Journal of the Learning Sciences最新文献_第10页

Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement 反应性与智力劳动:与学生成绩相关的数学课堂话语特征

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-05-27 DOI: 10.1080/10508406.2021.1922413

J. Bishop

{"title":"Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement","authors":"J. Bishop","doi":"10.1080/10508406.2021.1922413","DOIUrl":"https://doi.org/10.1080/10508406.2021.1922413","url":null,"abstract":"ABSTRACT Background: This study considers the moment-by-moment mathematics discourse of teachers and students and the relationship of these discourses to student learning. I focus on the discursive constructs of responsiveness to students’ mathematical thinking and the intellectual work in teacher and student discourse. Responsiveness to students’ mathematical thinking is the extent to which one acknowledges, elicits, takes up, or builds on student thinking in-the-moment. Intellectual work reflects the cognitive work set in motion or performed by a speaker within a given turn of talk. Methods: I developed analytic frameworks that accounted for different levels of responsiveness and intellectual work during whole-class instruction in seventh-grade mathematics classrooms. These frameworks captured variation in responsiveness and intellectual work which was linked to student achievement using MLM. Findings: Analyses revealed a significant positive relationship between teachers’ responsiveness to student thinking and student learning. Additionally, the intellectual work requested by the teacher was related to the level of intellectual work students provided, acting as an upper bound on students’ mathematical activity. Contributions: The analytic frameworks developed for this study identified forms of responsiveness (High Exploring moves) that were most effective for student learning and specified the relationship between a teacher’s and her students’ levels of intellectual work.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"56 1","pages":"466 - 508"},"PeriodicalIF":3.8,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72637835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Zones of mathematical play 数学游戏区域

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-05-19 DOI: 10.1080/10508406.2021.1913167

Caro Williams-Pierce, Jordan Thevenow-Harrison

引用次数: 1

List of Guest Reviewers 嘉宾评审名单

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-05-06 DOI: 10.1080/10508406.2020.1868264

引用次数: 0

A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education 跨校内外环境对学习对象的批判性探索:以创业教育为例

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-04-30 DOI: 10.1080/10508406.2021.1908296

Ritva Engeström, Leena Käyhkö

{"title":"A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education","authors":"Ritva Engeström, Leena Käyhkö","doi":"10.1080/10508406.2021.1908296","DOIUrl":"https://doi.org/10.1080/10508406.2021.1908296","url":null,"abstract":"ABSTRACT Background: Recent alternative concepts of school knowledge emphasize knowledge creation via networks of learning around real-world phenomena. We studied entrepreneurship education as an example of new epistemic activity which opens institutional boundaries for active engagement with society in learning. Methods: We used a case-study strategy and a methodology informed by the cultural-historical activity theory for investigating an entrepreneurship course of a middle school. We focused on meaning making in object formation of learning of the groups involved in boundary crossing. Meaning making was studied in a context-sensitive way with an analytic tool designed in the study. Findings: Lacking a knowledge system of a disciplinary school subject, the findings show that entrepreneurship becomes constructed in practice epistemologically as a value-free and politically neutral learning object. In light of these findings we discuss the theoretical link between conceptual learning and learning around real-world phenomena. Contribution: In addition to economic activity, globalization and climate change are also presently forming the social realities of school learners. Our study shows that more theoretical and empirical research on intermediate epistemological practices is needed to avoid a risk that teachers are left on their own to sort out the complex epistemic interrelationships.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"53 1","pages":"401 - 432"},"PeriodicalIF":3.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76207538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

多分野・多国籍PBLを通した院生のチーム活動に対する意識変化 : 岡山大学教育学研究科の必修科目を事例として通过多领域·跨国PBL的研究生对团队活动的意识变化：以冈山大学教育学研究科的必修课为事例

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-03-30 DOI: 10.15027/50805

Tazuko Aoki, Mayu Yamasaki, Xiaoli Han, Dehui Zhao

引用次数: 0

児童からの信頼感につながる教師の行動・態度とその規定因としてのソーシャルスキルの働き : 児童の発達段階と児童と教師の性別の組み合わせに着目して与来自儿童的信赖感相连的教师的行动·态度及其作为规定原因的社交技能的作用：着眼于儿童的发达阶段和儿童和教师的性别组合

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-03-30 DOI: 10.15027/50817

Yukimi Tanimoto, Makiko Kodama

引用次数: 0

他者理解を促進する「感情・体調共有ポケットチャート」の開発 : 新型コロナウイルス感染症流行下におけるミスコミュニケーション予防开发促进他人理解的“情感、身体状况共享口袋图”:预防新型冠状病毒感染流行下的沟通错误

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-03-30 DOI: 10.15027/50809

Yasunari Matsuyama, Shinji Kurihara

引用次数: 0

感性教育論の展開（5） : 主体性そして全人性感性教育论的展开(5):主体性和人性

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-03-30 DOI: 10.15027/50794

Satoshi Higuchi

引用次数: 0

Adaptive support for representational competencies during technology-based problem solving in chemistry 在基于技术的化学问题解决过程中，对表征能力的适应性支持

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-03-12 DOI: 10.1080/10508406.2021.1888733

M. Rau, Miranda Zahn, Edward Misback, Tiffany Herder, J. Burstyn

{"title":"Adaptive support for representational competencies during technology-based problem solving in chemistry","authors":"M. Rau, Miranda Zahn, Edward Misback, Tiffany Herder, J. Burstyn","doi":"10.1080/10508406.2021.1888733","DOIUrl":"https://doi.org/10.1080/10508406.2021.1888733","url":null,"abstract":"ABSTRACT Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevan information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students’ learning of content knowledge. However, students need different types of representational-competency supports, depending on their prior knowledge. This suggests that adaptively assigning students to sense-makingand perceptual-fluency support might be more effective than assigning all students to the same sequence of these supports. Method: We tested this hypothesis in an experiment with 44 undergraduate students in a chemistry course. Students were randomly assigned to a ten-week sequence of problem-solving activities that either provided a fixed sequence of sense-making support and perceptual-fluency support or adaptively assigned these supports based on students’ problem-solving interactions. Findings: Results show that adaptive representational-competency supports reduced students’ confusion and mistakes during problem solving while increasing their learning of content knowledge. Contribution: Our study is the first to show that adaptive support for representational competencies can significantly enhance learning of content knowledge. Given the pervasiveness of visuals, our results may inform general STEM instruction.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"71 1","pages":"163 - 203"},"PeriodicalIF":3.8,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76541579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer 专家对复制危机的推理:恰当的认知绩效与行动者导向的转移

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-02-04 DOI: 10.1080/10508406.2020.1860992

J. A. Greene, C. Chinn, Victor M. Deekens

{"title":"Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer","authors":"J. A. Greene, C. Chinn, Victor M. Deekens","doi":"10.1080/10508406.2020.1860992","DOIUrl":"https://doi.org/10.1080/10508406.2020.1860992","url":null,"abstract":"ABSTRACT Background: The modern world is rife with complex challenges that require citizens to weigh multiple, conflicting claims and competing methods for discerning truth from falsehood. Such evaluations depend highly upon prior knowledge. Therefore, the goal of epistemic education is the cultivation of apt epistemic performance: successfully achieving valuable epistemic aims (e.g., evaluating conflicting claims, discerning truth from falsehood) through competent use of ideals and reliable processes across a range of contexts. However, educators cannot prepare people for every contentious claim they will encounter over their lifetime. Therefore, we investigated if and how apt epistemic performance developed in one discipline could be adapted or transferred for use in another discipline. Methods: We analyzed think-aloud protocol data gathered as experts from psychology, other social sciences (i.e., near transfer), and natural sciences (i.e., far transfer) grappled with a complex problem: psychology’s replication crisis. Findings: An actor-oriented approach best captured how experts outside of psychology were able to near transfer or adapt epistemic performance; far transfer was more difficult. Contribution: Our findings suggest epistemic education for an informed citizenry should prioritize teaching disciplinary norms and practices as well as their scope and limitations, along with self-awareness of when transfer is and is not appropriate.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"131 1","pages":"351 - 400"},"PeriodicalIF":3.8,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86599852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4