, October 2004.(This is a combined, revised, and updated version of our ICCS and SwarmFest papers from earlier that year.).
  
  
• Tisue, S., & Wilensky, U. (2004). NetLogo: A simple environment for modeling complexity. Proceedings of the International Conference on Complex Systems, Boston, May 16 - 21.

2003

• Wilensky, U., & Stroup, W. (2003). Participatory Simulations guide for Computer-HubNet. Evanston, IL, Center for Connected Learning and Computer Based Modeling, Northwestern University. (Updated 2004, 2005)


• Horwitz, P., Gobert, J., Wilensky, U., & Dede, C. (2003). MAC: A longitudinal study of modeling technology in science classrooms. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.


• Gobert, J., Horwitz, P., Tinker, R., Buckley, B., Wilensky, U., Levy, S. T. & Dede, C. (2003). Modeling across the curriculum: Scaling up modeling using technology. Paper presented at the Twenty-Fifth Annual Meeting of the Cognitive Science Society, Boston, MA, July 31 - August 2.


• Wilensky, U., & Stroup, W. (2003). Embedded complementarity of object-based and aggregate reasoning in students developing understanding of dynamic systems. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 1-5.


• Wilensky, U. (2003). Statistical mechanics for secondary school: The GasLab modeling toolkit. International Journal of Computers for Mathematical Learning,[Special Issue on agent-based modeling]. 8(1), 1-41.


• Stieff, M., & Wilensky, U. (2003). Connected Chemistry - incorporating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12(3), 285-302.


• Abrahamson, D., & Wilensky, U. (2003). The quest of the bell curve: A constructionist approach to learning statistics through designing computer-based probability experiments. In M. A. Mariotti (Ed.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education. Pisa, Italy: University of Pisa. Retrieved June 1, 2009, from http://www.dm.unipi.it/didattica/CERME3/proceedings/Groups/TG5/TG5_abrahamson_cerme3.pdf.

2002

• Wilensky, U., & Stroup, W. (2002). Participatory Simulations guide for Calculator-HubNet. Evanston, IL, Center for Connected Learning and Computer Based Modeling, Northwestern University. (Updated 2003, 2004, 2005)


• Abrahamson, D., & Wilensky, U. (2002). Statistics as situated probability: The design and implementation of S.A.M.P.L.E.R. Unpublished manuscript.


• Abrahamson, D., Berland, M., Shapiro, R.B., Unterman, J., & Wilensky, U. (2002). Collaborative interpretive argumentation as a phenomenological-mathematical negotiation: A case of statistical analysis of a computer simulation of complex probability. Unpublished manuscript.


• Stieff, M., & Wilensky, U. (2002). ChemLogo: An emergent modeling environment for teaching and learning chemistry. Proceedings of the fifth biannual International Conference of the Learning Sciences(ILCS) , October 2002, (pp. 451-458), Seattle, WA.


• Stroup, W., Kaput, J., Ares, N., & Wilensky, U. (2002). The nature and future of classroom connectivity: The dialectics of mathematics in the social space. Paper presented at the Psychology of Mathematics Education conference, Atlanta, GA, October.


• MSCP Project Summary (HTML)


• Wilensky, U., & Stroup, W. (2002). Participatory Simulations: Envisioning the networked classroom as a way to support systems learning for all. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 13.

2001

• Two versions of "Modeling nature's..." paper:
  
  
  • Wilensky, U. (2001) Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria
  
  
  • Wilensky, U. (2001, updated 2013) Modeling nature's emergent patterns with multi-agent languages. Proceedings of EuroLogo 2001. Linz, Austria..

• Wilensky, U. (2001). Embodied Learning: Students Enacting Complex Dynamic Phenomena with the HubNet Architecture. Paper presented at the annual meeting of the American Educational Research Association. Seattle, WA.


• Wilensky, U. (2001). Emergent Entities and Emergent Processes: Constructing Emergence through Multi-agent programming. Paper presented at the annual meeting of the American Educational Research Association. Seattle, WA.

2000

• Wilensky, U., Hazzard, E., & Longenecker, S. (2000). A Bale of Turtles: A Case Study of a middle school science class studying complexity using StarLogoT. Paper presented at the meeting of the Spencer Foundation, New York, New York, October 11-13, 2000.


• Two versions of the original "Survival of the Groupiest" paper:
  
  
  • Wilensky, U., & Centola, D. (2007). Simulated Evolution: Facilitating Students' Understanding of the Multiple Levels of Fitness through Multi-Agent Modeling. Paper presented at the Evolution Challenges conference, Phoenix, AZ, November 1-4.
  
  
  • Centola D., McKenzie E., & Wilensky U. (2000). Survival of the groupiest: Facilitating students' understanding of multi-level evolution through multi-agent modeling - The EACH Project. In Proceedings of the Fourth International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute, and InterJournal Complex Systems, 377
  
  
• Centola D., Wilensky U., & McKenzie E. (2000). A hands-on modeling approach to evolution: Learning about the evolution of cooperation and altruism through multi-agent modeling - The EACH Project. Proceedings of the Fourth Annual International Conference of the Learning Sciences, Ann Arbor, MI, June 14-17.


• Wilensky, U., Stroup, W. (2000) Networked gridlock: Students enacting complex dynamic phenomena with the HubNet architecture. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth Annual International Conference for the Learning Sciences (pp. 282-289). Mahwah, NJ: Erlbaum. June 14 - 17.


• Wilensky, U. (2000) Modeling Emergent Phenomena with StarLogoT. @CONCORD.org, Winter 2000.

1999

• Wilensky, U., & Stroup, W. (1999). Participatory Simulations: Networked-based Design for Systems Learning in Classrooms. Presented at the PI meeting of the National Science Foundation, EHR division, June 3 - 4.


• Wilensky, U., & Stroup, W. (1999). Learning through participatory simulations: Network-based design for systems learning in classrooms. Proceedings of Computer Supported Collaborative Learning (CSCL'99). Stanford, CA, December 12 - 15.


• Wilensky, U., Hazzard, E & Froemke, R. (1999). GasLab: An Extensible Modeling Toolkit for Exploring Statistical Mechanics. Paper presented at the Seventh European Logo Conference - EUROLOGO '99, Sofia, Bulgaria.


• Wilensky, U., & Resnick, M. (1999). Thinking in Levels: A Dynamic Systems Perspective to Making Sense of the World (html)  (pdf). Journal of Science Education and Technology, 8(1).
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• Two versions of the original "GasLab" paper:
  
  
  • Book version - Wilensky, U. (1999).GasLab: An extensible modeling toolkit for exploring micro- and macro- views of gases (HTML). In N. Roberts, W. Feurzeig, & B. Hunter (Eds.), Computer modeling and simulation in science education (pp. 151-178). Berlin: Springer Verlag.
  
  
  • Journal version - Wilensky, U. (2003). Statistical mechanics for secondary school: The GasLab Modeling Toolkit. International Journal of Computers for Mathematical Learning, 8(1), 1-41. (special Issue on agent-based modeling).
  
  
• Stroup, W., & Wilensky, U. (1999). Assessing learning as emergent phenomena: Moving constructivist statistics before the individual and beyond the Bell-curve. In A.E. Kelly & R. Lesh (Eds.), Research in Mathematics and Science Education. Englewood, NJ: Lawrence Erlbaum Associates.

1998

• Two versions of "Learning Biology" paper:
  
  
  • Long version - Wilensky, U., & Reisman, K. (2006). Thinking like a wolf, a sheep or a firefly: Learning biology through constructing and testing computational theories - An embodied modeling approach. Cognition & Instruction, 24(2), 171-209.
  
  
  • Short version - Wilensky, U., & Reisman, K.(1998)Learning biology through constructing and testing computational theories - An embodied modeling approach. In Y. Bar-Yam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute.
  
  
• Jacobson, M.J., Brecher, K., Clemens, M., Farrell, W., Kaput, J., Reisman, K., & Wilensky, U. (1998). Education in complex systems. In Y. Bar-Yam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute.


• Wilensky, U., & Reisman, K. (1998).ConnectedScience: Learning Biology through Constructing and Testing Computational Theories -- an Embodied Modeling Approach. In Y. Bar-Yam (Ed.), Proceedings of the Second International Conference on Complex Systems. Nashua, NH: New England Complex Systems Institute. Also reprinted in: InterJournal of Complex Systems, 234, pp. 1 - 12.


• Resnick, M., & Wilensky, U.(1998).Diving into complexity: Developing probabilistic decentralized thinking through role-playing activities. Journal of Learning Sciences, 7(2), 153-171.


• Westbury, C., & Wilensky, U. (1998). Knowledge representation in cognitive science: Implications for education (HTML). Paper presented at the First International conference on the Learning sciences and the challenges of the information era. Lima, Peru.

1997 and earlier

• Wilensky, U. (1997). What is normal anyway? Therapy for epistemological anxiety. Educational Studies in Mathematics, 33(2), 171-202. (Special Issue on Computational Environments in Mathematics Education)


• Wilensky, U. (1996). Modeling rugby: Kick first, generalize later?. International Journal of Computers for Mathematical Learning, 1(1).


• Two versions of "Paradox and programming" paper:
  
  
  • Wilensky, U. (1995).Paradox, programming and learning probability. Journal of Mathematical Behavior, 14(2).
  
  
  • Wilensky, U. (1996). Making sense of probability through paradox and programming. In Y. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking, and learning in a digital world.. Mahwah, NJ: Lawrence Erlbaum Associates.
  
  
• Wilensky, U. (1995). Learning probability through building computational models (HTML). Paper presented at the Nineteenth International Conference on the Psychology of Mathematics Education. Recife, Brazil.


• Wilensky, U. (1995). Making sense of place value: A case of capital numbers. Unpublished manuscript.


• Wilensky, U., & Resnick, M. (1995). New thinking for new sciences: Constructionist approaches for exploring complexity. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.


• Resnick, M., & Wilensky, U. (1993). Beyond the deterministic, centralized mindsets: A new thinking for new science. Paper presented at the annual meeting of the American Educational Research association, Atlanta, GA.


• Masand, B., Wilensky, U., Massar, J.P., & Redner, S. (1992). An extension of the two-dimensional self-avoiding walk series on the square lattice. Journal of Physics, A(Gen25).

• Wilensky, Uri. (1993). Thesis - Connected Mathematics: Building Concrete Relationships with Mathematical Knowledge (Printable PDF)


• Wilensky, Uri. (1991). Abstract meditations on the concrete and concrete implications for mathematics education. In I. Harel & S. Papert (Eds.), Constructionism. Norwood, MA. : Ablex Publishing.


• Brandes, A., & Wilensky, U. (1991). Treasureworld: An Environment for the Study and Exploration of Feedback. In I. Harel & S. Papert (Eds.), Constructionism. Norwood, MA. : Ablex Publishing.