ARTICLES in PEER-REVIEWED JOURNALS

Professional Development through Design, Reflective Practice and Multimedia: A Case for Type II Technologies in Teacher Education

(in revision) Petrosino, A. J. and Cunningham, A. Professional Development through Design, Reflective Practice and Multimedia: A Case for Type II Technologies in Teacher Education. Computers in the Schools

Student Activity in Classroom Experimentation: A Sociocultural Analysis of a Model Rocket Activity

(under review) Petrosino, A. J. . Student Activity in Classroom Experimentation: A Sociocultural Analysis of a Model Rocket Activity. Science Education.

Anchored instruction and situated cognition revisited

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.] (1993). Anchored instruction and situated cognition revisited. Educational Technology, 22(3), 52-70.

Technological tools to enhance math education: The Jasper series

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.] (1993). Technological tools to enhance math education: The Jasper series. Communications of the ACM, 36, 52-54.

The relationship between situated cognition and anchored instruction: A response to Tripp

Moore, J. L., Lin, X., Schwartz, D. L., Petrosino, A., Hickey, D. T., Campbell, O., Hmelo, C., & The Cognition and Technology Group at Vanderbilt. (1994). The relationship between situated cognition and anchored instruction: A response to Tripp. Educational Technology 34(8) 28-32.

The use of cognitive tools to facilitate knowledge construction in macro context environments: foundations, design issues, and the development of applications in applied settings

Petrosino, A. J ., Sherwood, R.D., Bransford, J.D., Brophy, S., and CTGV. (1995). The use of cognitive tools to facilitate knowledge construction in macro context environments: foundations, design issues, and the development of applications in applied settings. S. Helgeson (Ed), Proceedings: Working conference on technology applications in the science classroom. The National Center for Research in Science Teaching and Learning.

The importance of authentic situations for problem solving

Petrosino, A. J. (1995). The importance of authentic situations for problem solving. Educator’s Forum ‘95. Boston: Houghton Mifflin Company.

Instructional design and development of learning communities: An invitation to a dialogue

Lin, X., Bransford, J. D., Hmelo, C. E., Kantor, R. J., Hickey, D. T., Secules, T., Petrosino, A. J., Goldman, S. R., & CTGV (1995). Instructional design and development of learning communities: An invitation to a dialogue. Educational Technology, 35(5) pp.53-63.

The Role of Content Expertise in the Learning Community

Petrosino, A.J. (1996, August). The Role of Content Expertise in the Learning Community. In D. Edelson and E. Domeshek (Eds.), Proceedings of ICLS 96 (pp. 468-473). Charlottesville: Association for the Advancement of Computing in Education (AACE).

The Mission to Mars Webliographer: A Principled Approach to the Design of a CSCL Tool

Petrosino, A.J., Pfaffman, J. and CTGV. (1997, December). The Mission to Mars Webliographer: A Principled Approach to the Design of a CSCL Tool. In R. Hall, N. Miyake, and N. Enyedy (Eds.), Proceedings of the Computer Support for Collaborative Learning ‘97 Conference (pp. 198-206).Toronto, Canada.

Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning

Barron, B.J., Schwartz, D.L., Vye, N.J., Moore, A., Petrosino, A.J., Zech, L., Bransford, J.D., and CTGV. (1998). Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning. Journal of the Learning Sciences. 7 (3 & 4), 271-311. Hillsdale, NJ: Lawrence Erlbaum.

Instructional Design: Solving Instructional Design Problems

Petrosino, A. J. (1999). Instructional Design: Solving Instructional Design Problems. Journal of Educational Computing Research. Vol 19(4), 433-439.

Expert Blind Spot Among Pre-service Mathematics and Science Teachers

Nathan, M. J. & Petrosino, A. J. (2002). Expert Blind Spot Among Pre-service Mathematics and Science Teachers. Proceedings of International Conference of the Learning Sciences 2002, Seattle, WA, October 2002. (50% acceptance rate)

Structuring Error and Experimental Variation as Distribution in the Fourth Grade

Petrosino, A. J., Lehrer, R., & Schauble, L. (2002). Structuring Error and Experimental Variation as Distribution in the Fourth Grade. Journa l of Mathematical Thinking and Learning. 5(2&3), 131-156.

An Analysis of Horizontal and Vertical Device Design for School-related Teaching and Learning

Stroup, W. M. & Petrosino, A. J. (2003). An Analysis of Horizontal and Vertical Device Design for School-related Teaching and Learning. Education, Communication & Information. Vol.3 (3). pp.327-345.

Integrating Technology with Meaningful Content and Faculty Research: The UTeach Natural Sciences Program

Petrosino, A.J., & Dickinson, G. (2003). Integrating Technology with Meaningful Content and Faculty Research: The UTeach Natural Sciences Program. Contemporary Issues in Technology and Teacher Education, 3(1), 95-115.

ISTE Standards in Teacher Education: A Collection of Practical Examples

Bucci, T. T., Cherup, S., Cunningham, A, & Petrosino, A.J. (2003). ISTE Standards in Teacher Education: A Collection of Practical Examples. The Teacher Educator, 39(92), 95-114. [acceptance rate is 22%]

Classroom Testing of Virtual Biomechanics Laboratory (VBL) Learning Modules

Barr, R. E., Pandy, M. G., Petrosino, A. J., Abraham, L. D., Karande, T., & Patel, B. (2003). Classroom Testing of Virtual Biomechanics Laboratory (VBL) Learning Modules. Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference. Arlington, TX. [Awarded Best Paper from the 2003 ASEE (American Society of Engineering Education) Gulf-Southwest Conference.]

Expert Blind Spot Among Preservice Teachers

Nathan, M. J. & Petrosino, A. J. (2003). Expert Blind Spot Among Preservice Teachers. American Educational Research Journal. 40(4), 905-928.

Commentary: A Framework for Supporting Learning and Teaching about Mathematical and Scientific Models

Petrosino, A.J. (2003). Commentary: A Framework for Supporting Learning and Teaching about Mathematical and Scientific Models. Contemporary Issues in Technology and Teacher Education, 3(3), 288-299.

Design, Implementation, and Assessment of an HPL-inspired Undergraduate Course on Biomechanics.

Pandy, M. G., Petrosino, A. J., Barr, R. E., Tennant, L., Seth, A. (2003). Design, Implementation, and Assessment of an HPL-inspired Undergraduate Course on Biomechanics. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Nashville, TN.

Assessing Adaptive Expertise in Undergraduate Biomechanics.

Pandy, M.G., Petrosino, A.J., Austin, B.A., and Barr, R.E. (2004). Assessing Adaptive Expertise in Undergraduate Biomechanics. Journal of Engineering Education, 93 (3), 1-12. [Acceptance rate 13%]

Meeting the ISTE Challenge in the Field: An Overview of the First Six Distinguished Achievement Award Winning Programs

Bucci, T. T., Petrosino, A.J., Cherup, S., & Cunningham, A, (2004). Meeting the ISTE Challenge in the Field: An Overview of the First Six Distinguished Achievement Award Winning Programs. Journal of Computing in Teacher Education, Volume 21 (1), 13-24.

Integrating Curriculum, Instruction, and Assessment in Project-Based Instruction: A Case Study of an Experienced Teacher.

Petrosino, A.J. (in press). Integrating Curriculum, Instruction, and Assessment in Project-Based Instruction: A Case Study of an Experienced Teacher. Journal of Science Education and Technology. Volume 13 (2),

BOOK CHAPTERS

From visual word problems to learning communities: Changing conceptions of cognitive research

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.].. (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 157-200). Cambridge, MA: MIT Press/Bradford Books .

The relationship between situated cognition and anchored instruction

Moore, J. L., Lin, X., Schwartz, D. L., Petrosino, A., Hickey, D. T., Campbell, O., Hmelo, C., & The Cognition and Technology Group at Vanderbilt. (1994). The relationship between situated cognition and anchored instruction. In H. McLellen (Ed.), Perspectives on situated learning. Englewood Cliffs, NJ: Educational Technology Publications.

The Mars Mission Challenge: A Generative Problem-Solviing School Science Environment

Hickey, D. T., Petrosino, A. J., Pellegrino, J. W., Goldman, S. R., Bransford, J. D., Sherwood, R. D., and the Cognition and Technology Group at Vanderbilt. (1994). The Mars Mission Challenge: A Generative Problem-Solviing School Science Environment. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments. (pp. 97-103) NY, NY: Springer-Verlag..

Multimedia environments for enhancing science instruction

Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W. (1994). Multimedia environments for enhancing science instruction. In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments. (pp.89-96) New York, NY: Springer-Verlag..

Problem based macro contexts in science instruction: Theoretical basis, design issues, and the development of applications

Sherwood, R. D., Petrosino, A. J., Lin, X., Lamon, M. & CTGV (1995). Problem based macro contexts in science instruction: Theoretical basis, design issues, and the development of applications. In D. R. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving. (pp.191-214) A NARST monograph No.6..

Looking at technology in context: A framework for understanding technology and education research

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.]. (1996). Looking at technology in context: A framework for understanding technology and education research. In D. C. Berliner and R. C. Calfee (Eds.), Handbook of educational psychology (pp. 807-840). New York: MacMillan.

Multimedia Environments for Enhancing Learning in Mathematics

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.]. (1996). Multimedia Environments for Enhancing Learning in Mathematics. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments. (pp.285-305) NY, NY: Springer-Verlag.

Anchoring Science Instruction in Multimedia Learning Environments

Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W.. (1996). Anchoring Science Instruction in Multimedia Learning Environments. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments. (pp.257-284) NY, NY: Springer-Verlag..

Schools for Thought: Overview of the International Project and Lessons Learned from One of the Sites

Lamon, M., Secules, T., Petrosino, A. J., Hackett, R., Bransford, J. D., and Goldman, S. R. (1996). Schools for Thought: Overview of the International Project and Lessons Learned from One of the Sites. In L. Schauble & R. Glaser (Eds.), Contributions of instructional innovation to understanding learning. (pp.243-288) Hillsdale, NJ: Lawrence Erlbaum..

Design Principles for Instruction in Content Domains: Lessons from Research on Expertise and Learning

Goldman, S.R., Petrosino, A.J. and CTGV. (1999). Design Principles for Instruction in Content Domains: Lessons from Research on Expertise and Learning. In F.T. Durso, (Ed.), Handbook of Applied Cognition. Chichester, (pp.595-628) England: Wiley..

Adventures in Anchored Instruction: Lessons Learned from Beyond the Ivory Tower

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.].. (2000). Adventures in Anchored Instruction: Lessons Learned from Beyond the Ivory Tower. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 5). (pp.35-99) Mahwah, NJ: Erlbaum..

Reconsidering the Role of Experimentation in Science Education

Lehrer, R., Schauble, L., and Petrosino, A. J. (2001). Reconsidering the Role of Experimentation in Science Education. In Crowley, K., Schunn, C. D. & Okada, T. (Eds.) Designing for Science: Implications from Everyday, Classroom, and Professional Settings. (pp.251-278.) Mahwah, NJ: Erlbaum.

Teachers as Designers: Pre- and In-Service Teachers Authoring of Anchor Video as a Means to Professional Development

Petrosino, A. J . & Kohler, M. (in press). Teachers as Designers: Pre- and In-Service Teachers Authoring of Anchor Video as a Means to Professional Development . To appear in R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences. Lawrence Erlbaum Associates.

Reports

Mission to Mars: An integrated curriculum. Technical Report SFT-1

Petrosino, A. J. (1995) Mission to Mars: An integrated curriculum. Technical Report SFT-1 Learning Technology Center, Vanderbilt University, Nashville, TN.