Professor in Educational Psychology

693 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796

Phone : (608) 263 4828
Fax       : (608) 262 0823
Email  : puntambekar at education dot wisc dot edu

Puntambekar, S., Erkens, G., and Hmelo-Silver, C. (Eds.). (Forthcoming). Analyzing interactions in CSCL: Methods, issues and approaches. NY: Springer.  

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). 

Puntambekar, S. (forthcoming, 2009). Design based research: Lessons learned and an agenda for future research. Journal of the Learning Sciences. 

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 proceedings of the international conference on Computer supported Collaborative Learning (CSCL).  

Bopardikar, A., Gnesdilow, D., & Puntambekar, S. (2009). Interplay of group dynamics and science talk in a design based classroom. In proceedings of the international conference on Computer supported Collaborative Learning (CSCL).  

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. 

Haynicz, J. J., Puntambekar, S., & Rebello, S. N. (2008). Students' understanding of inclined planes using the CoMPASS curriculum. Proceedings of the 2008 Physics Education Research Conference, pp. 127-130, Edmonton, Canada: AIP Publications.  

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. 

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, Computer Supported Collaborative Learning, Vol. 8(1), pp. 685-693. 

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. 

Puntambekar, S. (2006). Analyzing collaborative interactions: Divergence, shared understanding and construction of knowledge. Computers and Education. 47(3), 332-351. 

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. 

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. 

Puntambekar, S. (2004). Issues in CSCL research. Journal of Educational Computing Research, 30 (1,2), 163-169. 

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. 

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. 

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. 

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. 

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. (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. & 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]. 

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. 

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. 

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. 

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. 

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. 

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. 

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. 

Puntambekar, S. (1995). Helping students learn ‘how to learn’ from texts: Towards an ITS for developing metacognition. Instructional Science, 23, 163-182. 

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. 

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. 

Puntambekar, S. (2009). Scaffolding student learning. In E. Anderman & L. Anderman (Eds.). Psychology of Classroom Learning: An Encyclopedia. Farmington Hills, MI: MacMillan. 

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. 

Book Reviews and other publications 

Puntambekar, S. & Stylianou, A. (2003). Designing metacognitive support for learning from hypertext: What factors come into play? In V. Aleven, U. Hoppe, J. Kay, R. Mizoguchi, H. Pain, F. Verdejo, &. K. Yacef. (Eds.) Artificial Intelligence in Education: Shaping the future of learning through intelligent technologies, Supplementary  proceedings, pp. 556-565. IOS Press: Amsterdam.  

Puntambekar, S., Styianou, A., Suthers, D., Hundhausen, C. & Hübscher-Younger, T. (2002). External Representations for Collaborative Learning and Assessment. In G. Stahl (Ed.) Computer support for collaborative learning: Foundations for a CSCL community. Proceedings of CSCL 2002, pp. 714-715. Erlbaum: NJ.  

Puntambekar, S., Stylianou, A., & Jin, Q. (2001). Visualization and external representations in educational hypertext systems. 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, Amsterdam. 

Puntambekar, S. (1999). Formalization and integration of scaffolding in a web-based learning environment.  In CD-ROM proceedings of WebNet 99 conference, Hawaii. 

Puntambekar, S. (1999). Individual and collaborative learning in a WWW environment. In proceedings of  the CSCL (Computer Supported Collaborative Learning) conference, December 12-15, Stanford, CA. 

Puntambekar, S. (1999). Helping the distance learner make choices. [Book review: Distance learning]. In Distance Education, An International Journal, 2 (1). 

Puntambekar, S., Davies, J., Hübscher, R., Newstetter, W., Kolodner, J. L. (1997). Towards a model for scaffolding students learning science by design. In Proceedings of the annual meeting of the Cognitive Science Society, Stanford. 

Hübscher, R., Puntambekar, S., & Guzdial, M., & Kolodner, J. L. (1996). Integrating tools into the classroom. In Proceedings of the Conference on Human Factors in Computing Systems, (pp. 244-245). Atlanta. 

Puntambekar, S. (1993). Metacognition in Intelligent Tutoring Systems: Implementing a general model for studying from texts. In Brna, P., Ohlsson, S., & Pain, H. Artificial Intelligence in Education, Proceedings of AI-ED 93. Edinburgh, Scotland, pp.582. 

Bopardikar, A., Gnesdilow, D. & Puntambekar, S. (2009, April). Small Group Science Talk in a Design-Based Classroom: An exploratory study. To be presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Garden Grove, CA. 

Chini, J. J., Puntambekar, S., & Rebello, S. N. (2009, April). Future elementary teachers integrating hypertext with hands-on experimentation in a design-based context. To be presented at National Association for Research in Science Teaching Annual Meeting, (NARST), April Garden Grove, CA. 

Gnesdilow, D., Sullivan, S. A., Bopardikar, A., Puntambekar, S. (2009, April). Understanding students' conceptions of the nature of science through multiple assessment tools. To be presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Garden Grove, CA. 

Knight, K. & Puntambekar, S. (2009). Understanding teacher facilitation of small group interactions in design-based science classes" To be presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove, CA. 

Leonard, M. J., & Puntambekar, S. (2009). Developing generalized understanding of science concepts in a middle-school design-based science classroom. To be presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA. 

Smith, G.W., Gnesdilow, D., & Puntambekar, S. (2009). Student conceptions of force and work in Physical and Virtual Experiments. To be presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA. 

Sullivan, S. A., & Puntambekar, S. (2009). The effect of reading comprehension ability on navigation and comprehension in a hypertext system. To be presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA. 

Stylianou-Georgiou, A., Papanastasiou, E., & Puntambekar, S. (2008). Explaining navigation behavior and understanding of domain knowledge while interacting with online texts using path analysis. To be presented at the annual meeting of the American Educational Research Association (AERA) 2008, New York.  

Puntambekar, S. (2007). Understanding enactments in different contexts. Presented in the session on Learning from digital text in inquiry-based science classes: Lessons learned in one program, at the annual meeting of the American Educational Research Association (AERA) 2007, Chicago. 

Leonard, M. J., Rebello, S., & Puntambekar, S. (2007). Changes in students’ conceptual models of science phenomena through CoMPASS instruction. Presented in the session on Learning from digital text in inquiry-based science classes: Lessons learned in one program, at the annual meeting of the American Educational Research Association (AERA) 2007, Chicago. 

Cao, Y., Hübscher, R.,, & Puntambekar, S. (2007). Understanding students’ navigation paths. Presented in the session on Learning from digital text in inquiry-based science classes: Lessons learned in one program, at the annual meeting of the American Educational Research Association (AERA) 2007, Chicago 

Hübscher, R., & Puntambekar, S. (2007, April). CoMPASS scaffolding with log file data. Participant on panel on Log File Analysis: Predicting Success From Online Trajectories. Paper presented at the annual meeting of the American Educational Research Association (AERA) 2007, Chicago. 

Stylianou, A., & Puntambekar, S. (2005). How does metacognitive support for navigation influence science understanding while reading from online science texts? Presented at the European Association for Research on Learning and Instruction, (EARLI). Nicosia, Cyprus.  

Puntambekar, S. (2005). Using concept maps to aid learning of complex relationships in middle school science. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada. 

Puntambekar, S. (2004). Designing scaffolding in hypertext systems based on the factors affecting student learning and navigation. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. 

Puntambekar, S. (2002). Methodological challenges in design based research. Presented at the Annual Meeting of the American Educational Research Association, New Orleans.  

Stylianou, A., & Puntambekar, S. (2002) Students’ Perspectives on Science Resources and Tools. Paper presented at the annual conference of the Northeast Educational Research Association. 

Puntambekar, S., & Stylianou, A. (2001). CoMPASS – Concept maps to help students learn from online materials. Paper presented at the annual conference of the Northeast Educational Research Association. 

Stylianou, A., & Puntambekar, S. (2001). Conceptual navigation support in a science hypertext system: How do students learn from non-linear electronic texts? Paper presented at the Annual Conference of the Northeast Educational Research association. 

Puntambekar, S. (2001). Learning from online resources: Understanding students' cognitive strategies and representations. Presented at the Annual Meeting of the American Educational Research Association, Seattle. 

Puntambekar, S. (2000) Designing online materials to support learning by design. Presented in the symposium, Learning from design activities, two years later. Presented at the Annual Meeting of the American Educational Research Association, New Orleans. 

King, F., B. & Puntambekar, S. (2000). Project-based technology. Partners with technology. Presented in the symposium, the merits of multiple theories of learning in the study of technology use in classroom settings. Presented at the Annual Meeting of the American Educational Research Association, New Orleans. 

Toman, J. & Puntambekar, S. (1999). An interactive web-based environment for teachers learning at a distance. Paper presented at the annual conference of the Northeast Educational Research Association. 

Puntambekar, S., Guzdial, M., Nagel, K., Hübscher, R., Shabo A., & Kolodner, J. L. Supporting a complete learning by design process for middle school students. Presented at the Annual Meeting of the American Educational Research Association, San Diego. 

Puntambekar, S., Davies, J., Hübscher, R., Newstetter, W., Kolodner, J. L. (1997). Towards a model for scaffolding students learning science by design. In Proceedings of the annual meeting of the Cognitive Science Society, Stanford. 

Puntambekar, S. (1997). Supporting the design process by using design diaries in the ‘Learning by Design’ environment. Presented at the Annual Meeting of the American Educational Research Association, Chicago. 

Hübscher, R., Puntambekar, S., & Guzdial, M. (1997). A scaffolded learning environment supporting learning and design activities. Presented at the Annual Meeting of the American Educational Research Association, March, Chicago. 

Puntambekar, S. (1995). Stop and think: Helping students develop metacognition with the help of a computer tool. In Selwood, I., Fox, P., Tebutt, M., WCCE 95, Sixth IFIP world conference on Computers in Education, Birmingham. 

Puntambekar, S. (1995). Effect of a computer tool on students’ metacognitive processes. Presented at the Annual Meeting of the American Educational Research Association, San Francisco. 

Current  Projects

Scaffolding students’ use of multiple representations for science learning, (2008-2011)

Funding agency: Institute of Educational Sciences (IES), US department of education 

Amount: $1,453,847

Role: Principal Investigator 

CoMPASS: Integrating digital text in design-based science classes, (2004-2009)

Funding agency: National Science Foundation

Amount: $1,879,386

Role: Principal Investigator 

Completed Projects 

CoMPASS-DL: Design and use of a concept map interface for helping middle school students navigate digital libraries, 2004-2007

Funding agency: National Science Foundation

Amount: $437, 615.

Role: Principal Investigator 

Designing hypertext systems for the science classroom: Understanding students' changing cognitive representations. Supplement to the Early CAREER award, (2004-2005)

Funding agency: National Science Foundation.

Amount: $60,000.

Role: Principal Investigator  

Learning about causal systems in complex domains: A multidisciplinary synthesis of the state-of-the-art and research challenges (2003-2005)

Funding agency: National Science Foundation (Science of Learning Centers, Catalyst grant)

Amount: $193,916

Role: Co-Principal Investigator  

Designing hypertext systems for the science classroom: Understanding students' changing cognitive representations, (2000-2004)

Funding agency: National Science Foundation (Early CAREER award)

Amount: $356,800

Role: Principal Investigator 

Design Based Research Collective, (2001-2002)

Funding agency: Spencer Foundation, Advanced Study Institute grant

Amount: $35,000

Role: Co-Investigator 

Designing Hypertext systems with dynamic concept maps, (1999-2000)

Funding agency: University of Connecticut's Faculty grant program

Amount: $11, 492

Role: Principal Investigator 

Scaffolding Learning by Design: An exploration of the metacognitive skills needed to successfully negotiate and learn from open- ended problems (1996-2000)

Funding agency: J. S. McDonnell Foundation’s Cognitive Studies in Education program.

Amount: $650,000

Role: Co-Principal Investigator