Volume 22, Issue 4, 2013
- Martin, T., & Sherin, B. (2013). Learning analytics and computational techniques for detecting and evaluating patterns in learning: An introduction to the special issue. Journal of the Learning Sciences, 22(4), 511-520.
- Gobert, J. D., & Pedro, M. S., Raziuddin, J., & Baker, R. S. (2013). From log files to assessment metrics: Measuring students' science inquiry skills using educational data mining. Journal of the Learning Sciences, 22(4), 521-563.
- Berland, M., Martin, T., Benton, T., Smith, C. P., & Davis, D. (2013). Using learning analytics to understand the learning pathways of novice programmers. Journal of the Learning Sciences, 22(4), 564-599.
- Sherin, B. (2013). A computational study of commonsense science: An exploration in the automated analysis of clinical interview data. Journal of the Learning Sciences, 22(4), 600-638.
- Baker, R. S., Hershkovitz, A., Rossi, L. M., Goldstein, A. B., & Gowda, S. M. (2013). Predicting robust learning with the visual form of the moment-by-moment learning curve. Journal of the Learning Sciences, 22(4), 639-666.
Volume 22, Issue 3, 2013
- Gijlers, H., & Jong, T. (2013). Using concept maps to facilitate collaborative simulation-based inquiry learning. Journal of the Learning Sciences, 22(3), 340-374.
- Okita, S. Y., & Schwartz, D. L. (2013). Learning by teaching human pupils and teachable agents: The importance of recursive feedback. Journal of the Learning Sciences, 22(3), 375-412.
- Herrenkohl, L. R., & Cornelius, L. (2013). Investigating elementary students' scientific and historical argumentation. Journal of the Learning Sciences, 22(3), 413-461.
- Azevedo. F. S. (2013). The tailored practice of hobbies and its implication for the design of interest-driven learning environments. Journal of the Learning Sciences, 22(3), 462-510.
Volume 22, Issue 2, 2013
- Monte-Sano, C., & Budano, C. (2013). Developing and enacting pedagogical content knowledge for teaching history: An exploration of two novice teachers' growth over three years. Journal of the Learning Sciences, 22(2), 171-211.
- Hora, M. T., & Ferrare, J. J. (2013). Instructional systems of practice: A multidimensional analysis of math and science undergraduate course planning and classroom teaching. Journal of the Learning Sciences, 22(2), 212-257.
- Bielaczyc, K. (2013). Informing design research: Learning from teachers' designs of social infrastructure. Journal of the Learning Sciences, 22(2), 258-311.
- Murata, A. (2013). Diversity and high academic expectations without tracking: Inclusively responsive instruction. Journal of the Learning Sciences, 22(2), 312-325.
Volume 22, Issue 1, 2013
- Shea, N. A., & Duncan, R. G. (2013). From theory to data: The process of refining learning progressions. Journal of the Learning Sciences, 22(1), 7-32.
- Medina, R., & Suthers, D. (2013). Inscriptions becoming representations in representational practices. Journal of the Learning Sciences, 22(1), 33-69.
- Jeppsson, F., Haglund, J., Amin, T. G., & Stromdahl, H. (2013). Exploring the use of conceptual metaphors in solving problems on entropy. Journal of the Learning Sciences, 22(1), 70-120.
- Halverson, E. R. (2013). Digital art making as a representational process. Journal of the Learning Sciences, 22(1), 121-162.