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Journal of the Learning Sciences最新文献

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Reframing design in education: Proposing a framework to support pre-service teachers in adopting designerly stances 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 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-16 DOI: 10.1080/10508406.2024.2397762
Douglas B. Clark, David Scott, Joshua P. DiPasquale, Sandra Becker
K12 teachers need a wider range of design approaches to foster feasible qualitative improvements in all students’ schooling experiences. We propose a framework for conceptualizing pre-service teach...
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。
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引用次数: 0
The role of individual preparation before collaboration: An exploratory study on students’ computer-supported collaborative argumentation in a primary classroom 合作前个人准备的作用:小学课堂中学生在计算机支持下进行协作论证的探索性研究
IF 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-11 DOI: 10.1080/10508406.2024.2397761
Wenli Chen, Qianru Lyu, Junzhu Su
Collaborative learning is widely applied in real-world classrooms while young learners still have challenges engaging in high-quality knowledge co-construction processes. Researchers suggested an i...
协作学习被广泛应用于现实世界的课堂中,但年轻的学习者在参与高质量的知识共建过程中仍面临挑战。研究人员提出了一种...
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引用次数: 0
Toward epistemic justice in socio-scientific decision-making: How youth make sense of lively COVID-19 and vaccines data 实现社会科学决策中的认识论正义:青年如何理解生动的 COVID-19 和疫苗数据
IF 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-13 DOI: 10.1080/10508406.2024.2381205
Wisam Sedawi, Angela Calabrese Barton
Studies of socio-scientific decision-making in times of crisis are in their infancy. This study investigates how minoritized youth engage and make sense of newly developed COVID-19 vaccines and the...
对危机时期社会科学决策的研究尚处于起步阶段。本研究调查了少数民族青年如何参与和理解新开发的 COVID-19 疫苗,以及这些疫苗对他们的影响。
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引用次数: 0
Tools and materials as non-neutral actors in STEAM education 工具和材料是 STEAM 教育中的非中立角色
IF 3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-09 DOI: 10.1080/10508406.2024.2380694
Kylie A Peppler, Naomi Thompson
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引用次数: 1
Learning and constructions of us and them in teachers’ collaborative groups 教师合作小组的学习与我们和他们的建构
IF 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-01 DOI: 10.1080/10508406.2024.2370003
Mallika Scott, Nicole Louie
Many studies have pointed to the importance of trust and inclusiveness in teachers’ collaborative groups. Here, we investigate how teachers negotiate dividing lines between “us” and “them” in momen...
许多研究都指出了信任和包容在教师合作小组中的重要性。在这里,我们研究了教师如何在 "我们 "和 "他们 "之间的分界线上进行谈判。
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引用次数: 0
Interdisciplinary learning in the humanities: Knowledge building and identity work 人文学科的跨学科学习:知识积累与身份认同
IF 3.8 1区 教育学 Q1 Social Sciences Pub Date : 2024-06-17 DOI: 10.1080/10508406.2024.2346915
Nurit Novis-Deutsch, Etan Cohen, Hanan Alexander, Liat Rahamian, Uri Gavish, Ofir Glick, Oren Yehi-Shalom, Gad Marcus, Ayelet Mann
This paper explores K-12 interdisciplinary learning in the humanities (IL-Humanities), an area that, until now, has seen limited research focus compared to its STEM counterparts. We asked: (1) What...
本文探讨了 K-12 阶段的跨学科人文学科学习(IL-Humanities),到目前为止,与 STEM 领域相比,这一领域的研究重点还很有限。我们的问题是:(1) 什么是...
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引用次数: 0
Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning 超越学科参与:跨学科学习生态研究
IF 3.8 1区 教育学 Q1 Social Sciences Pub Date : 2024-06-10 DOI: 10.1080/10508406.2024.2354151
Lina Markauskaite, Baruch Schwarz, Crina Damşa, Hanni Muukkonen
The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However,...
让学生参与应对复杂社会挑战的重要性促使 K-12 和高等教育采用各种跨学科教学实践。然而,...
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引用次数: 0
Curiosity to Question: Tracing productive engagement in an interdisciplinary course-based research experience 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 3.8 1区 教育学 Q1 Social Sciences Pub Date : 2024-06-10 DOI: 10.1080/10508406.2024.2347597
Adam Papendieck, Julia A. Clarke
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...
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......
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引用次数: 0
An ecological paradigm of interdisciplinary learning: Implications for design 跨学科学习的生态范式:对设计的影响
IF 3.8 1区 教育学 Q1 Social Sciences Pub Date : 2024-06-04 DOI: 10.1080/10508406.2024.2354152
Yael Kali
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引用次数: 0
Methodological challenges of research on interdisciplinary learning 跨学科学习研究方法方面的挑战
IF 3.8 1区 教育学 Q1 Social Sciences Pub Date : 2024-06-04 DOI: 10.1080/10508406.2024.2354153
Peter Reimann
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引用次数: 0
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Journal of the Learning Sciences
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