ABSTRACT
More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.
TABLE OF CONTENTS
part 1|26 pages
Symposia
chapter 1|3 pages
People, Places, and Things
part 2|555 pages
Papers
chapter 9|8 pages
The Role of Gesture in Instructional Communication
chapter 12|8 pages
Learning to Distinguish Between Representations of Data:
chapter 15|8 pages
Help-seeking in Interactive Learning Environments:
chapter 17|8 pages
Representing a Problem Space:
chapter 18|8 pages
RoBallet
chapter 19|8 pages
Climbing to Understanding
chapter 22|6 pages
Learning to Participate in Disciplinary Discourses
chapter 24|8 pages
Knowledge Sharing in Groups
chapter 26|8 pages
The Interest-Driven Learning Design Framework
chapter 27|8 pages
‘Cultural Mathematics' in the Oksapmin Curriculum
chapter 28|8 pages
The Best Made Plans of Mice and Curriculum Planners
chapter 35|8 pages
Of Grids and Jars
chapter 36|8 pages
Narrative and Identity:
chapter 37|8 pages
Understanding Collaborative Activity Systems:
chapter 45|8 pages
How Should Learning Be Structured in Inquiry-based Science Instruction?:
chapter 51|8 pages
Professional Development and Teacher Change
chapter 53|8 pages
Goal Instructions in Computer-Supported Collaborative Argumentation
chapter 54|8 pages
Learning Behind the Scenes
chapter 55|8 pages
Case Application Suite
chapter 56|8 pages
Meeting Teachers in the Middle
chapter 58|7 pages
Role, Goal, and Activity
chapter 60|8 pages
Contextualizing Instruction in Project-Based Science
chapter 61|6 pages
Motivation to Read
chapter 63|8 pages
The Impact of Example Comparisons on Schema Acquisition
chapter 67|8 pages
Scale
chapter 69|8 pages
Replaying History
chapter 74|8 pages
Diverse Settings for Learning and Teaching
chapter 75|8 pages
Leveraging Handhelds to Increase Student Learning
chapter 76|7 pages
Fostering Reflection with Socratic Tutoring Software
part 3|71 pages
Posters
chapter 83|2 pages
We Built This City:
chapter 90|1 pages
Designing an Online Learning Environment for New Elementary Science Teachers:
chapter 96|1 pages
Numerically Driven Inferencing about Abortion:
chapter 100|2 pages
Tools for Open Interpretation:
chapter 105|1 pages
Searching for Steven Spielberg: Introducing iMovie to the High School English Classroom
chapter 107|1 pages
Information Infrastructures to Support Ambitious Instruction in Urban Schools:
chapter 108|1 pages
Increasing Diversity in the Information Technology Workforce:
chapter 113|1 pages
Supporting the Scaling of Innovations:
chapter 115|1 pages
Using Handheld Technologies in High School Economics:
chapter 124|1 pages
The Digital IdeaKeeper:
chapter 129|1 pages
Preparing Tomorrow's Teachers to Use Technology:
chapter 131|1 pages
Preservice Elementary Science Teachers' Identity Development:
chapter 140|1 pages
Insights Into the Complexity of Designing for Professional Development Networks in Educational Technologies:
part 4|11 pages
Doctoral Consortium