doc

advertisement
Allen, L.E., Allen, R.W., and Miller, J.C. (1966). Programmed games and the learning
of problem solving skills: The WIFF’N PROOF example. The Journal of Educational
Research,55, 22-25.
Au, J.W. (2001). A Spector haunts gaming: Inside the mind of Deus Ex designer
Warren Spector. GameSlice. Last retrieved 3 November 2003 from
http://www.gameslice.com/features/spector/index.shtml
Baker, E.H. (1969). A comparative study of textbook and simulation approaches in
teaching consumer credit to senior high school students in comparison to a conventional
approach to instruction. Unpublished doctoral dissertation, University of Maryland.
Bandura, A. (1986). Social foundations of thought and action: A social-cognitive
theory. Upper Saddle River, NJ: Prentice-Hall.
Barab, S., A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (2002). Using
activity theory to understand the contradictions characterizing a technology-rich introductory
astronomy course. Mind, Culture, and Activity, 9(2).
Barab, S. A., Hay, K. E., Barnett, M., & Squire, K. (2001). Constructing virtual worlds:
Tracing the historical development of learner practices/understandings. Cognition and
Instruction, 19(1), 47-94.
Barab, S. A., & Kirshner, D. (2001). Methodologies for capturing learner practices
occurring as part of dynamic learning environments. The Journal of The Learning Sciences,
10(1&2), 5-15.
Barab, S. A., Cherkes-Julkowski, M., Swenson, R., Garrett. S., Shaw, R. E., & Young,
M. (1999). Principles of self-organization: Ecologizing the learner-facilitator system. The
Journal of the Learning Sciences, 8(3&4), 349-390.
Barab, S.A. & Squire, K.D. (in press). Design-based research: Putting a stake in the
ground. To appear in The Journal of the Learning Sciences.
Barab, S. A., Squire, K., & Barnett, M. (1999, April). From teachers’ fixed curricular
objectives toward students’ emergent practices. Paper presented at the annual meeting of the
American Educational Research Association, Montreal, CA.
Barkin, G. (2002). Culture in Civilization III. Joystick101.org
Barnett, M. Barab, S.A., Schatz, S., Warren, S. (2000). Designing a Community of
Inquiry in an Undergraduate History Course: A Clash of Cultures. Paper presented at the 2000
Annual Meeting of the American Educational Research Association, New Orleans, LA.
Bartle, R. (1996). Hearts, Clubs, Diamonds, Spades: Players who suit MUDs. Journal
of MUD Research, 1(1). Available: http://www.mud.co.uk/richard/hcds.htm (19 May 1996).
Bartle, R. (2003). Designing virtual worlds. Indianapolis: New Riders.
Barnett, M., Barab, S. A., & Hay, K. E. (2001). The virtual solar system project:
Student modeling of the solar system. The Journal of College Science Teaching, 30(5), 300305.
Beck, I., McKeown, M. & Gromoll, E. (1989). Learning from social studies texts.
Cognition and Instruction (6), 99-158.
Becker, H.A. (1980). The emergence of simulation and gaming. Simulation and
Games, 11, 223-345.
Bednar, A. K.; Cunningham, D.; Duffy, T.; Perry, J. . (1995). Theory into practice: how
do we link? In G. Anglin. Instructional Technology: Past, Present and Future. (2nd Ed.)
Englewood, Colorado: Libraries Unlimited.
Berson, M.J. (1996). Effectiveness of Computer Technology in the Social Studies: A
Review of the Literature. Journal of Research on Computing in Education, 28 (4), 486-99.
Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. W. (1997). Effects of
participation in the Fifth Dimension on far transfer. Journal of Educational Computing
Research, 16, 371-396.
Boocock, S.S. (1968). An experimental study of the learning effects of two games with
simulated environmments. In S.S. Boocock & E.O. Schild (Eds.), Simulation games in
learning. (pp. 107-133). Beverley Hills, CA: Sage.
Bradshaw, L. (2002). Case Study: Sim City. Presentation made to the Markle
Foundation January 31, 2002. http://www.markle.org/News/SimCity01-31-02.pps
Brooker, R.G. (1988). Truth as a variable: Teaching political strategy with simulation
games. Simulation & Games, 19, 43-58.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges
in creating complex interventions in classroom settings. The Journal of the Learning Sciences,
2, 141-178.
Brown, A.L., Campione, J.C., Webber, J.S., & McGilly, K. (1992). Assessing the thinking
curriculum: New tools for educational reform. In Gifford, B.R. & O’Connor, M.C. (Eds.) Changing
assessments: Alternative views of aptitude, achievement and instruction. Boston, MA: Kluwer
Academic Publishers.
Brown K. & Cole, M. (2002). Cultural historical activity theory and the expansion of
opportunities for learning after school. http://lchc.ucsd.edu/People/MCole/browncole.html
Carroll, J. M. (1998). Minimalism Beyond the Nurnberg Funnel. MIT Press:
Cambridge, MA.
Cassell, J. & Jenkins, H. (1998). From Barbie to Mortal Kombat : Gender and
computer games. Cambridge, MA: MIT Press.
Chi, M., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. Sternberg
(Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 7-75). Hillsdale, NJ:
Lawrence Erlbaum.
Church, D. (2000). Abdicating authorship. Presentation made at the annual meeting of
the Game Developer’s Conference, San Jose, CA. March.
Clark, R. E. 1983. Reconsidering research on learning from media. Review of
Educational Research 53(4), 445-459.
Clarke, W. (1970). A research note on simulation in the social studies. Simulation and
Games, 1, 203-210
Clegg, A.A. (1991). Games and simulations in social studies education. In Shaver, J. P.,
(Ed). Handbook of research on social studies teaching and learning. New York: Macmillan. Pp.
523-528.
Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in
classroom mathematical practices. Journal for the Learning Sciences, 10(1&2), 113-164.
Cobb, P., Confrey, P. diSessa, A., Lehrer, R., Schauble, L. (2003). Design experiments
in educational research. Educational Researcher, 32(1), 9–13.
Cognition and Technology Group at Vanderbilt, (1993). Anchored instruction and
situated cognition revisted. Educational Technology, 33 (3), 52- 70.
Cohen, K.C. (1970). Effects of the CONSUMER GAME on learning and attitudes of
selected seventh grade students in a target –area school, Report No. 65. The center for the
Study of Social Organization of Schools, Johns Hopkins University.
Cole, M. (1996). Cultural psychology: A Once and future discipline. Cambridge, MA:
The Harvard University Press.
Cole, M. & Wertsch, J. V. Beyond the individual-social antimony in discussions of
Piaget and Vygotsky. Unpublished manuscript last retrieved 3 November 2003 from:
http://www.massey.ac.nz/~alock/virtual/colevyg.htm
Colella, V., Klopfer, E., and Resnick, M. (2001). Adventures in Modeling: Exploring
Complex, Dynamic Systems with StarLogo. New York: Teachers College Press.
Collins, (1992). Toward a design science of education. In E. Scanlon & T. O’Shea
(Eds.), New directions in educational technology (pp. 15–22). New York: Springer-Verlag.
Collins A., Brown, J. S., and Newman, S. E.. Cognitive apprenticeship: Teaching the crafts
of reading, writing, and mathematics. In L. Resnick, (Ed.) Knowing, Learning, and Instruction:
Essays in Honor of Robert Glaser. Lawrence Erlbaum Associates, 1989.
Collins, P., Shukla, S., Redmiles, D. (2002). Activity Theory and System Design: A
View from the Trenches. Computer Supported Cooperative Work: the Journal of Collaborative
Computing 11 (1-2): 55-80.
Cordtz, W.W. (1969). A simulation methodology of instruction in a college course of
American Studies. Unpublished doctoral dissertation, United States International Universty.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of
learning: Beneficial effects of contextualization, personalization, and choice. Journal of
Educational Psychology, 88, 715-730.
Counsell, C. (2000). Historical knowledge and historical skills: A dichotomy. In J.
Arthur, & R. Phillips (Eds.), Issues in History Teaching (pp. 54-71). London: Routledge.
Cowley, R. (1999). What if? New York: Berkley Books.
Csikszentmihalyi, M. 1990. Flow: The psychology of optical experience. New York:
Harper Perennial.
Cunningham, D. J. (1992). Beyond Educational Psychology: Steps Toward a
Educational Semiotic. Educational Psychology Review 4, 165-194.
De Carteau, M. (1984). General Introduction. The Practice of Everyday
Life.Trans. Steven F. Rendail. Berkeley: University of California Press, 1984.
Denzin, N.K., (1989). The research act, 3rd ed. Englewood Cliffs, NJ: Prentice Hall.
Dewey, J. (1938). Logic, the theory of inquiry. New York: H. Holt and Co.
Diamond, J. (1999). Guns, germs, and steel: The fates of human societies. New York:
Norton.
Dick, W. (1991). An instructional designer's view of constructivism. Educational
Technology, 31(5), 41-44.
Dooley, B.J. (1969). Research on the market game. In G. Dawson (Ed.) Economic
Education experiences of enterprising teachers, Vol. 5. New York: Joint Council on Economic
Education.
Downey M. T. & Levstick, L. S. (1991). Teaching and learning history. In Shaver, J.
P., (Ed). Handbook of research on social studies teaching and learning. New York: Macmillan
pp. 400-410.
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design
and delivery of instruction. In D. Jonassen (Ed.), Handbook of research for educational
communications and technology, (pp. 170-198). Washington, DC: Association for Educational
Communications and Technology.
Duffy, T.M. & Jonassen, D.H. (1991). Constructivism: New implications for
instructional technology? Educational Technology, 31(5), 7-11.
Duke, R.D. (1964). Game-simulation studies in urban land use allocation. Unpublished
doctoral dissertation, University of Michigan.
Dunn, R. (2000).
Edmonds, B. & Hales, D. (n.d.). Computational simulation as theoretical experiment.
Report published by the Centre for Policy Modelling, Aytoun Building, Manchester
Metropolitan University, Manchester, UK. Retrieved on 3 November 2003 from
http://cfpm.org/cpmrep106.html
Ehman, L. (1980). The American school in the political socialization process. Review
of Educational Research, 50(1). 99-119.
Ehman, L. & Glenn, A.D. (1987). Computer-based education in the social studies.
Bloomington, IN: Social studies Development Center ERIC Clearinghouse for Social Studies/
Social Science Education.
Ehman, L. H. & Glenn, A. D. (1991). Interactive technologoy in social studies. In
Shaver, J. P., (Ed). Handbook of research on social studies teaching and learning. New York:
Macmillan.Pp 513-522.
El'konin, D.B. (1971). Toward The Problem of Stages in the Mental Development of
Children. Voprosy psikhologii, 1971. No. 4, 6-20; Soviet Translated: Nikolai Veresov. Online
Version: Psychology and Marxism Internet Archive (marxists.org) 2000
Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-konsultit.
Engestrom, Y., (1990). When is a tool? Multiple meanings of artifacts in human
activity. In: Y. Engestrom, (Ed). Learning, working and imagining: Twelve studies in activity
theory. Helsinki: Orienta-Konsultit Oy. 171-195.
Engeström, Y. (1993). Developmental studies of work as a testbench of activity theory:
The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.) Understanding
practice: Perspectives on activity and context (pp. 64-103). Cambridge, MA: Cambridge
University Press.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y.
Engeström, R. Miettinen, & R. Punamaki, (Eds.). Perspectives on activity theory (pp. 19-38).
Cambridge, MA: Cambridge University Press.
Feurzeig, W., and N. Roberts. (1999) Modeling and Simulation in Precollege Science
and Mathematics. NY: Springer.
Fletcher, J.L. (1971). The effectiveness of simulation games as learning environments:
A progrposed program of research. Simulation and Games, 2, 473-488.
Friedman, T. (1999). Civilization and Its Discontents: Simulation, Subjectivity, and
Space. In Smith, G. (Ed.). On a Silver Platter: CD-ROMs and the Promises of a New
Technology. NY: New York University Press, 1999.
Frye, B. & Frager, A.M. (1996). Civilization, Colonization, SimCity: Simulations for
the Social Studies Classroom. Learning and Leading with Technology, 24(2), 21-23, 32.
Games-to-Teach Team. (2003). Design principles of next-generation digital gaming for
education. Educational Technology, 43(5), 17-33.
Gardner, H. (1991). The Unschooled mind: How children think and how schools
should teach. New York: Basic Books.
Garvey, D. M. & Seiler, W.H. (1966). A study of effectiveness of different methods of
teaching international relations to high school students (Final report cooperative research
project No. S-270). Emporia: Kansas State Teachers College.
Gee, J.P. (1992). The social mind: Language, ideology, and social practice. New York:
Bergin & Garvey.
Gee, J. P. (2000-2001). Identity as an analytic lens for research in education. Review
of Research in Education 25: 99-125.
Gee, J. P. (2003). What video games have to teach us about learning. New York:
Palgrave.
Geertz, C. (1983). Thick description: Toward an interpretive theory of culture. In R. M.
Emerson (Ed.), Contemporary field research: A collection of readings (pp. 37–59). Prospect
Heights, IL:Waveland Press.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Hawthorne,
NY: Aldine.
Goodlad, J. (1984). A place called school. New York: McGraw-Hill.
Gredler, M.E. (1996). Educational games and simulations: A technology in search of a
research paradigm. In In Jonassen, D.H. (Ed.), Handbook of research for educational
communications and technology, p. 521-539. New York: MacMillan.
Greene, S. (1994). The problems of learning to think like a historian: Writing history in
the culture of the classroom. Educational Psychologist, 29(2), 89-96.
Grossman, 2000. Testimony before the United States Senate Commerce Committee,
March 21, 2000.
Guba, E. G., & Lincoln, Y. S. (1983). Epistemological and methodological bases of
naturalistic inquiry. In G. F. Madaus, M. S. Scriven., and D. L. Stufflebeam (Eds.), Evaluation
models: Viewpoints on educational and human services evaluation (pp. 311-334). Boston, MA:
Kluwer-Nijhoff Publishing.
Guberman, S. R., & Saxe, G. B. (2000). "Mathematical problems and goals in
children’s play of an educational game." Mind, Culture, and Activity, 7, 201-216.
Guy, E. S. 2003 Patterns as Artifacts for User-Developer Collaborative Design.
ECSCW 2003 Workshop W1: Applying Activity Theory to CSCW Research and Practice. 8th
European Conference on Computer Supported Cooperative Design, Helsinki, Finland,
September 14-91, 2003. http://www.uku.fi/atkk/actad/ecscw2003-at/guy.pdf
Hakkarainen, P. 1999. Play and Motivation in Engström, Y. Miettinen, R. & Punamäki,
R-L (eds.). Aspects on Activity Theory. Cambridge University Press.
Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (1996). Instructional media
and technologies for learning (6th ed.). Upper Saddle River, NJ: Merrill.
Herz, J.C. (1997). Joystick Nation. How videogames ate our quarters, won our hearts,
and rewired our minds. Princeton, NJ: Little Brown & Company.
Hetzner, D.R. (1972). Life decisions: A computer-based simulation game for social
studies classrooms (Doctoral dissertation, State University of New York at Buffalo).
Dissertation Abstracts International, 33, 1078A.
Holland, W., Jenkins, H., & Squire, K. (2003). Theory by design. In Wolf, M.J. P. &
Perron, B. (Eds.) The video game theory reader. New York: Routledge. *
Hope, W. C. (1996). It's Time to Transform Social Studies Teaching. Social Studies,
87(4).149-151.
Hutchins, E. (1995). Cognition in the Wild. MIT Press, Cambridge, MA.
Jenkins, H. (in press). Games, the new lively art. In Goldstein, J. & Raessens, J. (Eds.)
Handbook of Computer Game Studies (Cambridge: MIT Press, Forthcoming).
Jenkins, H. Squire, K. & Tan, P. (in press). You can’t bring that game to school!
Design of Supecharged. To appear in Laurel, B. (Ed.) Design research. Cambridge, MA: MIT
Press.
Johnson, S. (2002). Emergence: The connected lives of ants, brains, cities and software.
New York: Touchstone Books.
Johnson, R.T., Johnson, D.W., & Stanne, M.B. (1985). The effects of cooperative,
competitive, and individualistic goal structures. On computer-assisted instruction. Unpublished
manuscript, University of Minnesota.
Kim, A. J., Koster, R. & Vogel, R. (2001). Community Design for Large-Scale Gaming
Worlds. Workshop presented at the Game Developer’s Conference, San Jose, CA:, March.
King & Borland, Dungeons and Dreamers: The Rise of Computer Game Culture from
Geek to Chic.
Klopfer, E. & Squire, K. (2003). Collaboration in Augmented Worlds. Proceedings of
the Computer Supported Collaborative Learning Conference, June, Norway.
Kolson, K. (1994). The Politics of City Planning Simulations. Paper presented at the
Annual Meeting of the American Political Science Association, New York, NY, September 14, 1994.
Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: Chicago University
Press.
Laurel, B. (2002). Utopian entrepreneur. Cambridge, MA: MIT Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New
York: Cambridge University Press.
Lee, J.L. (1994). Effectiveness of the Use of Simulations in a Social Studies
Classroom. ERIC Documents.
Leont’ev, A. (1981). Problems of the development of mind. Moscow: Progress.
Leont’ev, A. (1989). The problem of activity in the history of Soviet psychology.
Soviet Psychology, 27(1), 22–39.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic
interest with extrinsic reward: A test of the "overjustification" hypothesis. Journal of
Personality and Social Psychology, 28, 129-137.
Levstik, L. S., & Barton, K. C. (1997). Doing history: Investigating with children in
elementary and middle schools. Mahwah, NJ: Lawrence Erlbaum.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE.
Livingston, S.A. (1970a). Simulation games as advanced organizers in the learning of
social science materials (Report No. 64). The Center for the Study of Social Organization of
Schools, Johns Hopkins University.
Livingston, S.A. (1970b). Simulation games and attitude changes: Attitudes toward the
poor (Report No. 63). The Center for the Study of Social Organization of Schools, Johns
Hopkins University.
Livingston S. A. & Stoll, C.S. (1973). Simulation games: an introduction for the social
studies teacher. New York: Free Press.
Lloyd, J.W. (1970). Role playing, collective bargaining and the measurement of
attitude change. The Journal of Economic Education (1), 104-110.
Loewen, J. W. (1995). Lies my teacher told me: Everything your American history
textbook got wrong. New York: Simon & Schuster.
Mabry, L. (1999). Portfolio plus: A critical guide to alternative assessment. Thousand
Oaks, CA: Sage.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive
Science, (4), 333-369.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomic model of
intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and
instruction: III. Conative and affective process analysis (pp. 223-253). Hillsdale, NJ: Erlbaum.
Mayer, R. E., Quilici, J. H., Moreno, R., Duran, R., Woodbridge, S., & Simon, R.
(1997). Cognitive consequences of participation in a Fifth Dimension after-school computer
club. Journal of Educational Computing Research, 16, 353-370.
McLaren, P. (1994). Life in schools: An introduction to critical pedagogy. White
Plains, NY: Longman Publishing.
Media-X. website? Press release/
Messick, S. (1989). Validity. In Linn, R. L., (Ed.) Educational measurement (3rd Ed.
pp. 13-103). New York: American Council on Education, MacMillan.
Mitchell, E. (1985). The dynamics of family interaction around home video games.
Special Issue: Personal computers and the family. Marriage and Family Review 8(1-2), 121)135.
Monroe, M. W. (1968). Games as teaching tools: An examination of the
COMMUNITY LAND USE GAME. Unpublished master’s thesis, Cornell University.
Murray, J. H. (1997). Hamlet on the Holodeck: The Future of Narrative in Cyperspace.
New York: The Free Press.
Nicolopoulou, A., & Cole, M. (1993), Generation and transmission of shared
knowledge in the culture of collaborative learning: The Fifth Dimension, its play-world, and its
institutional contexts. In E. Forman, N. Minick, & C. Stone (Eds.), Contexts for learning (pp.
283-314). New York: Oxford.
Patterson, J. H. & Smith, M.S. (1986). The role of computers in higher order thinking.
In J.A. Culbertson & L.L. Cunningham (Eds.), Microcomputers in education. 85th Yearbook fo
the National Society for the Study of Education (Part I, ,pp. 81-108). Chicago: University of
Chicago Press.
Pellegrini, A. D. (Ed.). (1995). The future of play theory: A multidisciplinary inquiry
into the contributions of Brian Sutton-Smith. Albany, NY: State University of New York Press.
Peirce, C.S. (1877/1986). The Fixation of Belief. In N. Houser & C. Kloesel (Eds.) The
Essential Peirce (Vol 1, pp. 186-1999). Bloomington, IN: Indiana University Press.
Peirce, C.S. (1878/1986). Deduction, induction, and hypothesis. In N. Houser & C.
Kloesel (Eds.) The Essential Peirce (Vol 1, pp. 109-122). Bloomington, IN: Indiana University
Press.
Peirce, C.S. (1897/1985). Logic as Semoitic: The theory of signs. In Innis, R.E (Ed.),
Semiotics, Bloomington, IN: Indiana University Press.
Perkins, D.N. (1992). Smart schools: Better thinking and learning for every child. New
York: Free Press.
Poole, Steven (2000) Trigger Happy: Videogames and the entertainment revolution.
London: 4th Estate.
Prensky, M. (2001). Digital Game-Based Learning. New York: McGraw Hill.
Provenzo, E.F. (1991). Video kids: Making sense of Nintendo. Cambridge, MA:
Harvard.
Reiber, L. (1996). Seriously considering play: Designing interactive learning
environments based on the blending of microworlds, simulations, and games. Education and
Training Resource & Development, 44, 42-58.
Reigeluth, C.M. (1999). Instructional-design theories and models, Vol. 2. Mahwah, NJ:
Erlbaum.
Resnick, L.B. (1987). Learning in school and out. Educational Researcher, 16(9), 1320.
Resnick, M. (1994). Turtles, Termites, and Traffic Jams: Explorations in Massively
Parallel Microworlds. Cambridge, MA: MIT Press.
Roughgarden, J., Bergman, A., Shafir, S., & Taylor, C. (1996). Adaptive Computation in
Ecology and Evolution: A Guide for Future Research. In R. Belew & M. Mitchell (Eds.),
Adaptive Individuals in Evolving Populations: Models and Algorithms (Vol. Proceedings Volume
XXVI Santa Fe Institute Studies in the Science of Complexity, pp. 25-30). Reading, MA:
Addison-Wesley.
Salomon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational
considerations. New York: Cambridge University Press.
Salen, K. & Zimmerman, E. (2003). Rules of play: Game design fundamentals.
Cambridge, MA: MIT Press.
Savery, J. R., and Duffy, T. M. (1995). Problem based learning: An instructional model
and its constructivist framework. Educational Technology, 35, 31-38.
Schank, R. (1994). The Design of Goal-Based Scenarios. Journal of The Learning
Sciences, 3(4), 303-304.
Scollen ,R & S (1981). Narrative, Literacy and Face in Interethnic Communication,
Ablex.
Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. (1999). Towards the
development of flexibly adaptive instructional design. In C. M. Reigeluth (Ed.), InstructionalDesign Theories and Models: A New Paradigm of Instructional Theory (Vol. 2, pp. 183-213).
Mahwah, NJ: Erlbaum.
Siexas, P. (2000). Schweigen! die Kinder! Or, Does postmodern history have a place in
the schools? In Stearns, P.N. Seixas, P., & Wineburg, S. (Eds.), Knowing teaching & learning
history: National and international Perspectives. New York: New York University Press.
Silverman, D. (1993). Interpreting qualitative data: Methods for analysing talk, text, and
interaction. Newbury Park, CA: SAGE.
Spring, J. (1991). American education: An introduction to social and political aspects,
5th Ed. White Plains, NY: Longman Publishing.
Squire, K. (2002). Cultural Framing of Computer/Video Games, Game Studies: The
International Journal of computer Game Research 1(2).
http://www.gamestudies.org/0102/squire/
Squire, K. (2003). Video games in education. International Journal of Intelligent
Games & Simulation, 2(1). Last retrieved November 1, 2003:
http://www.scit.wlv.ac.uk/~cm1822/ijkurt.pdf
Squire, K.D., Makinster, J., Barnett, M., Barab, A.L., & Barab, S.A. (2003). Designed
Curriculum and Local Culture: Acknowledging the Primacy of Classroom Culture. Science
Education. 87:1– 22
Squire, K. & Jenkins, H. (2002). The art of contested spaces. In Game on!, King, L.
(Ed.) London, England: Barbican.
Stadskley, R. (1969). A comparative study of simulation gaming and lecture-discussion
method. Unpublished Master’s Thesis, University of Minnesota.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE
Publications.
Stake, R.E. (2004). Standards-based and responsive evaluation. Thousand Oaks, CA:
Sage.
Starr, P. (1994). Seductions of sim, The American Prospect 5(17).
Stearns, P.N. Seixas, P., & Wineburg, S. (2000). Knowing teaching & learning history:
National and international perspectives. New York: New York University Press.
Stipek, D.J. (1993). Motivation to Learn: From Theory to Practice, 3ed. (Chapter 4Social Cognitive Theory, pp.43-58). Boston: Allyn&Bacon
Sutton-Smith, B. (1979). Play and learning. New York: Gardner Press.
Teauge, M. & Teague, G. (1995). Learning and Leading with Technology, 23 (1) 2022.
Thiagarajan, S. (1998). The Myths and Realities of Simulations in Performance
Technology. Educational Technology, 35-41.
Page: 9
Turkle, S. (1995). Life on the screen: Identity in the age of the internet. New York:
Touchstone.
Turkle, S. (1997). "Seeing Through Computers," The American Prospect (8) 31
Turkle, S. (2003).
Turner, Victor. "Liminality and communitas." The ritual process: Structure and antistructure. Chicago: Aldine, 1969, pp. 94-113.
Vansledright, B. A. (1997/98). On the importance of historical positionality to thinking
about and teaching history. The International Journal of Social Education, 12(2), 1-18.
Vincent, B. (1986). Design for decision-making in the classroom. T.H.E. Journal, 14,
80-84.
Vygotsky, L (1978). Mind and Society. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1981). The development of higher forms of attention in childhood. In
J. V. Wertsch (Ed.), The concept of activity in Soviet psychology. Armonk, N.Y.: Sharpe.
Vygotsky, L.S. (1982) Sobranie sochinenii, Tom pervyi: Voprosy teorii i istorii
psikhologii [Collected works, vol.I: Problems in the theory and history of psychology].
Moscow: Izdatel'stvo Pedagogika.
Wartofsky, M. (1973). Models. Dordrecht: D. Riedel.
Weiner, B. (1986). An attributional theory of motivation and emotion. New York:
Springer-Verlag.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity.
Cambridge, MA: Cambridge University Press.
Wentworth, D.R. (1972). The effectiveness of a learning game for teaching
introductory economics in selected two-year colleges. Unpublished doctoral dissertation,
University of Minessorta.
Wentworth, D.R. & Lewis, D.R. (1973). A review of research on instructional games
and simulations in social studies education. Social Education. P. 432-440.
Wertsch, J. (1998). Mind as action. New York: Oxford University Press.
Wertsch, J. (2000). Can we teach knowledge and belief at the same time?. . In Stearns,
P.N. Seixas, P., & Wineburg, S. (Eds.), Knowing teaching & learning history: National and
international Perspectives., pp. 38-50. New York: New York University Press.
White, B.Y. & Frederickson, J.R. (1998). Inquiry, modeling, and metacognition:
Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
Whitson, J.A. (1997). Cognition as semiosic process: From situated mediaton to critical
reflective transcendence. In Kirshner, D. & Whitson, J. A. (Eds.) Situated Cognition: Social,
Semiotic, and Psychological Perspectives, pp. 97-150. Mahwah, NJ: Lawrence Erlbaum
Associates.
Wineburg, S. (1992). "Probing the Depths of Students' Historical Knowledge."
Perspectives: Newsletter of the American Historical Association 30, 20-24.
Wineburg, S. (1999). Reading Abraham Lincoln: An expert / expert study in the
interpretation of historical texts,” Cognitive Science (22) 319-346.
Wineburg, S. (2000). Making historical sense. In Stearns, P.N. Seixas, P., & Wineburg,
S. (Eds.), Knowing teaching & learning history: National and international Perspectives., pp.
306-326. New York: New York University Press.
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future
of teaching the past. Philadelphia: Temple University Press.
Wing, R. L. (1966). Two computer-based economics games for sixth graders. The
American Behavioral Scientist (10), 31-33.
Wolfram, S. (2002). A New Kind of Science. Champaign, IL: Wolfram Media, pp. 573
and 1072-1073, 2002.
Wright, W. (2001). Design Plunder. Keynote at the 2001 Gaming Developer’s
Conference, San Jose, CA.
Young, B. M., (2001). Doom as life in the rat race. Article posted at joystick101.org. Last
retrieved November 3, 2003 from http://www.joystick101.org/story/2001/10/2/85544/4214
Download