Articles & Proceedings

Journal Articles

Martin, N.D., Dornfeld Tissenbaum, C., Gnesdilow, D., & Puntambekar, S. (2019). Fading distributed scaffolds: The importance of complementarity between teacher and material scaffolds. Instructional Science,  47(1), 69-98.

Dornfeld, C. L., Hoelzer, M., & Forst, S. (2012). Proteopedia entry: Beta-prime subunit of bacterial RNA polymerase. Biochemistry and Molecular Biology Education, 40(4), 284-284.

Conference Proceedings

Dornfeld Tissenbaum, C. & Puntambekar, S. (2020). Investigating a museum-based pop-up science program as a “Learner Centric Ecology of Resources”. In Proceedings of the 14th International Conference of the Learning Sciences (ICLS) 2020. Nashville, TN: International Society of the Learning Sciences.

Dornfeld Tissenbaum, C., Gnesdilow, D., Martin, N., & Puntambekar, S. (2019). Emergent roles, collaboration, and conceptual outcomes for two eighth-grade groups in CSCL science classes. In K. Lund, G. P. Niccolai, E. Lavoué, C. H. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 672-675). Lyon, France: International Society of the Learning Sciences.

Yavuz, S., Forkner, M., Gnesdilow, D., Dornfeld Tissenbaum, C., Kim, J. S., & Puntambekar, S. (2019). Understanding the effect of group variance on learning. In K. Lund, G. P. Niccolai, E. Lavoué, C. H. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 520-525). Lyon, France: International Society of the Learning Sciences.

Dornfeld Tissenbaum, C. L. & Jona, K. (2018, August). Identifying shifting roles, expectations, and practices in the early adoption of challenge-based learning for online courses. Full paper presented at the Connected Learning Summit 2018, Cambridge, MA.

Dornfeld Tissenbaum, C. L. & Jona, K. (2018, June). Social network analysis for signaling pedagogical shifts in challenge-based and traditional online STEM courses. In J. Kay, & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (pp. 1069-1072). London, UK: International Society of the Learning Sciences.

Dornfeld Tissenbaum, C. L. & Puntambekar, S. (2018, June). Tracking the flow of discussion topics in an inquiry science unit. In J. Kay, & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3 (pp. 1595-1596). London, UK: International Society of the Learning Sciences.

Lin, F., Gnesdilow, D., Martin, N. D., Dornfeld Tissenbaum, C. L., & Puntambekar, S. (2018, June). Examining the role of explicit epistemic reflection in promoting students’ learning from digital text. In J. Kay, & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1 (pp. 240-247). London, UK: International Society of the Learning Sciences.

Dornfeld, C. & Puntambekar, S. (2017, June). Conceptualizing scaffolding for science learning in classrooms and museums using mixed-methods approaches. In B. K. Smith, M. Borge, E. Mercer, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL: 12th International Conference on Computer-Supported Collaborative Learning (Vol. 2, pp. 1005-1006). Philadelphia, PA: International Society of the Learning Sciences.

Dornfeld, C., Zhao, N., & Puntambekar, S. (2017, June). A mixed-methods approach for studying collaborative learning processes at individual and group levels. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL: 12th International Conference on Computer-Supported Collaborative Learning (Vol. 1, pp. 191-198). Philadelphia, PA: International Society of the Learning Sciences.

Dornfeld, C. & Puntambekar, S. (2016, June). Negotiation towards intersubjectivity and impacts on conceptual outcomes. In C. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 562-569). Singapore: The International Society of the Learning Sciences.

Gnesdilow, D., Fathema, N., Lin, F., Kang, S., Dornfeld, C., & Puntambekar, S. (2016, June). Exploring middle school students’ science learning and discourse in physical and virtual labs. In C. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 950-953). Singapore: The International Society of the Learning Sciences.

Dornfeld, C. & Puntambekar, S. (2015, June). Emergent roles and collaborative discourse over time. In O. Lindwell, P. Hakkinen, T. Koschman, P. Tchounike, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: Computer-Supported Collaborative Learning (CSCL) Conference 2015, Volume 1 (pp. 380-387). Gothenburg, Sweden: The International Society of the Learning Sciences.