| Images of connected features: |
| | | SenseMaker tool in WISE: A tool for carrying out debates |  |
| | | WorldWatcher Diagram Windows |  |
| | | Causal Mapper |  |
| | | Global Warming Model |  |
| | | The model of constant rate of change in a linear functions |  |
| | | Data Query (The Galapagos Finches) |  |
| | | Content organized by nested resizeable boxes in Boxer |  |
| | | Objective-Inquiry Graphic |  |
| | | Idea Manager |  |
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Connections 
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| Description: |
This principle calls for providing learners with tools in which they can visually represent, at different learning stages, their understanding of the content.
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Theoretical background:
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A knowledge representation tool can help students articulate their ideas in any field of learning. Linn, Davis and Bell (2004), when refering to sceintific ideas, claim that in contrast to having the learners create the knowledge representation after exploring the evidence, students create more elaborate arguments when they use a knowledge representation as they interpret evidence. They also emphasize that knowledge representation tools can promote interpretation and theorizing about evidence.
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| Tips (Challenges, Limitations, Tradeoffs, Pitfalls): |
| When the tools provide easy access and shared edrepresenting collaborative knowledge the accesabilty of the tools and ease of shared edditing provided by them is critical for the success of the activity. |
| References (Off-line): |
| Linn, M.C., Bell, P., & Davis, E.A., (2004). Specific design principles: Elaborating the scaffolded knowledge integration framework. In Linn, M.C., Davis, E.A., & Bell, P. (Eds), Internet environments for science education. Lawrence Erlbaum Associates. |
| Summary of changes (wiki): |
| Added more explanation to principle (from Kali & Linn, in press) |
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History
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