Effects of Activity-based Elementary Science on Student Outcomes: A Quantitative Synthesis, Review of Educational Research, vol.53, issue.4, pp.499-518, 1983. ,
DOI : 10.3102/00346543053004499
Situated Cognition and the Culture of Learning, Educational Researcher, vol.18, issue.1, p.3242, 1989. ,
DOI : 10.3102/0013189X018001032
Toward n theory of instrziction, 1966. ,
Designing INQUIRE, 1990. ,
Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems, Cognitive Science, vol.2, issue.2, pp.145-182, 1989. ,
DOI : 10.1207/s15516709cog1302_1
The atmospheric sciences: Six views into a community of practice, 1994. ,
The CoVis collaboratory notebook: Computer support for scientific inquiry, Paper presented at the annual meeting of the American Educational Research Association, 1994. ,
The CoVis collaboratory notebook: Supporting collaborative scientific inquiry, Recreating the revolzition: Proceedings of the National Educntional Computing Conference: International Society for Technology in Education, pp.146-152, 199413. ,
Which way will the wind blow? Networked computer tools for studying the weather, Educational rnliltimedin and hypermedia Proceedings of ED-MEDIA 9 P W o r l d Conference on Edlicational mliltimedia and hypermedia: Association for the Advancement of Computing in Education, pp.209-216, 1994. ,
Prospects for Scientific Visualization as an Educational Technology, Journal of the Learning Sciences, vol.10, issue.3, 1994. ,
DOI : 10.1207/s15327809jls0403_1
URL : https://hal.archives-ouvertes.fr/hal-00190593
The Greenhouse Effect Visualizer: A tool for the science classroom, Proceedings of the Annun1 Meeting of the, 1995. ,
URL : https://hal.archives-ouvertes.fr/hal-00190594
The climate visualizer: Sense-making through scientific visualization, Journal of Science Education and Technology, vol.30, issue.7, pp.203-325, 1994. ,
DOI : 10.1007/BF01575897
URL : https://hal.archives-ouvertes.fr/hal-00190576
The virtual notebook system???: An architecture for collaborative work, Journal of Organizational Computing, vol.57, issue.3, pp.233-250, 1991. ,
DOI : 10.1145/48511.48514
Authentic Inquiry With Data: Critical Barriers to Classroom Implementation, Educational Psychologist, vol.15, issue.1, pp.337-364, 1992. ,
DOI : 10.1207/s15327809jls0201_2
Tools for bridging the cultures of everyday and scientific thinking. lo~rrnal of Research in Science Teaching, pp.291-307, 1987. ,
URL : https://hal.archives-ouvertes.fr/hal-00190549
Software Design as a Learning Environment, Interactive Learning Environments, vol.5, issue.1, pp.1-32, 1993. ,
DOI : 10.2307/748423
Situated learning: Legitimate peripheral participation, 1991. ,
DOI : 10.1017/CBO9780511815355
Towards a national collaborate y: Report of an invitational iuorksllop at the Rockefeller University, 1989. ,
The effect of computer simulations on introductory thermodynamics understanding, E~i~lcational Technology, vol.33, issue.1, pp.15-58, 1993. ,
Visualization in scientific computing, ACM SIGBIO Newsletter, vol.10, issue.1, 1987. ,
DOI : 10.1145/43965.43966
Mindstornzs New York: Basic Books Seeing what we build together: Distributed multimedia learning environments for transformative communications, Learning Sciences, vol.3, issue.3, pp.285-299, 1980. ,
Distributed multimedia learning environments: Why and how? Interactive Learning Environments, pp.73-109, 1992. ,
Technology meets constructivism: Do they make a marriage? Ed~~cntional Technology, pp.31-49, 1991. ,
LEGO/Logo: Learning through and about design, 1994. ,
Learning by collaboration: Convergent conceptual change. The lonrnal of the Learning Sciences, pp.235-276, 1992. ,
DOI : 10.1207/s15327809jls0203_1
LabNet: Tozuard a cornn~llnity of practice, 1993. ,
Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media, Journal of the Learning Sciences, vol.1, issue.1, pp.7-68, 1991. ,
DOI : 10.1207/s15327809jls0101_3
The cornmunlcations story, 1993. ,
The effects of new science curricula on student performance, Journal of Research in Science Teaching, vol.68, issue.5, p.387404, 1983. ,
DOI : 10.1002/tea.3660200504
Using Conceptual Models to Facilitate Conceptual Change: The Case of Weight-Density Differentiation, Cognition and Instruction, vol.27, issue.3, pp.221-283, 1992. ,
DOI : 10.1016/0193-3973(83)90002-3
Science as Model Building: Computers and High-School Genetics, Educational Psychologist, vol.75, issue.1, pp.317-336, 1992. ,
DOI : 10.1207/s15516709cog1201_1
Intermediate abstractions and causal models: A microworld-based approach to science education, Al-ED 93: World Conference on Artificial Intelligence nnd Education, pp.26-33, 1993. ,