Orit Parnafes, Ph.D.
Affiliations: | 2005 | University of California, Berkeley, Berkeley, CA, United States |
Area:
Curriculum and Instruction Education, Sciences Education, Technology of EducationGoogle:
"Orit Parnafes"Parents
Sign in to add mentor| Andrea A. diSessa | grad student | 2005 | UC Berkeley | |
| (The development of conceptual understanding through the use of computational representations.) | ||||
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| Levin M, Parnafes O, Koschmann T, et al. (2014) Is the sum greater than its parts? Reflections on the agenda of integrating analyses of cognition and learning Proceedings of International Conference of the Learning Sciences, Icls. 3: 1323-1331 |
| Parnafes O, Disessa AA. (2013) Microgenetic learning analysis: A methodology for studying knowledge in transition Human Development. 56: 5-37 |
| Parnafes O. (2012) Developing Explanations and Developing Understanding: Students Explain the Phases of the Moon Using Visual Representations Cognition and Instruction. 30: 359-403 |
| Parnafes O. (2010) When Simple Harmonic Motion is not That Simple: Managing Epistemological Complexity by Using Computer-based Representations Journal of Science Education and Technology. 19: 565-579 |
| Parnafes O, Hammer D, Louca L, et al. (2008) How to study learning processes? Reflection on methods for fine-grain data analysis Computer-Supported Collaborative Learning Conference, Cscl. 306-313 |
| Parnafes O. (2007) What does "fast" mean? Understanding the physical world through computational representations Journal of the Learning Sciences. 16: 415-450 |
| Parnafes O, Di Sessa A, Wagner J, et al. (2006) "Theory in pieces" - The communal development of a theory Icls 2006 - International Conference of the Learning Sciences, Proceedings. 2: 1078-1083 |
| diSessa AA, Azevedo FS, Parnafes O. (2004) Issues in component computing: A synthetic review Interactive Learning Environments. 12: 109-159 |
| Parnafes O, Disessa A. (2004) Relations between types of reasoning and computational representations International Journal of Computers For Mathematical Learning. 9: 251-280 |