Bibliography of Boxer Publications (listed by NSF grant)

An annotated bibliography is available from the Boxer Project: boxer-inquiry@soe.berkeley.edu

NSF-MDR 86-42177
An Educational Computing Environment for 1990
1985-1988

  • Abelson, H., Van Couvering, D., & Ploger, D. (1987). The boxes of Boxer: An introduction. (Boxer Technical Report No. T-1). Berkeley: University of California. The Boxer Group. Graduate School of Education.
  • diSessa, A. A. (1985a). A principled Design for an Integrated Computational Environment. Human-Computer Interaction, 1(1), 1 - 47.
  • diSessa, A. A. (1985b). Learning About Knowing. In E. Klein (ed.) Children and Computers , New Directions in Child Development No. 28. San Francisco: Jossey-Bass.
  • diSessa, A. A. (1986a). Models of computation. In D. A. Norman and S. W. Draper (Eds.), User Centered System Design: New Perspectives on Human-Computer Interaction. Hillsdale, NJ: Lawrence Erlbaum, 201 - 218.
  • diSessa, A. A. (1986b). Notes on the future of programming: Breaking the utility barrier. In D. A. Norman and S. W. Draper (Eds.), User centered system design: New perspectives on human-computer interaction. Hillsdale NJ: Lawrence Erlbaum, 125 - 152.
  • diSessa, A. A. (1986c). From Logo to Boxer. Australian Educational Computing, 1 (1), 8 Š 15. (A version also appeared in Lectures at the Monash Mathematics Education Centre, Monash University, Clayton Victoria Australia.)
  • diSessa, A. A. (1986d). Principles of design for an integrated computational environment for education. In B. Sendov and I. Stanchev (Eds.), Children in an information age: Tomorrow's problems today (Selected papers from the international conference, Varna, Bulgaria, May 1985). NY: Pergamon. An abridged version appears in COM 3, Journal of the Computer Education group of Victoria, Australia, 11 (4), 1985.
  • diSessa, A. A. (1987). Reference and data construction in Boxer. In M.J. Tauber and P. Gorny (Eds.), Visual Aids in Programming . Heidelberg: Springer, 151 - 162.
  • diSessa, A. & Abelson, H. (1986). Boxer: A Reconstructible Computational Medium.Communications of the ACM, 29 (9), 859 - 868.
  • diSessa, A. and Ploger, D. (1987). Cognition and science education. Students and School Science: Papers from the 1987 National Forum for School Science. Washington, D. C.: American Association for the Advancement of Science.
  • Metz, K. E., & Hammer, D. M. (1993). Learning physics in a computer microworld: In what sense world? Interactive Learning Environments, 3(1), 55-76.
  • Ploger, D. & diSessa (1987a). Boxer research: An annotated bibliography. (Boxer Technical Report No. G-1). Berkeley: University of California. The Boxer Group. Graduate School of Education.
  • Ploger, D. & diSessa (1987b). Hyper-programming in Boxer. (Boxer Technical Report No. G-2). Berkeley: University of California. The Boxer Group. Graduate School of Education.
  • Ploger, D. & diSessa (1987c). Rolling dice: Exploring probability in the Boxer computer environment. (Boxer Technical Report No. E-1). Berkeley: University of California. The Boxer Group. Graduate School of Education.
  • Van Couvering, D., Klotz, L., & Ploger, D. (1987). Toolboxes: A method for managing computational tools. (Boxer Technical Report No. T-2). Berkeley: University of California. The Boxer Group. Graduate School of Education.

NSF-MDR 88-50363
Models of Learning with a Computational Medium
1988-1992

  • Adams, S. and diSessa, A. A. (1991). Learning by cheating: ChildrenÕs inventive use of a Boxer microworld. Journal of Mathematical Behavior, 10 (1), 79-89
  • Adams, S. (1988). Children's Knowledge of Dinosaurs: Toward a Framework for Generative Knowledge. Boxer Technical Report E-3, Graduate School of Education, University of California, Berkeley, November, 1988.
  • Adams, S. (1989). Developing Databases and Knowledge Spaces with Boxer: An Illustration Based on Dinosaur Knowledge. Boxer Technical Report G-4, Graduate School of Education, University of California, Berkeley, April, 1989.
  • Anker, M., Ploger, D., & diSessa, A. (1992). Hyper-Programming: Programming with Hypertext in Boxer. Proceedings of HyperOz `92: A Workshop on Hypertext Activities in Australia.
  • diSessa, A. A. (1988). Boxer: Un mondo di micromondi. Compu Scuola, 28 (4), 50 - 57. (In Italian)
  • diSessa, A. A. (1989). A Child's Science of Motion: Overview and First Results. In U. Leron and N. Krumholtz (Eds.), Proceedings of the Fourth International Conference for Logo and Mathematics Education. Haifa, Israel: Israeli Logo Center, Technion - Israel Institute of Technology, 211-231.
  • diSessa, A. A. and Abelson, H. (1989). Boxer: A reconstructible computational medium. In E. Soloway and J. C. Spohrer (Eds.), Studying the Novice Programmer. Hillsdale, NJ: Lawrence Erlbaum, 467-481. (Reprinted from a 1986 Communications of the ACM article of the same name.)
  • diSessa, A. A. (1990a). The Computer Revolution in the Classroom, Teaching at Berkeley, No. 23, p. 3.
  • diSessa, A. A. (1990b). Social niches for future software. In M. Gardner, J. Greeno, F. Reif, A. Schoenfeld, A. diSessa & E. Stage (Eds.), Toward a Scientific Practice of Science Education, Hillsdale, NJ: Lawrence Erlbaum, 301-322.
  • diSessa, A. A. (1991a). Local sciences: Viewing the design of human-computer systems as cognitive science. In J. M. Carroll (Ed.) Designing Interaction: Psychology at the Human-Computer Interface. NY: Cambridge University Press. 162-202.
  • diSessa, A. A. (1991b). New intelligence with information technologies. In Helga A. H. Rowe (Ed.), Intelligence: Reconceptualization and Measurement, Hillsdale, NJ: Lawrence Erlbaum Associates, 245-265.
  • diSessa, A. A. (1992). Images of learning. In E. De Corte, M. C. Linn and L. Verschaffel (Eds.) Computer-based learning environments and problem solving. Berlin: Springer-Verlag.
  • diSessa, A. A., Abelson, H., and Ploger, D. (1991). An Overview of Boxer. Journal of Mathematical Behavior. 10 (1), 3-15.
  • diSessa, A. A. , Hammer, D., Sherin, B. & Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of Mathematical Behavior, 10 (2), 117-160.
  • diSessa, A. A., & Minstrell, J. (in press). Cultivating conceptual change with benchmark lessons. In J. G. Greeno & S. Goldman (Eds.), Thinking practices. Hillsdale, NJ: Lawrence Erbaum Associates.
  • diSessa, A. A. (1993). The many faces of a computational medium: Teaching the mathematics of motion. In B. Jawarski (Ed.), Technology and mathematics teaching. Proceedings of the international conference. Birmingham, England: University of Birmingham, 23-38.
  • diSessa, A. A. (1993). Collaborating via Boxer. In P. Georgiadis, G. Gyftodimos, Y. Kotsanis, & C. Kynigos (Eds.), Logo-like learning environments: Reflection & prospects. Proceedings of the fourth European Logo conference. Athens, Greece: Doukas School, 351-357.
  • diSessa, A. A. (1995a). Designing Newton's laws: Patterns of social and representational feedback in a learning task. In R.-J. Beun, M. Baker, & M. Reiner (Eds.), Dialogue and Interaction: Modeling Interaction in Intelligent Tutoring Systems. Berlin: Springer-Verlag, 105-122.
  • diSessa, A. A. (submitted). Improving the "applications model".
  • Hammer, D. M., and diSessa, A. A. (1990). Children are not abstractions. The Physics Teacher, 28 (7), 440.
  • Hammer, D. (1995). Student inquiry in a physics class discussion. Cognition and Instruction, 13(3), 401-430. An early version was Boxer Technical Report E-7, Graduate School of Education, University of California, Berkeley, October, 1992.
  • Leonard, M. (1991). Learning the structure of recursive programs in Boxer. Journal of Mathematical Behavior, 10 (1), 17-53.
  • Picciotto, H. (1989). Teacher-Created educational software: BASIC, Logo, Boxer. Boxer Technical Report E-4, Graduate School of Education, University of California, Berkeley, June, 1989.
  • Picciotto, Henri. (1990) Teacher-Created Educational Software: Logo Tools. Logo Exchange, 8, (7), 18-20.
  • Picciotto, H., & Ploger, D. (1991). Learning about sampling in Boxer. Journal of Mathematical Behavior, 10 (1), 91-113.
  • Ploger, D. (1990a). Reasoning and learning about mechanisms in biology. Journal of Biological Education, 24.
  • Ploger, D. (1990b). Problem solving with a flexible computer system: Reconstructing a discovery in biology. American Educational Research Association Special Interest Group for Artificial Intelligence and Education Newsletter. June, 1990, p. 5-9.
  • Ploger, D. (1991a). Knowledge Representation in Boxer: Learning about the genetic code via programming. Journal of Mathematical Behavior. 10 (1), 55-77.
  • Ploger, D. (1991b). Learning biology via programming. In L. Birnbaum (ed.) The International Conference of the Learning Sciences: Proceedings of the 1991 Conference. Association for the Advancement of Computing in Education. p. 364-369.
  • Ploger, D., & Carlock, M. (1991). Programming and problem solving: Implications for biology education. Journal of Artificial Intelligence in Education, 2(4), 15-31.
  • Ploger, D., & Lay, Ed. (1992). The structure of programs and molecules. J. Educational Computing Research, 8 (3), 347-364.
  • Ploger, D., & Wilson, M. (1991). Statistical Reasoning: What is the role of inferential rule training. Comment on Fong and Nisbett. Journal of Experimental Psychology: General. 120 (2), 213-214.
  • Sherin, B. (1994). Programming as a language for learning physics. Manuscript. EMST, Graduate School of Education, University of California, Berkeley.
  • Sherin, B., diSessa, A. A., & Hammer, D. M. (1993). Dynaturtle revisited: Learning physics through collaborative design of a computer model. Interactive Learning Environments, 3(2), 91-118.

NSF-RED-92-52725
Steps Toward Studies of the Appropriation of Advanced Technology into Schools
8-1993 to 1-1995

  • diSessa, A. A., (1995b). The many faces of a computational medium: Teaching the mathematics of motion. In A. diSessa, C. Hoyles, R. Noss, with L. Edwards (Eds.), Computers and Exploratory Learning. Berlin: Springer Verlag, 337-359.
  • diSessa, A. A., (1995c). Epistemology and systems design. In A. diSessa, C. Hoyles, R. Noss, with L. Edwards (Eds.), Computers and Exploratory Learning. Berlin: Springer Verlag, 15-29.
  • diSessa, A. A. (in press). Collaborating via Boxer. In L. Burton and B. Jaworski (Eds.), Technology-A Bridge between Teaching and Learning Mathematics. Bromley, Kent , UK: Chartwell-Bratt.
  • Linn, M. C., diSessa, A., Pea, R. D., & Songer, N. B. (1994). Can research on science learning and instruction inform standards for science education? Journal of Science Education and Technology, 4(3), 7-15.

NSF-RED-9553902
From Pictures to Scientific Representations: A Study of Meta-Representational Competence
2-1996 to 8-2001

  • Azevedo, F. S. (2000). Designing representations of terrain: A study in meta-representational competence. Journal of Mathematical Behavior, 19(4), 423-480.
  • diSessa, A. A. (2001). Inventing Graphing: A Video Case Study. Unpublished CD. Berkeley, CA: The Graduate School of Education, Berkeley, Boxer Group. (Available for researchers, teachers and teacher trainers, on request.)
  • diSessa, A. A. (in press). Students’ criteria for representational adequacy. In K. Gravemeijer, R. Lehrer, B. van Oers, & L. Verschaffel (Eds.), Symbolizing, modeling and tool use in mathematics education. Dortrecht: Kluwer.
  • diSessa, A. A. (in press). Meta-representation: Native competence and targets for instruction. In S. Strauss (Ed.), The development of notational representations. Oxford: Oxford University Press.
  • diSessa, A. A., & Minstrell, J.  (1998).  Cultivating conceptual change with benchmark lessons.  In J. G. Greeno & S. V. Goldman (Eds.), Thinking Practices in Mathematics & Science Learning (pp. 155-187).  Mahwah, NJ: Lawrence Erlbaum Associates.
  • diSessa, A. A. & Sherin, B. (2000). Meta-representation: An introduction. Journal of Mathematical Behavior, 19(4), 385-398.
  • Elby, A. (2000). What students’ learning about representations tells us about constructivism. Journal of Mathematical Behavior, 19(4), 481-502.
  • Granados, R. (2000). Constructing intersubjectivity in representational design. Journal of Mathematical Behavior, 19(4), 503-530.
  • Sherin, B. (2000). How students invent representations of motion. Journal of Mathematical Behavior, 19(4), 399-441.