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Journal of the Learning Sciences最新文献

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Investigating the interplay of epistemological and positional framing during collaborative uncertainty management 调查合作管理不确定性过程中认识论和立场框架的相互作用
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2024-03-07 DOI: 10.1080/10508406.2024.2312163
Navneet Kaur, Chandan Dasgupta
{"title":"Investigating the interplay of epistemological and positional framing during collaborative uncertainty management","authors":"Navneet Kaur, Chandan Dasgupta","doi":"10.1080/10508406.2024.2312163","DOIUrl":"https://doi.org/10.1080/10508406.2024.2312163","url":null,"abstract":"Dealing with uncertainties is inherent in the engineering design process and often poses challenges for young learners. This necessitates providing learners with adequate support to navigate their ...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"4 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140064397","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: 0
“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative 在设计以社区为基础的流域监测倡议时，在年轻人和自然保护专业人员之间 "看到力量"
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2024-02-22 DOI: 10.1080/10508406.2024.2310240
Christopher Jadallah, Heidi Ballard, Ryan McLaren Meyer, Cynthia Carter Ching, Alexis Patterson Williams
{"title":"“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative","authors":"Christopher Jadallah, Heidi Ballard, Ryan McLaren Meyer, Cynthia Carter Ching, Alexis Patterson Williams","doi":"10.1080/10508406.2024.2310240","DOIUrl":"https://doi.org/10.1080/10508406.2024.2310240","url":null,"abstract":"Community-based monitoring provides a forum for diverse stakeholders to co-construct knowledge relevant to building social-ecological resilience. However, power asymmetries between these actors can...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"81 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139917162","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: 0
Humanizing Co-design through attention to educators’ affective and relational experiences 通过关注教育工作者的情感和关系体验，实现人性化的协同设计
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2024-02-22 DOI: 10.1080/10508406.2024.2318557
Ashley Seidel Potvin, Leah Peña Teeters, William R. Penuel, Sona Dimidjian
{"title":"Humanizing Co-design through attention to educators’ affective and relational experiences","authors":"Ashley Seidel Potvin, Leah Peña Teeters, William R. Penuel, Sona Dimidjian","doi":"10.1080/10508406.2024.2318557","DOIUrl":"https://doi.org/10.1080/10508406.2024.2318557","url":null,"abstract":"Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators’ affective and relational experiences, nor investigate scaffolds ...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"138 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139917332","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: 0
Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21st century learning management 人际、人内和认知策略：对成人 21 世纪学习管理的专题分析
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2024-01-25 DOI: 10.1080/10508406.2024.2303777
Sibley F. Lyndgaard, Ruth Kanfer
{"title":"Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21st century learning management","authors":"Sibley F. Lyndgaard, Ruth Kanfer","doi":"10.1080/10508406.2024.2303777","DOIUrl":"https://doi.org/10.1080/10508406.2024.2303777","url":null,"abstract":"“21st century learning” is reliant on not only cognitive competencies such as problem-solving, but also interpersonal (e.g., collaboration) and intrapersonal (e.g., self-regulation) competencies. B...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"8 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139573498","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: 0
What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs 什么是教育学的感觉:教师在预演汇报中发展教学同理心
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2023-11-22 DOI: 10.1080/10508406.2023.2269547
Jen Munson, Erin E. Baldinger
{"title":"What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs","authors":"Jen Munson, Erin E. Baldinger","doi":"10.1080/10508406.2023.2269547","DOIUrl":"https://doi.org/10.1080/10508406.2023.2269547","url":null,"abstract":"Emotions are inherently intertwined with learning and disciplinary identity, and this relationship demands that teachers attend and respond to students’ emotions. In this study, we forward a theory...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"11 7","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138297662","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: 0
Ideological sensemaking in an elementary science professional development community 小学科学专业发展共同体的思想意义建构
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2023-11-09 DOI: 10.1080/10508406.2023.2247395
Bethany Daniel, Ashlyn E. Pierson, D. Teo Keifert
{"title":"Ideological sensemaking in an elementary science professional development community","authors":"Bethany Daniel, Ashlyn E. Pierson, D. Teo Keifert","doi":"10.1080/10508406.2023.2247395","DOIUrl":"https://doi.org/10.1080/10508406.2023.2247395","url":null,"abstract":"Ideologies are socially constructed frameworks for sensemaking that influence teaching and learning. Drawing on Learning Sciences research on ideologies, we explore how an elementary science profes...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"78 12","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72365728","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: 0
Interacting with nature in and through boundary crossing learning: A case of bioart-making 在跨界学习中与自然互动:一个生物艺术创作的案例
1区 教育学
Journal of the Learning Sciences Pub Date : 2023-11-09 DOI: 10.1080/10508406.2023.2263845
Päivikki Liukkonen, Henriikka Vartiainen, Sinikka Pöllänen, Sirpa Kokko
{"title":"Interacting with nature in and through boundary crossing learning: A case of bioart-making","authors":"Päivikki Liukkonen, Henriikka Vartiainen, Sinikka Pöllänen, Sirpa Kokko","doi":"10.1080/10508406.2023.2263845","DOIUrl":"https://doi.org/10.1080/10508406.2023.2263845","url":null,"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.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":" 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241405","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: 0
What happened to the interdisciplinary study of learning in humans and machines? 人类和机器学习的跨学科研究发生了什么？
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2023-10-12 DOI: 10.1080/10508406.2023.2260159
Shayan Doroudi
{"title":"What happened to the interdisciplinary study of learning in humans and machines?","authors":"Shayan Doroudi","doi":"10.1080/10508406.2023.2260159","DOIUrl":"https://doi.org/10.1080/10508406.2023.2260159","url":null,"abstract":"When the Learning Sciences emerged in 1991, there was an ethos of studying learning in humans and machines in conjunction with one another. This ethos reflected three decades of prior work on the i...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"36 8","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71516992","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: 0
Belonging to a research-practice partnership: Lessons from 15 think-pieces about the COVID-19 pandemic and a call for action 属于研究-实践伙伴关系：从关于新冠肺炎大流行的15篇思想文章中吸取的教训和行动呼吁
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2023-10-09 DOI: 10.1080/10508406.2023.2253529
Nathalie Popa, E. R. Anderson, J. Denner, S. McKenney, D. J. Peurach
{"title":"Belonging to a research-practice partnership: Lessons from 15 think-pieces about the COVID-19 pandemic and a call for action","authors":"Nathalie Popa, E. R. Anderson, J. Denner, S. McKenney, D. J. Peurach","doi":"10.1080/10508406.2023.2253529","DOIUrl":"https://doi.org/10.1080/10508406.2023.2253529","url":null,"abstract":"Research-Practice Partnerships (RPPs) in education have been gaining increasing currency and support since well before the advent of COVID-19. This article reflects on what the pandemic experience ...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"36 10","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71516991","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: 0
Reconfiguring science education through caring human inquiry and design with pets 通过关爱人类与宠物的探究与设计重构科学教育
IF 3.8 1区 教育学
Journal of the Learning Sciences Pub Date : 2023-08-22 DOI: 10.1080/10508406.2023.2228990
Priyanka Parekh, Joseph L. Polman, Shaun Kane, R. Benjamin Shapiro
{"title":"Reconfiguring science education through caring human inquiry and design with pets","authors":"Priyanka Parekh, Joseph L. Polman, Shaun Kane, R. Benjamin Shapiro","doi":"10.1080/10508406.2023.2228990","DOIUrl":"https://doi.org/10.1080/10508406.2023.2228990","url":null,"abstract":"<p><b>ABSTRACT</b></p><h3>Background </h3><p>Natureculture (Fuentes, 2010; Haraway, 2003) constructs offer a powerful framework for science education to explore learners’ interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets’ sensory worlds and companionship with pets can facilitate learners’ harmonious relationships with significant others in naturecultures.</p><h3>Methods </h3><p>At a two-week virtual summer camp, we engaged teens in inquiring into dogs’ and cats’ senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants’ talk, extensive notes, and projects completed at the workshop.</p><h3>Findings </h3><p>We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets’ lives. Further, we found that teens checking and taking pets’ perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning.</p><h3>Contribution </h3><p>Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry.</p>","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"38 2","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71516990","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: 0
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