The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the "epistemologies in practice" framework (Berland et al. (2016), "Journal of Research in Science Teaching,"…

This study aimed to establish a fully 3D modeled immersive virtual reality (IVR) system for primary school students learning about plants and evaluate teachers' perceptions of the usage of the system and pupils' flow experiences and learning attitudes. There were 5 teachers with expertise in science and IVR experience who were first interviewed to…

As computational models are becoming more widely used with the release of "A Framework for K-12 Science Education" (NRC 2012) and the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013), these models are reshaping the way science is practiced in increasingly diverse classrooms. For students classified…

This article reports a subset of findings from a larger study centered on designing a series of six digital learning objects to help Grade 5 (age 10-12) students begin to consider the nature of models (understood as the physical or mental representation of objects, phenomena, or processes), the particle nature of matter, and the behavior of…

New capabilities in "TinkerPlots 2.0" supported the conceptual development of fifth- and sixth-grade students as they pursued several weeks of instruction that emphasized data modeling. The instruction highlighted links between data analysis, chance, and modeling in the context of describing and explaining the distributions of measures that result…

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…