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Volumn , Issue , 2013, Pages 3-10

Realizations of cscl conversations: Technology transfer and the csile project

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EID: 85071816173     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410601544-9     Document Type: Editorial
Times cited : (10)

References (23)
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    • Bruce, B., & Peyton, J.K. (1993). A situated evaluation of ENFI. In B.Bruce, J.Peyton, & T.Batson (Eds.), Networked-based classrooms: Promises and realities (pp. 33-49). New York: Cambridge University Press.
    • (1993) Networked-based classrooms: Promises and realities , pp. 33-49
    • Bruce, B.1    Peyton, J.K.2
  • 6
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    • Changing views of knowledge and their impact on education research and practice
    • D.Olson & N.Torrance (Eds, Maiden, MA: Blackwell
    • Case, R. (1996). Changing views of knowledge and their impact on education research and practice. In D.Olson & N.Torrance (Eds.), The handbook of education and human development (pp. XXX-XXX). Maiden, MA: Blackwell.
    • (1996) The handbook of education and human development
    • Case, R.1
  • 10
    • 0040001705 scopus 로고    scopus 로고
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    • B.Fishman & S.O’Connor-Divelbiss (Eds, Mahwah, NJ: Lawrence Erlbaum
    • Holbrook, J., & Kolodner, J.L. (2000). Scaffolding the development of an inquire-based (science) classroom. In B.Fishman & S.O’Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 221-227). Mahwah, NJ: Lawrence Erlbaum.
    • (2000) Proceedings of the Fourth International Conference of the Learning Sciences , pp. 221-227
    • Holbrook, J.1    Kolodner, J.L.2
  • 11
    • 0000128591 scopus 로고
    • On distinguishing epistemic from pragmatic action
    • Kirsh, D., & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18, 513-549.
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    • Kirsh, D.1    Maglio, P.2
  • 13
    • 85071819479 scopus 로고    scopus 로고
    • Contribution to closing panel [digital video]
    • December, Presented in E. Woodruff (Chair), Second International Meeting on Computer Support for Collaborative Learning (CSCL '97), University of Toronto, Ontario, Canada. (Available on T.Koschmann, L.Sadler, M.Lamon, & B.Fishman (Eds.), CSCL '97 CD-ROM. Mahwah, NJ: Lawrence Erlbaum.)
    • Miyake, N. (1997, December). Contribution to closing panel [digital video]. Presented in E. Woodruff (Chair), Where do we go from here? Second International Meeting on Computer Support for Collaborative Learning (CSCL '97), University of Toronto, Ontario, Canada. (Available on T.Koschmann, L.Sadler, M.Lamon, & B.Fishman (Eds.) (2000). CSCL '97 CD-ROM. Mahwah, NJ: Lawrence Erlbaum.)
    • (1997) Where do we go from here?
    • Miyake, N.1
  • 14
    • 33845593423 scopus 로고    scopus 로고
    • Relation-making to sense-making: Supporting college students’ constructive understanding with an enriched collaborative notesharing system
    • B. Fishman & S.O’Connor-Divelbiss (Eds, Mahwah, NJ: Lawrence Erlbaum
    • Miyake, N., & Masukawa, H. (2000). Relation-making to sense-making: Supporting college students’ constructive understanding with an enriched collaborative notesharing system. In B. Fishman & S.O’Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 41-47). Mahwah, NJ: Lawrence Erlbaum.
    • (2000) Proceedings of the Fourth International Conference of the Learning Sciences , pp. 41-47
    • Miyake, N.1    Masukawa, H.2
  • 16
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    • The complex jigsaw as an enhancer of collaborative knowledge building in undergraduate introductory cognitive science courses
    • Miyake, N., Masukawa, H., & Shirouzu, H. (2001). The complex jigsaw as an enhancer of collaborative knowledge building in undergraduate introductory cognitive science courses, Proceedings of Euro-CSCL (pp. 454-461).
    • (2001) Proceedings of Euro-CSCL , pp. 454-461
    • Miyake, N.1    Masukawa, H.2    Shirouzu, H.3
  • 17
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    • Collaborative learning processes associated with high and low conceptual progress
    • Oshima, J., Scardamalia, M., & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24, 125-155.
    • (1996) Instructional Science , vol.24 , pp. 125-155
    • Oshima, J.1    Scardamalia, M.2    Bereiter, C.3
  • 18
    • 0002012096 scopus 로고
    • Situating constructionism
    • I.Harel & S.Papert (Eds, Norwood, NJ: Ablex Publishing
    • Papert, S. (1991). Situating constructionism. In I.Harel & S.Papert (Eds.), Constructionism (pp. 1-11). Norwood, NJ: Ablex Publishing.
    • (1991) Constructionism , pp. 1-11
    • Papert, S.1
  • 19
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    • Rubin, A.1    Bruce, B.2
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    • Computer support for knowledge-building communities
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    • Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T.Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249-268). Mahwah, NJ: Lawrence Erlbaum.
    • (1996) Theory and practice of an emerging paradigm , pp. 249-268
    • Scardamalia, M.1    Bereiter, C.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.