从好奇到质疑：追踪跨学科课程研究经验中的生产性参与

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2024-06-10 DOI:10.1080/10508406.2024.2347597

Adam Papendieck, Julia A. Clarke

引用次数: 0

摘要

以课程为基础的研究经历（CBRE）在科学学习和研究中受到高度重视。大多数课程都以学科为中心，但人们对开发课程研究体验以促进学科间的融合兴趣浓厚......

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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Curiosity to Question: Tracing productive engagement in an interdisciplinary course-based research experience

Course-based research experiences (CBREs) are highly valued for science learning and research. Most are discipline-centered, but there is a great deal of interest in developing them to promote inte...

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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.