From Earning to Learning: Reasoning and Participation in Youth Co-design of Digital Badges

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2024-03-08 DOI:10.1080/07370008.2024.2323474

Gavin Tierney, Theresa Horstman, Carrie Tzou

引用次数: 0

Abstract

Youth co-design has the possibility to reframe learning and participation, repositioning and remediating youth roles. However, youth co-design processes can also unintentionally reproduce normative...

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从赚钱到学习：青年共同设计数字徽章中的推理与参与

青年共同设计有可能重塑学习和参与，重新定位和修正青年的角色。然而，青年共同设计过程也可能无意中再现规范性的......

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.