Refereed Journal Publications
2023
Puntambekar, S., Gnesdilow, D., & Yavuz, S. (2023). Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning. International Journal of Computer-Supported Collaborative Learning, 1-43.
2021
Gnesdilow, D., & Puntambekar, S. (2021).Comparing middle school students’ science explanations during physical and virtual laboratories. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-021-09941-0
Puntambekar, S. (2021). Distributed Scaffolding: Scaffolding Students in Classroom Environments. Educational Psychology Review, 1-22.
Puntambekar, S., Gnesdilow, D., Dornfeld Tissenbaum, C., Narayanan, N. H., & Rebello, N. S. (2021). Supporting middle school students’ science talk: A comparison of physical and virtual labs. Journal of Research in Science Teaching, 58(3), 392-419.
2019
Martin, N. D., Tissenbaum, C. D., Gnesdilow, D., & Puntambekar, S. (2019). Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds. Instructional Science, 47(1), 69-98.
Sullivan, S., & Puntambekar, S. (2019). Learning with multiple online texts as part of scientific inquiry in the classroom. Computers & Education, 128, 36-51.
2017
Sullivan, S., Gnesdilow, D., Puntambekar, S., & Kim, J. S. (2017). Middle school students’ learning of mechanics concepts through engagement in different sequences of physical and virtual experiments. International Journal of Science Education, 39(12), 1573-1600. PDF
2015
Sullivan, S., & Puntambekar, S. (2015). Learning with digital texts: Exploring the impact of prior domain knowledge and reading comprehension ability on navigation and learning outcomes. Computers in Human Behavior, 50, 299-313. PDF
2013
Myneni, S., N. H. Narayanan, A. Ruinfar, S. Rebello, & S. Puntambekar. (2013). An interactive and intelligent learning system for physics education (PDF), IEEE Transactions on Learning Technologies Special Issue on Learning Systems for Science & Technology, 6(3), 228-239.
2012
Chini, J. J., Madsen, A., Gire, G., Rebello, S., & Puntambekar, S. (2012). Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory. Physical Review Special Topics-Physics Education Research, 8(1). PDF
2011
Sullivan, S. A., Gnesdilow, D., & Puntambekar, S. (2011). Navigation behaviors and strategies used by middle school students to learn from a science hypertext. Journal of Educational Multimedia and Hypermedia, 20(4), 387-423. PDF
2007
Puntambekar, S., & Goldstein, J. (2007). Effect of visual representation of the conceptual structure of the domain on science learning and navigation in a hypertext environment. Journal of Educational Multimedia and Hypermedia. 16(4). 429-459.
Puntambekar, S., Stylianou, A., & Goldstein, J. (2007). Comparing enactments of an inquiry curriculum: Lessons learned from two teachers. Journal of the Learning Sciences, 16(1), 81-130. PDF
2006
Puntambekar, S. (2006). Analyzing collaborative interactions: Divergence, shared understanding and construction of knowledge. Computers and Education. 47(3), 332-351.
2005
Puntambekar, S., & Stylianou, A. (2005). Designing navigation support in hypertext systems based on navigation patterns. Instructional Science, 33, (5-6), 451-481.
Goldstein, J., & Puntambekar, S. (2005). The brink of change: Gender in technology-rich collaborative learning environments. Journal of Science Education and Technology, 13 (4), 505-522.
Puntambekar, S., & Kolodner, J. L. (2005). Toward implementing distributed scaffolding: Helping students learn science by design. Journal of Research in Science Teaching, 42 (2), 185-217.
Puntambekar, S., & Hübscher, R. (2005) Tools for scaffolding students in a complex environment: What have we gained and what have we missed? Educational Psychologist, 40 (1), 1-12.
2004
Puntambekar, S. (2004). Issues in CSCL research. Journal of Educational Computing Research, 30(1,2), 163-169.
Hübscher, R., & Puntambekar, S. (2004). Modeling learners as individuals and as groups. In P. De Bra & W. Nejdl (Eds.), Adaptive Hypermedia and Adaptive Web-Based Systems (Vol. LNCS 3137, pp. 300-303). Berlin: Springer.
2003
Puntambekar, S., Stylianou, A., & Hübscher, R. (2003) Improving navigation and learning in hypertext environments with navigable concept maps. Human Computer Interaction, 18 (4), 395-426.
Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle school science classroom: Putting Learning By Design™ into practice: lessons learned. Journal of the Learning Sciences, 12 (4), 495-547.
Design-based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32, 1, 4-8.
King, F. & Puntambekar, S. (2003). Asynchronously conducted project-based learning: partners with technology. International Journal on E-Learning, 2 (2), 46-54.
Puntambekar, S. & Luckin, R. (2003). Documenting collaborative learning: What should be measured and how? Computers and Education, 41 (4), 309-311.
2002
Hübscher, R., & Puntambekar, S. (2002). Adaptive navigation for learners in hypermedia is scaffolded navigation. In P. De Bra & P. Brusilovsky & R. Conejo (Eds.), Adaptive
Hypermedia and Adaptive Web-Based Systems (Vol. LNCS 2347, pp. 184-192). Berlin: Springer.
1997
Puntambekar, S. & du Boulay, B. (1997). Design and development of MIST: A system to help students develop metacognition. Journal of Educational Computing Research, 16 (1), 1-35.
1995
Puntambekar, S. (1995). Helping students learn ‘how to learn’ from texts: Towards an ITS for developing metacognition. Instructional Science, 23, 163-182.
Peer Reviewed Conference Proceedings
2022
Singh, P., Passonneau, R. Wasih, M., Cang, X., Kim, C., & Puntambekar, S. (2022). Automated Support to Scaffold Students’ Written Explanations in Science. In M.M. Rodrigo, N. Matsuda, A. I. Cristea & V. Dimitrova (Eds.), Artificial Intelligence in Education, pp. 660-665. IOS Press, The UK.
Goss, W, Dey, I., Dickler, R., Hirshfield, L., Tisssenbaum, M., Puntambekar, S. (2022). Developing Dynamic Dashboards for Classroom Orchestration. In C. Chinn, E. Tan, C. Chan & Y. Kali. (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices: 16th International Conference of the Learning Science (ICLS) 2022, (pp. 2190-2191). Japan: The International Society for the Learning Science
Goss, W., Singh, P. Puntambekar, S., Gnesdilow, D., Kim, C., Passonneau, R., (2022). Combining Student and Teacher Feedback for Effective Science Writing. In A. Weinberger, W. Chen, D. Hernández-Leo & B. Chen (Eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices: Proceedings of 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022. (pp. 528-529). Japan: The International Society for the Learning Science
Singh, P., Gnesdilow, D., Cang, X., Baker, S., Goss, W., Kim, C., Passonneau, R., & Puntanmbekar, S. (2022). Design of Real-time Scaffolding of Middle School Science Writing Using Automated Techniques. In C. Chinn, E. Tan, C. Chan & Y. Kali. (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices: 16th International Conference of the Learning Science (ICLS) 2022, (pp. 1521-1524). Japan: The International Society for the Learning Science
Dey, I., Dickler., R., Hirshfield, L., Goss, W., Tissenbaum, M., Puntambekar, S., (2022). Using Participatory Design Studies to Collaboratively Create Teacher Dashboards. In M.M. Rodrigo, N. Matsuda, A. I. Cristea & V. Dimitrova (Eds.), Artificial Intelligence in Education, pp. 506-509. IOS Press, The UK.
Tarun, A. P., Andric, V., Yand, L., Tibu, T., Zaccagnini, L., Zeng, L., Hadinezhad, S., Cang, X., Goss, W., Baker, S., Gnesdilow, D., Puntambekar., S., Tissenbaum, M., & Mazalek, A. (2022). SimSnap: Supporting Collaborative Learning through Reconfigurable Simulations. In A. Weinberger, W. Chen, D. Hernández-Leo & B. Chen (Eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices: Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022. (pp. 447-450). Japan: The International Society for the Learning Science
Cang, X., Gnesdilow, D., Dey I. & Puntambekar, S. (2022). Middle School Students’ Learning in Energy flow and Matter Cycling in the Ecosystem. In C. Chinn, E. Tan, C. Chan & Y. Kali. (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices: 16th The International Conference of the Learning Science (ICLS) 2022, (pp. 1417-1421). Japan: The International Society for the Learning Science
2020
Tissenbaum, C. D. & Puntambekar, S. (2020). Investigating a Museum-Based Pop-Up Science Program as a “Learner Centric Ecology of Resources”. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1349-1356). Nashville, Tennessee: International Society of the Learning Sciences. PDF
2019
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. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, M. Baker (Eds). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: Proceedings of the13th International Conference on Computer Supported Collaborative Learning (CSCL 2019), Vol. 1, pp 520-525. PDF
Lin, F., Puntambekar, S., (2019). Designing Epistemic Scaffolding in CSCL. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, M. Baker (Eds). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: Proceedings of the13th International Conference on Computer Supported Collaborative Learning (CSCL 2019), Vol. 2, pp 597-600. PDF
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. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, M. Baker (Eds). A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: Proceedings of the13th International Conference on Computer Supported Collaborative Learning (CSCL 2019), Vol. 2. pp 672-675. PDF
2018
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. PDF
Lin, F., Gnesdilow, D., Martin, N. D., Dornfeld Tissenbaum, C., & 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. PDF
Martin, N. D., Gnesdilow, D., & Puntambekar, S. (2018, June). Teachers’ mediation of students’ interactions with physical and virtual scientific models in biology. 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. 280-287). London, UK: International Society of the Learning Sciences. PDF
2017
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. PDF
Dornfeld, C., Zhao, N., & Puntambekar, S. (2017, June). A mixed-methods approach for studying collaborative learning proceses at individual and group levels. 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. 1, pp. 191-198). Philadelphia, PA: International Society of the Learning Sciences. PDF
Martin, N. D., Gnesdilow, D., & Puntambekar, S. (2017, June). Integrating physical and virtual models in biology: A study of students’ reasoning while solving a design challenge. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 327-334). Philadelphia, PA: International Society of the Learning Sciences. PDF
2016
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: 12th International Conference of the Learning Sciences (Vol. 1, pp. 562-569). Singapore: The International Society of the Learning Sciences. PDF
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: 12th International Conference of the Learning Sciences (Vol. 2, pp. 950-953). Singapore: The International Society of the Learning Sciences. PDF
Martin, N. D., & Puntambekar, S. (2016, June). Supporting teachers in navigating change towards science practices focus in the classroom: Investigating current teacher support for science practices. In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1(pp. 298-305). Singapore: International Society of the Learning Sciences. PDF
2015
Dornfeld, C. & Puntambekar, S. (2015, June). Emergent roles and collaborative discourse over time. In O. Lindwell, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: 10th International Conference on Computer-Supported Collaborative Learning (Vol. 1, pp. 380-387). Gothenburg, Sweden: The International Society of the Learning Sciences. PDF
Martin, N. D., Gnesdilow, D., & Puntambekar, S. (2015, June). Peer scaffolding to learn science in symmetrical groups collaborating over time. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1 (pp. 340-347). Gothenburg, Sweden: The International Society of the Learning Sciences. PDF
2013
Gnesdilow, D., Evenstone, A. Rutledge, J., Sullivan, S. & Puntambekar, S. (2013). Group work in the science classroom: How gender composition may affect individual performance. In Rummel, N., Kapur, M., Nathan, M., Puntambekar, S. (Eds.) To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL2013 Conference Proceedings. Volume II- Short Papers, Panels, Posters, Demos, & Community Events (pp. 34-37). International Society of the Learning Sciences. Madison, WI. PDF
2012
Rouinfar, A., Madsen, A. M., Chini, J. J., Gire, E., Rebello, N. S. & Puntambekar, S. (2012). Comparing physical and virtual manipulatives for retention and preparation for future learning of science concepts. In Proceedings of the 2012 Annual Meeting of the National Association for Research in Science Teaching. Indianapolis, IN. PDF
Rouinfar, A., Madsen, A. M., Hoang, T. D. M., Puntambekar, S., Rebello, N. S. (2012). Scaffolding students’ understanding of force in pulley systems. In Engelhardt, P. V., Churukian, A. D., Rebello, S. N. (Eds.) Cultural Perspectives on Learners’ Performance and Identity in Physics: Proceedings of the 2012 Annual Meeting of the Physics Education Research Conference. Volume 1513. (pp. 354-357). Philadelphia, PA. PDF
2011
Bopardikar*, A., Gnesdilow*, D., Puntambekar, S. (2011). Effects of using multiple forms of support to enhance students’ collaboration during concept mapping. In Spada, H., Stahl, G., Miyake, N., Law, N. (Eds.) Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I- Long Papers (pp. 104-111). International Society of the Learning Sciences. (* the first two authors listed contributed equally to this manuscript). Hong Kong, China. PDF
Rouinfar, A., Madsen, A. M., Hoang, T. D. M., Puntambekar, S., Rebello, N. S. (2011). Comparing the development of students’ conceptions of pulleys using physical and virtual manipulatives. In Rebello, N. S., Engelhardt, P. V., Singh, C. (Eds.) Frontiers in Assessment: Instrumentation, Goals & Practices: Proceedings of the 2011 Annual Meeting of the Physics Education Research Conference. Volume 1413. (pp. 331-334). Omaha, NE. PDF
Smith, G. W., Bopardikar, A., & Puntambekar, S. (2011). Exploring joint attention around shared referential anchors during physical, virtual and mixed reality laboratory activities. In Spada, H., Stahl, G., Miyake, N., Law, N. (Eds.) Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume II- Short papers & posters (pp. 731-735). International Society of the Learning Sciences. Hong Kong, China. PDF
Sullivan, S., Knight, K. D., & Puntambekar, S. (2011). Group sense making of multiple sources in a hypertext environment. In Spada, H., Stahl, G., Miyake, N., Law, N. (Eds.) Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 224-231). International Society of the Learning Sciences. Hong Kong, China. PDF
2010
Gire, E., Carmichael, A., Chini, J. J., Rouinfar, A., Rebello, S., Smith, G., & Puntambekar, S. (2010). The effects of physical and virtual manipulatives on students’ conceptual learning about pulleys. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) – Volume 1, Full Papers (pp. 937–943). International Society of the Learning Sciences. Chicago, IL. PDF
Gnesdilow, D., Bopardikar, A., Sullivan, S. A., & Puntambekar, S. (2010). Exploring convergence of science ideas through collaborative concept mapping. In K. Gomez, L. Lyons, J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) – Volume 1, Full Papers (pp. 698–705). International Society of the Learning Sciences. Chicago, IL. PDF
Gnesdilow, D., Smith, G.W., & Puntambekar, S., (2010). An analysis of science teachers’ classroom discourse relating to the use of models and simulations in physics. In Zacharia, Z. C., Constantinou, M. P., Papaevripidou, M. (Eds.) Application of New Technologies in Science Education: Proceedings of the International Conference of Computer Based Learning in Science (pp. 141-152). OEIiZK, Warsaw, Poland. PDF
Rouinfar, A., Chini, J. J., Carmichael, A., Puntambekar, S., & Rebello, N. S. (2010) Investigating change and consistency in introductory college students’ understanding about pulleys. In Proceedings of the 2010 Annual Meeting of the National Association for Research in Science Teaching. Philadelphia, PA. PDF
Smith, G. W., & Puntambekar, S. (2010). Examining the combination of physical and virtual experiments in an inquiry science classroom. In Zacharia, Z. C., Constantinou, M. P., Papaevripidou, M. (Eds.) Application of New Technologies in Science Education: Proceedings of the International Conference of Computer Based Learning in Science (pp. 141-152). OEIiZK, Warsaw, Poland. PDF
2009
Bopardikar, A., Gnesdilow, D., & Puntambekar, S. (2009). Interplay of group dynamics and science talk in a design based classroom. In Dimitracopoulou, A., O’Malley, C., Suthers, D., Reimann. (Eds.) Proceedings of the 9th international conference on Computer Supported Collaborative Learning-Volume 2 (pp. 68-70). Rhodes, Greece. PDF
Bopardikar, A., Sullivan, S., & Puntambekar, S. (2009). Small group science talk in a design-based classroom: An exploratory study. In Proceedings of the 2009 Annual Meeting of the National Association for Research in Science Teaching. Garden Grove, CA. PDF
Gnesdilow, D., Sullivan, S.A., Bopardikar, A., & Puntambekar, S. (2009). Understanding students’ conceptions of the nature of science through multiple assessment tool. In Proceedings of the 2009 Annual Meeting of the National Association for Research in Science Teaching. Garden Grove, CA. PDF
Knight, K. D. & Puntambekar, S. (2009) Methods for analyzing teacher facilitation of collaborative learning in the science classroom. In Dimitracopoulou, A., O’Malley, C., Suthers, D., Reimann. (Eds.) Proceedings of the 9th international conference on Computer Supported Collaborative Learning-Volume 2 (pp. 255-257). Rhodes, Greece. PDF
Knight, K. D. & Puntambekar, S. (2009) Understanding teacher facilitation of small group interactions in design-based science classes. . In Proceedings of the 2009 Annual Meeting of the National Association for Research in Science Teaching. Garden Grove, CA. PDF
Smith, G. W., Sullivan, S. A., & Puntambekar, S. (2009). When to collaborate: individual and group exploration of a hypertext environment within an inquiry science classroom. In Dimitracopoulou, A., O’Malley, C., Suthers, D., Reimann. (Eds.) Proceedings of the 9th international conference on Computer Supported Collaborative Learning-Volume 2 (pp. 56–58). International Society of the Learning Sciences. Rhodes, Greece. PDF
2008
Haynicz, J. J., Rebello, N. S., & Puntambekar, S. (2008). Students’ understanding of inclined planes using the CoMPASS curriculum. In Henderson, C., Sabella, M., Hsu, L. (Eds.) Physics Education Research with Diverse Student Populations: Proceedings of the 2008 Physics Education Research Conference, Edmonton, Canada. PDF
Hübscher, R. & Puntambekar, S. (2008). Integrating knowledge gained from data mining with pedagogical knowledge. In proceedings of the 1st International Conference on Educational Data Mining (EDM2008), 97-106. PDF
2007
Hübscher, R., Puntambekar, S., & Nye, A. H. (2007). Domain specific interactive data mining. In Proceedings of Workshop on Data Mining for User Modeling, 11th International Conference on User Modeling, Corfu, Greece. PDF
Stylianou-Georgiou, A., Papanastasiou, E., & Puntambekar, S. (2007). Analyzing collaborative processes and learning from hypertext through hierarchical linear modeling. In Chin, C., Erkens, G., & Puntambekar, S. (Eds.). Mice, Minds and Society: CSCL’07 Proceedings of the 8th International Conference on Computer Supported Collaborative Learning. Vol. 8(1), pp. 685-693. PDF
2006
Puntambekar, S. (2006). Learning from digital text in inquiry-based science classes: Lessons learned in one program. In S. A., Barab, K. E Hay & D. T. Hickey (Eds.) Making a difference: Proceedings of the seventh International Conference of the Learning Sciences (ICLS). pp. 564-570. Mahwah: NJ. Erlbaum.
2004
Stylianou, A., & Puntambekar, S. (2004). Supporting middle school students use nonlinear science texts in an inquiry classroom. In Y. Kafai, W. A. Sandoval, N. Enyedy, S. A. Nixon F. Herrera (Eds.). Embracing diversity on the learning sciences, Proceedings of the sixth international conference of the learning sciences. pp. 529-536. Mahwah, NJ: Erlbaum.
2003
Stylianou, A. & Puntambekar, S. (2003). How do students navigate and learn from nonlinear science texts: Can metanavigation support promote learning? In C. P. Constantinou & Z. C. Zacharia (Eds.), New Technologies And Their Applications in Education: Proceedings of the Sixth International Conference on Computer Based Learning in Science (CBLIS), Volume I (pp. 674-684), Nicosia, Cyprus.
Puntambekar, S. & Young, M. F. (2003). Moving toward a theory of CSCL. In U. Hoppe, B. Wasson, & S. Ludvigson, (Eds.) Computer Supported Collaborative Learning 2003: Designing for change in networked learning. pp. 503-512. IOS Press: Amsterdam. [Presented in the closing plenary session at CSCL 2003].
2002
Puntambekar, S. & Stylianou, A. (2002). CoMPASS: Students’ use of external representations in science learning. In P. Bell, R. Stevens & T. Satwicz (Eds.), Keeping Learning Complex: The Proceedings of the Fifth International Conference of the Learning Sciences (ICLS) (pp.352-358). Mahwah, NJ: Erlbaum.
2001
Hübscher R., & Puntambekar, S. (2001). Navigation support in adaptive hypermedia systems: Is More indeed better? In J. D. Moore, C. L. Redfield & W. L. Johnson (Eds.) Artificial Intelligence in Education, AI-ED in the wired and wireless world. pp. 13-22. IOS Press, Netherlands.
1999
Puntambekar, S. (1999). An integrated approach to individual and collaborative learning in a web-based learning environment. In C. Hoadley (Ed.). Designing new media or a new millennium: Collaborative technology for learning, education and training, Proceedings of the CSCL (Computer Supported Collaborative Learning) conference, pp. 458-467.
1998
Puntambekar, S. & Kolodner, J. L. (1998). Distributed scaffolding: Helping students learn in a learning by design environment. In A. S. Bruckman, M. Guzdial, J. L. Kolodner, & A. Ram (Eds.), ICLS 1998, Proceedings of the International Conference of the Learning Sciences, pp. 35-41.
Puntambekar, S. & Kolodner, J. L. (1998). The design diary: Development of a tool to help students learn science by design. In A. S. Bruckman, M. Guzdial, J. L. Kolodner, & A. Ram (Eds.), ICLS 1998, Proceedings of the International Conference of the Learning Sciences, pp. 230-236.
Kolodner, J. L., Crismond, D., Gray, J., Holbrook, J., Puntambekar, S. (1998). Learning by design: From theory to practice. In A. S. Bruckman, M. Guzdial, J. L. Kolodner, & A. Ram (Eds.), ICLS 1998, Proceedings of the International Conference of the Learning Sciences, pp. 223-229.
1997
Puntambekar, S., Nagel, K., Hübscher, R., Guzdial, M., & Kolodner, J. L. (1997) Intragroup and Intergroup: An exploration of learning with complementary collaboration tools. In R. Hall, N. Miyake, & N. Enyedy (Eds.), CSCL 97, Proceedings of Computer Supported Collaborative Learning Conference, pp. 207-215.
Guzdial, M., Hübscher, R., Nagel, K., Newstetter, W., Puntambekar, S., Shabo, A., Turns, J., & Kolodner, J. L. (1997). Integrating and guiding collaboration: Lessons learned in computer-supported collaborative learning research at Georgia Tech. In R. Hall, N. Miyake, & N. Enyedy (Eds.), CSCL 97, Proceedings of Computer Supported Collaborative Learning Conference, pp. 91-100.
1994
Puntambekar, S. (1994). ‘What will I do next?’ Developing metacognition with the help of a computer based system. In Thomas, M., Sechrest, T., and Estes, N. (Eds). Deciding our future: Technological imperatives for education. Proceedings of the 11th international Conference on Technology and Education, pp. 822-825.
1993
Puntambekar, S. (1993). Towards an ITS for training metacognitive skills in studying from texts. In Proceedings of the 7th International PEG conference, pp. 389-398.
Books or book length publications
Chin, C., Erkens, G., & Puntambekar, S. (Eds.). Mice, Minds and Society, Computer Supported Collaborative Learning, Vol. 8(1), Mahwah, NJ: Lawrence Erlbaum Associates.
Chin, C., Erkens, G., & Puntambekar, S. (Eds.). Mice, Minds and Society, Computer Supported Collaborative Learning, Vol. 8(2), Mahwah, NJ: Lawrence Erlbaum Associates.
Puntambekar, S. & Luckin, R. (Eds.) (2003). Documenting collaborative interactions: Issues and approaches. Special issue of Computers and Education, 41(4).
Book chapters
Puntambekar, S. (2015). Distributing scaffolding across multiple levels: Individuals, small groups, and a class of students. In A. Walker, H. Leary, C. Hmelo-Silver, & P. Ertmer (Eds.), Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, (pp. 207-221). Purdue University Press. PDF
Puntambekar, S. (2009). Scaffolding student learning. In E. Anderman & L. Anderman (Eds.). Psychology of Classroom Learning: An Encyclopedia. Cengage Publishers.
Puntambekar, S. (2003). Analyzing navigation data to design adaptive navigation support in hypertext. In U. Hoppe, F. Verdejo, & J. Kay. (Eds.) Artificial Intelligence in Education: Shaping the future of learning through intelligent technologies, pp. 209-216. IOS Press: Amsterdam.
Puntambekar, S. & du Boulay, B. (1999). Design of MIST: A system to help students develop metacognition. In P. Murphy (Ed.) Learners, Learning and Assessment. pp. 245-257. Paul Chapman: London.