在引导探究型创客学习环境中评估学生学习:专业发展视角下的知识表征

IF 3.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Etr&d-Educational Technology Research and Development Pub Date : 2023-11-06 DOI:10.1007/s11423-023-10306-0

Xun Ge, Kyungwon Koh, Ling Hu

引用次数: 0

摘要

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Assessing student learning in a guided inquiry-based maker learning environment: knowledge representation from the expertise development perspective

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Assessing student learning in a guided inquiry-based maker learning environment: knowledge representation from the expertise development perspective

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来源期刊

Etr&d-Educational Technology Research and Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

4.00%

发文量

期刊介绍： Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology. The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions. The Cultural and Regional Perspectives Section (formerly International Review) welcome s innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context. Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers.