What makes a "good" scientific question?: supporting independent student-driven inquiry. - Julia Svoboda; Cynthia Passmore (ICLS, 2010)

Sources of Affect around Interdisciplinary Sense Making. - Benjamin D. Geller; Julia Gouvea; Vashti Sawtelle; Chandra Turpen (ICLS, 2014)

Model-Based Reasoning: A Framework for Coordinating Authentic Scientific Practice with Science Learning. - Julia Gouvea; Arash Jamshidi; Cynthia Passmore (ICLS, 2014)

A Design Approach to Understanding the Activity of Learners in Interdisciplinary Settings: Environment and Diversity. - Kate Thompson; Julia Svoboda Gouvea; Geoffrey Habron (ICLS, 2016)

Designing the EMBeRS Summer School: Connecting Stakeholders in Learning, Teaching and Research. - Kate Thompson; Antje Danielson; David Gosselin; Simon Knight 001; Roberto Martínez-Maldonado; Roderic Parnell; Deana Pennington; Julia Svoboda Gouvea; Shirley Vincent; Penny Wheeler (ICCE, 2017)

Exploring the Unknown: Supporting Students' Navigation of Scientific Uncertainty With Coupled Methodologies. - Julia Svoboda Gouvea; Aditi Wagh (ICLS, 2018)

How Does Expansive Curricular Framing Support Productive Epistemological Framing of Computational Modeling Activities? - Aditi Wagh; Julia Svoboda Gouvea (ICLS, 2018)

Argumentation as Inquiry: Students' Engagement With Uncertainty in Written Arguments. - Julia Gouvea; Katherine Parker (ICLS, 2020)

Destabilizing a Target Idea Framing to Expand Epistemic Agency. - Robert Hayes; Julia Gouvea (ICLS, 2020)

Automatic coding of students' writing via Contrastive Representation Learning in the Wasserstein space. - Ruijie Jiang; Julia Gouvea; David Hammer; Shuchin Aeron (CoRR, 2020)

Interpretable contrastive word mover's embedding. - Ruijie Jiang; Julia Gouvea; Eric L. Miller 001; David Hammer; Shuchin Aeron (CoRR, 2021)