Toward epistemic justice in socio-scientific decision-making: How youth make sense of lively COVID-19 and vaccines data

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2024-08-13 DOI:10.1080/10508406.2024.2381205

Wisam Sedawi, Angela Calabrese Barton

引用次数: 0

Abstract

Studies of socio-scientific decision-making in times of crisis are in their infancy. This study investigates how minoritized youth engage and make sense of newly developed COVID-19 vaccines and the...

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实现社会科学决策中的认识论正义：青年如何理解生动的 COVID-19 和疫苗数据

对危机时期社会科学决策的研究尚处于起步阶段。本研究调查了少数民族青年如何参与和理解新开发的 COVID-19 疫苗，以及这些疫苗对他们的影响。

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.