Interacting with nature in and through boundary crossing learning: A case of bioart-making

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2023-11-09 DOI:10.1080/10508406.2023.2263845

Päivikki Liukkonen, Henriikka Vartiainen, Sinikka Pöllänen, Sirpa Kokko

引用次数: 0

Abstract

Background The ongoing transformation of the interplay between human beings and nature calls for new ways of learning. Although established educational practices merging sciences and arts have been studied before, the focus has been mainly on science or technology-discipline-orientated aspects. More research is needed on the characteristics of learning that address nature and the biological through art-based practices.

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在跨界学习中与自然互动:一个生物艺术创作的案例

人类与自然之间相互作用的持续转变需要新的学习方式。虽然以前已经研究过将科学和艺术结合起来的既定教育实践，但重点主要集中在科学或技术学科面向的方面。通过艺术实践来解决自然和生物问题的学习特征需要更多的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of the Learning Sciences Multiple-

CiteScore

10.70

自引率

5.30%

发文量

期刊介绍： Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.