Refereed articles

Puntambekar, S., Stylianou, A., & Goldstein, J., (In press). Comparing enactments
	of an inquiry curriculum: Lessons learned from two teachers. Journal of the Learning Sciences.
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.

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.

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., Stylianou, A., & Hübscher, R. (2003) Improving navigation and
	learning in hypertext environments with navigable concept maps. Human Computer Interaction, 18 (4), pp. 395-426.

Goldstein, J., & Puntambekar, S. (Accepted). The brink of change: Gender in
	technology-rich collaborative learning environments. Journal of research in science and technology.

Puntambekar, S. (2003). Analayzing 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, 209-216. IOS Press: Amsterdam.

Puntambekar, S. & Stylianou, A. (2003). Designing metacognitive support for learning
	from hypertext: What factors come into play? In U. Hoppe, F. Verdejo, & J. Kay. (Eds.) Artificial Intelligence in Education: Shaping the future of learning through intelligent technologies, workshop proceedings, IOS Press: Amsterdam.

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) 352-358. Mahwah, NJ: Erlbaum.

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 LNCS 2347, 184-192. Berlin: Springer.

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), I, 674-684. Nicosia, Cyprus.

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. 13-22. IOS Press, Netherlands.

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. IOS Press, Netherlands.

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. Presented at the Annual Meeting of the American Educational Research Association, San Diego.

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., Styianou, A., Suthers, D., Hundhausen, C. & Hübscher-Younger, T.
	(2002). External Representations for Collaborative Learning and Assessment. In Proceedings of the CSCL conference.

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.