JOURNAL OF THE LEARNING SCIENCES

Designing for Rightful Presence in STEM: The Role of Making Present Practices

Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations

Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction

Invented Science: A Framework for Discussing a Persistent Problem of Practice

Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning

Using Everyday Language to Support Students in Constructing Thematic Interpretations

Learning Science Concepts by Teaching Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers

Inquiry as a Members’ Phenomenon: Young Children as Competent Inquirers

Roles, Rules, and Keys: How Different Play Configurations Shape Collaborative Science Inquiry

Finding the Best Types of Guidance for Constructing Self-Explanations of Subgoals in Programming

Building on Each Other’s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry

Primary Grade Children’s Capacity to Understand Microevolution: The Power of Leveraging Their Fruitful Intuitions and Engagement in Scientific Practices

Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning

Learning Sciences Research and Pasteur’s Quadrant

Mike Eisenberg: A One of a Kind Pioneer in the Learning Sciences

How Children Individualize Numerical Routines: Elements of a Discursive Theory in Making