仅有学科技能是不够的：在学生的种族和语言经历中重新定位历史思维

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2024-04-01 DOI:10.1080/10508406.2024.2327319

Maribel Santiago, Tadashi Dozono

引用次数: 0

摘要

作者通过对 11 年级历史学生的研究，阐述了学生的种族/民族和语言经历如何影响他们对墨西哥裔美国人歧视的分析。学生的种族/民族和语言经历如何影响他们对墨西哥裔美国人歧视的分析。

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Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences

Drawing from research with 11th-grade history students, the authors illustrate how students’ racial/ethnic and language experiences influence their analysis of Mexican American discrimination. Lati...

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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.