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The Center for Connected Learning (CCL)
and Computer-Based Modeling
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affiliated with the departments of Learning Sciences and Computer Science
the Cognitive Science and Technology and Social Behavior programs,
and the Northwestern Institute on Complex Systems at Northwestern University
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CCL Papers
CCL Papers
In Press     In Progress     2015     2014     2013     2012     2011     2010     2009     2008     2007     2006     2005     2004     2003     2002     2001     2000     1999     1998     1997 and earlier

In Press

  • Abrahamson, D. (in press). Reinventing learning: a design-research odyssey. In S. Prediger, K. Gravemeijer, & J. Confrey (Eds.), Design research with a focus on learning processes [Special issue]. ZDM—The international Journal on Mathematics Education, 2015(6).

  • Berland, M., & Wilensky, U. (in press) Comparing Virtual and Physical Robotics Environments for Teaching Complex Systems and Computational Literacies. Journal of Science Education and Technology

  • Chase, K., & Abrahamson, D. (in press). Reverse scaffolding: A constructivist design architecture for mathematics learning with educational technology. In B. Shapiro, C. Quintana, S. Gilutz, & M. Skov (Eds.), Proceedings of the 14th annual conference of ACM SIGCHI Interaction Design and Children (IDC 2015). Tufts University, Boston: ACM.

  • Flood, V. J., Neff, M., & Abrahamson, D. (in press). Boundary interactions: resolving interdisciplinary collaboration challenges using digitized embodied performances. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), "Exploring the material conditions of learning: opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference Gothenburg, Sweden: ISLS.

  • Sirer, I., Maroulis, S., Guimera, R, Wilensky, U. & Amaral, L.A.N.. (in press). The Currents Beneath the "Rising Tide" of School Choice: An Analysis of Student Enrollment Flows in the Chicago Public Schools. Journal of Policy Analysis and Management

  • Weintrop, D., & Wilensky, U. (in press). Designing for Computational Expression: Four Principles for the Design of Learning Environments Towards Computational Literacy. In D. J. Loveless, B. Griffith, M. Berci, E. Ortlieb, P. Sullivan (Eds.), Academic Knowledge Construction and Multimodal Curriculum Development. Hershey, PA: IGI Global.

  • Weintrop, D., & Wilensky, U. (in press). Situating Programming Abstractions in a Constructionist Video Game. Informatics in Education.

  • 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.

  • Wilkerson-Jerde, M., & Wilensky, U. (in press). From Probabilistic Birth to Exponential Population: Making Sense of the Calculus of Complex Systems. Journal of the Learning Sciences.

  • Wilkerson-Jerde, M., Wagh, A. & Wilensky, U. (in press) Balancing curricular and pedagogical needs in computational construction kits: Lessons from the DeltaTick project. Science Education.

In Progress

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

  • Crain, M., & Wilensky, U. Learning through computer-based modeling: A guide for teachers and parents.

  • Holbert, N. & Wilensky, U. Thinking with the Game: Designing educational video games to be objects-to-think-with

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

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

  • Sengupta, P. & Wilensky, U. Developing an Understanding of Electric Current with Multi-Agent-Based Models: Lowering the Learning Threshold through connecting the micro-level with flow rate.

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

  • Weintrop, D., Hobert, N., Horn, M., & Wilensky, U. Computational Thinking in Constructionist Video Games.

  • Wilensky, U., & Abrahamson, D. Fostering Complexity Reasoning.

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

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

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

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

2015

  • Abrahamson, D., & Trninic, D. (2015). Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action. In D. Reid, L. Brown, A. Coles, & M.-D. Lozano (Eds.), Enactivist methodology in mathematics education research [Special issue]. ZDM Mathematics Education, 47(2), 295–306.

  • Abrahamson, D. (2015). The monster in the machine, or why educational technology needs embodied design. In V. R. Lee (Ed.), Learning technologies and the body: integration and implementation in formal and informal learning environments (pp. 21 – 38). New York: Routledge.

  • Beheshti, E., Weintrop, D., Orton, K., Horn, M.S. , Jona, K., Trouille, L., & Wilensky, U. (2015). Bringing Expert Computational Practices into High School Science Classrooms. Poster presented at the annual meeting of the National Association for Research in Science Teaching (NARST). Chicago, IL.

  • Brady, C., Holbert, N., Soylu, F., Novak, M., & Wilensky, U. (2015). Sandboxes for Model-Based Inquiry. Journal of Science Education and Technology, 24(2). 265-286.

  • Flood, V. J., Schneider, A., & Abrahamson, D. (2015, April). Moving targets: representing and simulating choreographies of multimodal pedagogical tactics for virtual agent mathematics tutors. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 16-20.

  • Hjorth, A., Brady, C., Head, B., Wilensky, U. (2015). Thinking Within and Between Levels: Exploring Reasoning with Multi-Level Linked Models. In T. Koschmann, P. Häkkinen, & P. Tchounikine (Eds.), "Exploring the material conditions of learning: opportunities and challenges for CSCL," the Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference Gothenburg, Sweden: ISLS.

  • Shayan, S., Abrahamson, D., Bakker, A., Duijzer, C., & van der Schaaf, M. (2015). The emergence of proportional reasoning from embodied interaction with a tablet application: an eye-tracking study. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 9th International Technology, Education, and Development Conference (INTED 2015) (pp. 5732-5741). Madrid: IATED.

  • Weintrop, D. (2015). Minding the Gap Between Blocks-Based and Text-Based Programming. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 720–720). New York, NY, USA: ACM. (Winner of the Student Research Competition)

  • Weintrop, D., Orton, K., Horn, M.S., Beheshti, E., Trouille, L., Jona, K., & Wilensky, U. (2015). Outcomes of Bringing Computational Thinking into STEM Classrooms. Paper to be presented at the Annual Meeting of the American Educational Research Association (AERA 2015), Chicago, USA.

  • Weintrop, D., Wilensky, U., Roscoe, J., & Law, D. (2015). Teaching Text-based Programming in a Blocks-based World. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 678–678). New York, NY, USA: ACM

  • Weintrop, D., Orton, K., Horn, M.S., Beheshti, E., Trouille, L., Jona, K., & Wilensky, U. (2015). Computational Thinking in the Science Classroom: Preliminary Findings from a Blended Curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST). Chicago, IL.

2014

  • Abrahamson, D. (2014). Building educational activities for understanding: an elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction, 2, 1-16.

  • Abrahamson, D. (2014). Rethinking probability education: perceptual judgment as epistemic resource. In E. J. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: presenting plural perspectives (pp. 339-360) New York: Springer.

  • Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Leveling transparency via situated, intermediary learning objectives. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 23-30). Boulder, CO: International Society of the Learning Sciences.

  • Abrahamson, D., Lee, R. G., Negrete, A. G., & Gutiérrez, J. F. (2014). Coordinating visualizations of polysemous action: values added for grounding proportion. In F. Rivera, H. Steinbring, & A. Arcavi (Eds.), Visualization as an epistemological learning tool [Special issue]. ZDM: The international Journal on Mathematics Education, 46(1), 79-93.

  • Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition). Cambridge, UK: Cambridge University Press.

  • Anton, G. & Berland, M. (2014). Mission Critical: Building Community to Engage Young Women in Computer Science. Proceedings of ACM SIG-CSE 2014.

  • Brady, C., Holbert, N. R., Soylu, F., Novak, M., F., & Wilensky, U. (2014). Sandboxes for Model-Based Inquiry. Science Teaching and Learning with Models," Journal of Science Education and Technology (JOST) [Special Issue].

  • Brady, C., Horn, M., Wilensky, U., Wagh, A., Hjorth, A., & Bannerjee, A. (2014). Getting your Drift - Activity designs for grappling with evolution. In Penuel, W., Jurow, S., & O'Connor, K. (Eds.) Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences (ICLS 2014) - Volume 2, Short Papers, Symposia, and Selected Abstracts. International Society of the Learning Sciences: Boulder, CO.

  • Davis, D., Berland, M., & Yuen, T. (2014). Multiple Case Study of Nerd Identity in a CS1 Class. Proceedings of ACM SIG-CSE 2014.

  • Flood, V.J., Schneider, A., & Abrahamson, D. (2014). Gesture Enhancement of a Virtual Tutor via Investigating Human Tutor Discursive Strategies: Forms and Functions for Proportions. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 1593-1594). Boulder, CO: International Society of the Learning Sciences.

  • Guo, Y., & Wilensky, U. (2014) Beesmart: a microworld for swarming behavior and for learning complex systems concepts. Proceedings of the Constructionism 2014 Conference. Vienna, Austria. August 2014.

  • Hjorth, A & Wilensky, U. (2014). Redesigning Your City - A Constructionist Environment for Urban Planning Education. Proceedings of Constructionism 2014, Vienna, Aug 19-23.

  • Hjorth, A., & Wilensky, U. (2014). Redesigning Your City–A Constructionist Environment for Urban Planning Education. Informatics in Education-An International Journal, (Vol13_2), 197-208. Chicago

  • Hjorth, A. & Wilensky, U. (2014). Re-grow Your City – a NetLogo curriculum unit on Regional Development. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 1553-1555). Boulder, CO: International Society of the Learning Sciences.

  • Holbert, N. (2014). Exploring the Particulate Nature of Matter in a Constructionist Video Game. In M. Johnson-Glenberg (Org & Chair), Science Sims and Games: Best Design Practices and Fave Flops. In J. Poleman, E. Kyza, I. Tabak & K. O'Neill (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS 2014). University of Colorado at Boulder: ISLS.

  • Holbert, N.R., & Wilensky, U. (2014). Constructible Authentic Representations: Designing Video Games that Enable Players to Utilize Knowledge Developed In-Game to Reason About Science. Technology, Knowledge and Learning, 1-27. doi:10.1007/s10758-014-9214-8

  • Holbert, N., Weintrop, D. & Wilensky, U. (2014). Constructionist video games: Creating educational video games that empower players to construct new knowledge. In N. Holbert & D. Weintrop (Org), N. Holbert (Chair), and Y. Kafai (Discussant), Combining Video Games and Constructionist Design to Support Deep Learning in Play. In J. Poleman, E. Kyza, I. Tabak & K. O'Neill (Eds.), Proceedings of "Learning and Becoming in Practice," the 11th International Conference of the Learning Sciences (ICLS 2014). University of Colorado at Boulder: ISLS.

  • Horn, M.S., Brady, C., Hjorth, A., Wagh, A., & Wilensky, U. (2014). Frog Pond: A code first learning environment on natural selection and evolution. Proceedings of IDC 2014.

  • Horn, M.S., Weintrop, D., & Routman, E. (2014). Programming in the Pond: A Tabletop Computer Programming Exhibit. In Proceedings of the Extended Abstracts of the 32nd Annual ACM Conference on Human Factors in Computing Systems (pp. 1417–1422). New York, NY, USA: ACM.

  • Jona, K., Wilensky, U., Trouille, L., Horn, M. S., Orton, K., Weintrop, D., & Beheshti, E. (2014). Embedding Computational Thinking in Science, Technology, Engineering, and Math (CT-STEM). Whitepaper presented at the summit on Future Directions in Computer Education. Orlando, FL. Jan 8-9, 2014.

  • Maroulis, S., Bakshy, E., Gomez, L. & Wilensky, U. (2014). Modeling the Transition to Public School Choice. Journal of Artificial Societies and Social Simulation.

  • Maroulis, S., & Wilensky, U. (2014). Social and Task Interdependencies in the Street-Level Implementation of Innovation. Journal of Public Administration Research and Theory.

  • Ochsner, A., Johnson-Stempson, R., Steinkuehler, C., & Berland, M. (2014). Studio K: A Game Development Environment Designed for Gains in Computational Thinking. Proceedings of ACM SIG-CSE 2014.

  • Soylu, F., Brady, C., Holbert, N., Wilensky, U. (2014) The thinking hand: Embodiment of tool use, social cognition and metaphorical thinking and implications for learning design. Paper presented at the AERA Annual Meeting (SIG: Brain, Neurosciences, and Education), Philadelphia, PA: April, 2014

  • Stroup, W. & Wilensky, U. (2014). On the Embedded Complementarity of Agent-Based and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems. Technology, Knowledge and Learning, 19(1-2).

  • Wagh, A., & Wilensky, U. (2014). EvoBuild: Programming models of evolutionary change using blocks. Poster presented at the 2014 Annual Meeting of the AERA, Philadelphia.

  • Wagh, A., & Wilensky, U. (2014). Seeing patterns of change: Supporting student noticing in building models of natural selection. Proceedings of 2014 Constructionism, Vienna, Aug 19-23.

  • Weintrop, D., Beheshti, E., Horn, M.S., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2014). Defining Computational Thinking for Science, Technology, Engineering, and Math. Poster presented at the Annual Meeting of the American Educational Research Association (AERA 2014), Philadelphia, USA.

  • Weintrop, D., Beheshti, E., Horn, M.S., Orton, K., Trouille, L., Jona, K., & Wilensky, U. (2014) Interactive Assessment Tools for Computational Thinking in High School STEM Classrooms. In D. Reidsma, I. Choi, & R. Bargar (Eds.), Proceedings of Intelligent Technologies for Interactive Entertainment: 6th International Conference, INTETAIN 2014, Chicago, IL, USA (pp. 22-25). Springer International Publishing.

  • Weintrop, D., & Wilensky, U. (2014). Program-to-play videogames: Developing computational literacy through gameplay. Paper presented at Games, Learning, & Society 10. Madison, WI.

  • Weintrop, D., & Wilensky, U. (2014). Situating programming abstractions in a program-to-play game. Proceedings of Constructionism 2014. Vienna, Austria.

  • Wilensky, U. (2014). Computational Thinking through Modeling and Simulation. Whitepaper presented at the summit on Future Directions in Computer Education. Orlando, FL. Jan 8-9, 2014.

  • Wilensky, U., Brady, C., & Horn, M. (2014). Fostering Computational Literacy in Science Classrooms. Communications of the ACM. 57(8): pp 17-21.

  • Wilensky, U., & Jacobson, M. (2014). Complex Systems in the Learning Sciences. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition). Cambridge, UK: Cambridge University Press.

  • Wilkerson-Jerde, M.H. (2014). Construction, categorization, and consensus: student generated computational artifacts as a context for disciplinary reflection. Educational Technology Research & Development, 62(1), 99-121. doi: 10.1007/s11423-013-9327-0.

  • Wilkerson-Jerde, M.H., Gravel, B.E., & Macrander, C.A. (2014). Exploring shifts in middle school learners' modeling activity while generating drawings, animations, and simulations of molecular diffusion. Online First in Journal of Science Education and Technology. doi: 10.1007/s10956-014-9497-5.

  • Yang, C.K., & Wilensky, U. (2014). Easing Epistemological Anxiety with Models: A Case Study in South Korea and the U.S. Paper presented at the Proceedings of the 38th Meeting of the International Group for Psychology of Mathematics Education (joint meeting with the North American Chapter), Vancouver, Canada, July 15-21, 2014.

2013

  • Abrahamson, D. (2013). Toward a taxonomy of design genres: fostering mathematical insight via perception-based and action-based experiences. In J. P. Hourcade, E. A. Miller & A. Egeland (Eds.), Proceedings of the 12th Annual Interaction Design and Children Conference (IDC 2013) (Vol. "Full Papers", pp. 218-227). New York: The New School & Sesame Workshop.

  • Berland, M., Davis, D., & Yuen, T. (2013). Monsterismus: Recursively Relevant Computer Science Game Design. Proceedings of Games, Learning, & Society 9.0.

  • Berland, M., Martin, T., Benton, T., Petrick Smith, C., & Davis, D. (2013). Using learning analytics to understand the learning pathways of novice programmers. Journal of the Learning Sciences, 22(4), 564-599.

  • Berland, M., Petrick Smith, C., & Davis, D. (2013). Visualizing Live Collaboration in the Classroom with AMOEBA. Proceedings of the Tenth International Conference on Computer-Supported Collaborative Learning. Madison, WI.

  • Bowers, A.J., & Berland, M. (2013). Does recreational computer use affect high school achievement? Educational Technology Research and Development, 61(1), 51-69.

  • Davis, P., Horn, M.S., Schrementi, L., Block, F., Phillips, B., Evans, E.M., Diamond, J., Shen, C. (2013). Going Deep: Supporting collaborative exploration of evolution in natural history museums. International Conference on Computer Supported Collaborative Learning (CSCL'13), Madison, Wisconsin.

  • Davis, P., Horn, M.S., & Sherin, B.L. (2013). The right kind of wrong: A knowledge-in-pieces approach to science learning in museums. Curator, 56(1), 31-46.

  • 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.

  • Frank, K.A., Maroulis, S., Duong, M., & Kelcey, B. (2013) What Would it Take to Change an Inference? Using Rubin's Causal Model to Interpret the Robustness of Causal Inferences. Education Evaluation and Policy Analysis , Volume 35, Issue 4.

  • Friedman, J., & Horn, M.S. (2013). StallTalk: Graffiti, toilets, and anonymous location-based micro-blogging. In Proc. Extended Abstracts on Human Factors in Computing Systems (CHI'13), ACM Press, 2179-2188.

  • Horn, M.S. (2013). The role of cultural forms in tangible interaction design. In Proc. Tangible, Embedded, and Embodied Interaction (TEI'13), ACM Press.

  • Horn, M.S., AlSulaiman, S., & Koh, J. (2013). Translating Roberto to Omar: Computational literacy, stickerbooks, and cultural forms. In Proc. Interaction Design and Children (IDC'13), ACM Press, 120-127.

  • Martin, T., Berland, M., Benton, T., & Smith, C.P. (2013). Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment. Journal of Interactive Learning Research, 24(3), 301-328. Chesapeake, VA: AACE.

  • Negrete, A.G., Lee, R.G., & Abrahamson, D. (2013). Facilitating discovery learning in the tablet era: rethinking activity sequences vis-a-vis digital practices. In M. Martinez & A. Castro Superfine (Eds.), Broadening Perspectives on Mathematics Thinking and Learning - Proceedings of the 35th Annual Meeting of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 35) (Chap. 10: Technology, p. 1205). Chicago, IL: University of Illinois at Chicago.

  • Newman, S.D., & Soylu, F. (2013). The impact of finger counting habits on arithmetic in adults and children. Psychological research, 1-8.

  • 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). Know your enemy: Learning from in-game opponents. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 408–411). New York, NY, USA: ACM. doi:10.1145/2485760.2485789

  • Weintrop, D., & Wilensky, U. (2013). Learning by Leveling: An Incremental Introduction to Programming. . 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 Programming 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.

  • Weintrop, D, Hjorth, A., & Wilensky, U. (2013). Know Your Network: Learning Social Networks Analysis Through Meaningful Manipulation. Poster presented at InfoSocial 2013. Evanston, IL, USA.

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

  • Wilkerson-Jerde, M., Gravel, B., & Macrander, C. (2013). SiMSAM: An integrated toolkit to bridge student, scientific, and mathematical ideas using computational media. In Proceedings of the International Conference of Computer Supported Collaborative Learning (CSCL 2013) (Vol. 2, pp. 379-381). Madison, WI, USA.

  • Wilkerson-Jerde, M., Gravel, B., Macrander, C., Bell, A., & Krouwer, M. (2013). Grain of sand strand: Developing SiMSAM, an integrated animation, simulation, and data analysis toolkit. Presented at Rick, J., Horn, M., & Martinez-Moldonado, R. (Orgs.) CSCL 2013 Pre-Conference Workshop on Human-Computer Interaction and the Learning Sciences.

  • Wilkerson-Jerde, M., & Maldonis, J. (2013). Patterns in students' processes for representing quantitative change across multiple scenarios with multiple media. Poster presented at the 2013 Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.

  • Yang, C.K., & Wilensky, U. (2013). Mathematical Epistemologies and Modeling: A Case Study in South Korea. Invited Lecture at the 10th Korean Women in Mathematical Sciences International Conference, Seoul, Korea, June 20-21, 2013.

  • Yang, C.K., & Wilensky, U. (2013). Unpacking Student Mathematical Epistemologies: A Case Study in South Korea. Presentation at the Fulbright Conference, Jeju, Korea, April 6-8, 2013.

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

  • Bao, P., Hecht, B., Carton, S., Quaderi, M., Horn, M.S., & Gergle, D. (2012). Omnipedia: Bridging the Wikipedia Language Gap. In Proc. ACM Conference on Human Factors in Computing Systems CHI'12, ACM Press.

  • Beheshti, E., Van Devender, A., & Horn, M.S. (2012). Touch, click, navigate: Comparing tabletop and desktop interaction for map navigation tasks. In Proc. Interactive Tabletops and Surfaces ITS'12. ACM Press.

  • Berland, M. (2012). Becoming an Expert Boardgamer: A Quantitative Exploration. Proceedings of Games, Learning, & Society 8.0.

  • Berland, M., Duncan, S., & Boecking, M. (2012). Supporting computational thinking by modding strategic board games. International Conference of the Learning Sciences (ICLS-12).

  • Berland, M., Martin, T., Benton, T., & Petrick, C. (2012). AMOEBA: Mining how students learn to program together. Proceedings of the International Conference of the Learning Sciences (ICLS-12).

  • Berland, M., Martin, T., Benton, T., & Petrick, C. (2012). IPRO: A mobile, social programming game for iOS. Proceedings of Games, Learning, & Society 8.0.

  • Block, F., Wigdor, D., Phillips, B.C., Horn, M.S., & Shen, C. (2012). FlowBlocks: A Multi-Touch UI for Crowd Interaction. In Proc. ACM Symposium on User Interface Software and Technology (UIST'12), ACM Press, 497-508.

  • Block, F., Horn, M.S., Phillips, B.C., Diamond, J., Evans, E.M., & Shen, C. (2012). The DeepTree Exhibit: Visualizing the Tree of Life to Facilitate Informal Learning. IEEE Transactions on Visualization and Computer Graphics, 18(12), 2789-2798.

  • Colyvas, J., & Maroulis, S . (2012). "Academic Laboratories and the Reproduction of Proprietary Science: Modeling Organizational Rules through Autocatalytic Networks" in Padgett, J. and Powell.

  • Davis, D., & Berland, M. (2012). Leveraging English Learners' Identities in Game Design. Proceedings of Games, Learning, & Society 8.0.

  • Duncan, S., & Berland, M. (2012). Triangulating Learning in Board Games: Computational Thinking at Multiple Scales of Analysis. Proceedings of Games, Learning, & Society 8.0.

  • 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.R., & 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., Leong, Z.A., Block, F., Diamond, J., Evans, E.M., Phillips, B., & Shen, C. (2012). Of BATs and APEs: An interactive tabletop game for natural history museums. In Proc. ACM Conference on Human Factors in Computing Systems CHI'12, ACM Press.

  • 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., & Wilensky, 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.

  • Wilkerson-Jerde, M., & Maldonis, J. (2012). Toward a data expression toolkit: Identifying the elements of a dynamic representational competence in young learners. In Proceedings of Constructionism 2012.

  • Wilkerson-Jerde, M. (2012). The Category Creator: An Interactive Online Gallery for Bridging Student-Generated Artifacts and Whole-Classroom Reflection. Poster presented at the 2012 Annual Meeting of AERA, Vancouver, BC.

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

  • Yang, C.K., & Wilensky, U. (2012). Problem Solving and its Relationship to Students’ Epistemology of Mathematics: A Case Study in South Korea. Paper published in the Proceedings of the 12th International Congress on Mathematical Education,Seoul, Korea, July 8-15, 2012.

  • Yang, C.K., & Wilensky, U. (2012). Mathematical Problem Solving and its Relationship to Students’ Epistemology of Mathematics in Korean Students . Poster presented at the American Education Research Association, Vancouver, BC, April 13-17, 2012.

  • Yang, C.K. (2012). Understanding Cultural Differences in Mathematical Cognitive Strategies and Learning Cultures in Korea and the United States. Paper presented at the American Education Research Association, Vancouver BC, April 13-17, 2012.

2011

2010

2009

2008

2007

2006

2005

  • 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). 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., & 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.

  • 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.

  • 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., 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • Hillis, T., Stroup, W., & Wilensky, U. (2005). Patterns of Risk Seeking and Aversion Among Pre-Service Teachers: Mathematical Decisions, Preference, Efficacy, and Participation. Annual Meeting of the American Educational Research Association, Montreal, Canada, April 11-15, 2005.

  • 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). 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.

  • 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.

  • 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.

  • 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.

2004

2003

2002

2001

2000

1999

1998

1997 and earlier

Earlier work described in my thesis (and several previous papers) forms the theoretical backdrop for this project:

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