Search results for author:"Joshua A. Danish"
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Designing for Technology Enhanced Activity to Support Learning
Joshua A. Danish
The Journal of Emerging Learning Design Vol. 1, No. 1 (April 2013)
One of the perennial challenges in implementing and designing educational technologies is adapting to local contexts. Activity theory has the potential to address this challenge but has not seen widespread adoption due to its complexity. To address...
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Applying an Activity Theory Lens to Designing Instruction for Learning about the Structure, Behavior, and Function of a Honeybee System
Joshua A. Danish
Journal of the Learning Sciences Vol. 23, No. 2 (2014) pp. 100–148
This article reports on a study in which activity theory was used to design, implement, and analyze a 10-week curriculum unit about how honeybees collect nectar with a particular focus on complex systems concepts. Students (n = 42) in a multi-year...
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The Impact of Classroom Context upon 1st and 2nd Grade Students' Critical Criteria for Science Representations
Joshua A. Danish; Asmalina Saleh
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 6 (2015) pp. 665–682
We report on a design based research study exploring how the organization of classroom activity impacts early elementary students' critical criteria for evaluating representations in science class. The ability to critique representations produced by ...
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Collaborative Gaming: Teaching Children about Complex Systems and Collective Behavior
Kylie Peppler; Joshua A. Danish; David Phelps
Simulation & Gaming Vol. 44, No. 5 (October 2013) pp. 683–705
Although games--including board games, video games, and Massive Multiplayer Online Games--have garnered significant attention in recent years for their impact on educational outcomes, a primary focus of this interest is the transfer of knowledge...
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Constructing Liminal Blends in a Collaborative Augmented-Reality Learning Environment
Noel Enyedy; Joshua A. Danish; David DeLiema
International Journal of Computer-Supported Collaborative Learning Vol. 10, No. 1 (March 2015) pp. 7–34
In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that "augments" the display with a graphical or informational overlay. Our goal in this manuscript is to ask "how"...
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BeeSign: Designing to Support Mediated Group Inquiry of Complex Science by Early Elementary Students
Joshua A. Danish; Kylie Peppler; David Phelps
Annual Meeting of IDC 2010 (June 2010)
All too often, designers assume that complex science and cycles of inquiry are beyond the capabilities of young children (5-8 years old). However, with carefully designed mediators, we argue that such concepts are well within their grasp. In this...
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Life in the Hive: Supporting Inquiry into Complexity within the Zone of Proximal Development
Joshua A. Danish; Kylie Peppler; David Phelps; DiAnna Washington
Journal of Science Education and Technology Vol. 20, No. 5 (October 2011) pp. 454–467
Research into students' understanding of complex systems typically ignores young children because of misinterpretations of young children's competencies. Furthermore, studies that do recognize young children's competencies tend to focus on what...
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Learning Physics through Play in an Augmented Reality Environment
Noel Enyedy; Joshua A. Danish; Girlie Delacruz; Melissa Kumar
International Journal of Computer-Supported Collaborative Learning Vol. 7, No. 3 (September 2012) pp. 347–378
The Learning Physics through Play Project (LPP) engaged 6-8-year old students (n = 43) in a series of scientific investigations of Newtonian force and motion including a series of augmented reality activities. We outline the two design principles...
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What Are Students Doing during Lecture? Evidence from New Technologies to Capture Student Activity
Adam V. Maltese; Joshua A. Danish; Ryan M. Bouldin; Joseph A. Harsh; Branden Bryan
International Journal of Research & Method in Education Vol. 39, No. 2 (2016) pp. 208–226
Engaging students in class is paramount if they are to gain a deep understanding of class content. Student engagement is manifested by attention to the various components of instruction. However, there is little research at the tertiary level...