重构教育中的设计：提出支持职前教师采用设计师立场的框架

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2024-09-16 DOI:10.1080/10508406.2024.2397762

Douglas B. Clark, David Scott, Joshua P. DiPasquale, Sandra Becker

引用次数: 0

摘要

十二年级的教师需要更广泛的设计方法，以促进所有学生在学校教育经历中切实可行的质量改进。我们提出了一个框架，用于构思职前教育的设计方法。

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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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.