Journal of the Learning Sciences最新文献

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Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21st century learning management 人际、人内和认知策略：对成人 21 世纪学习管理的专题分析

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2024-01-25 DOI: 10.1080/10508406.2024.2303777

Sibley F. Lyndgaard, Ruth Kanfer

“21st century learning” is reliant on not only cognitive competencies such as problem-solving, but also interpersonal (e.g., collaboration) and intrapersonal (e.g., self-regulation) competencies. B...

"21 世纪的学习 "不仅依赖于解决问题等认知能力，还依赖于人际（如协作）和人内（如自我调节）能力。B...

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What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs 什么是教育学的感觉:教师在预演汇报中发展教学同理心

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-11-22 DOI: 10.1080/10508406.2023.2269547

Jen Munson, Erin E. Baldinger

Emotions are inherently intertwined with learning and disciplinary identity, and this relationship demands that teachers attend and respond to students’ emotions. In this study, we forward a theory...

情感本质上与学习和学科认同交织在一起，这种关系要求教师关注并回应学生的情感。在这项研究中，我们提出了一个理论…

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Ideological sensemaking in an elementary science professional development community 小学科学专业发展共同体的思想意义建构

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-11-09 DOI: 10.1080/10508406.2023.2247395

Bethany Daniel, Ashlyn E. Pierson, D. Teo Keifert

Ideologies are socially constructed frameworks for sensemaking that influence teaching and learning. Drawing on Learning Sciences research on ideologies, we explore how an elementary science profes...

意识形态是影响教与学的社会建构的语义框架。借鉴学习科学对意识形态的研究，我们探讨了基础科学如何教授……

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Interacting with nature in and through boundary crossing learning: A case of bioart-making 在跨界学习中与自然互动:一个生物艺术创作的案例

1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-11-09 DOI: 10.1080/10508406.2023.2263845

Päivikki Liukkonen, Henriikka Vartiainen, Sinikka Pöllänen, Sirpa Kokko

Background The ongoing transformation of the interplay between human beings and nature calls for new ways of learning. Although established educational practices merging sciences and arts have been studied before, the focus has been mainly on science or technology-discipline-orientated aspects. More research is needed on the characteristics of learning that address nature and the biological through art-based practices.

人类与自然之间相互作用的持续转变需要新的学习方式。虽然以前已经研究过将科学和艺术结合起来的既定教育实践，但重点主要集中在科学或技术学科面向的方面。通过艺术实践来解决自然和生物问题的学习特征需要更多的研究。

引用次数: 0

What happened to the interdisciplinary study of learning in humans and machines? 人类和机器学习的跨学科研究发生了什么？

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-10-12 DOI: 10.1080/10508406.2023.2260159

Shayan Doroudi

When the Learning Sciences emerged in 1991, there was an ethos of studying learning in humans and machines in conjunction with one another. This ethos reflected three decades of prior work on the i...

当学习科学在1991年出现时，有一种将人类和机器的学习结合起来研究的风气。这种风气反映了三十年来在互联网上的工作。。。

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Belonging to a research-practice partnership: Lessons from 15 think-pieces about the COVID-19 pandemic and a call for action 属于研究-实践伙伴关系：从关于新冠肺炎大流行的15篇思想文章中吸取的教训和行动呼吁

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-10-09 DOI: 10.1080/10508406.2023.2253529

Nathalie Popa, E. R. Anderson, J. Denner, S. McKenney, D. J. Peurach

Research-Practice Partnerships (RPPs) in education have been gaining increasing currency and support since well before the advent of COVID-19. This article reflects on what the pandemic experience ...

早在新冠肺炎出现之前，教育领域的研究实践伙伴关系（RPP）就已经获得了越来越多的货币和支持。这篇文章反思了疫情的经历。。。

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Reconfiguring science education through caring human inquiry and design with pets 通过关爱人类与宠物的探究与设计重构科学教育

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-08-22 DOI: 10.1080/10508406.2023.2228990

Priyanka Parekh, Joseph L. Polman, Shaun Kane, R. Benjamin Shapiro

ABSTRACT

Background

Natureculture (Fuentes, 2010; Haraway, 2003) constructs offer a powerful framework for science education to explore learners’ interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets’ sensory worlds and companionship with pets can facilitate learners’ harmonious relationships with significant others in naturecultures.

Methods

At a two-week virtual summer camp, we engaged teens in inquiring into dogs’ and cats’ senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants’ talk, extensive notes, and projects completed at the workshop.

Findings

We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets’ lives. Further, we found that teens checking and taking pets’ perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning.

Contribution

Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry.

摘要背景自然文化（Fuentes，2010；Haraway，2003）为科学教育提供了一个强大的框架，以探索学习者与自然世界的互动和对自然世界的理解。增强现实（AR）等旨在揭示宠物感官世界和与宠物的友谊的技术可以促进学习者与自然文化中重要他人的和谐关系。方法在为期两周的虚拟夏令营中，我们让青少年使用选择性滤色器、调查、体验设计项目来探究狗和猫的感官，并了解宠物的umwelt（von Uexküll，2001）如何影响他们与人类的生活。我们对与会者的演讲、大量笔记和研讨会上完成的项目进行了定性分析。调查结果我们发现，青少年在调查宠物生活的特定方面时，参与了科学和工程实践，包括计划和进行调查、构建解释和设计解决方案，以及提问。此外，我们发现，青少年在照顾宠物的同时，会检查和接受宠物的观点，这塑造了他们在这些实践中富有成效的参与。宠物和人类之间的关系促进了科学学习的生态和关系方法。贡献我们的研究结果表明，关心和透视的关系实践与科学实践共存，丰富了科学探究。

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引用次数: 0

The adventures of John Bransford: In memoriam 约翰·布兰斯福德的冒险：纪念

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-08-01 DOI: 10.1080/10508406.2023.2219202

Cindy E. Hmelo-Silver, Brigid Barron, Nathalie Coté, Daniel Hickey, Xiaodong Lin, Mitchell Nathan, Na’ilah Nasir, Kieran O’Mahony, Roy Pea, William Penuel, Jeremy Roschelle, Nora Sabelli, Daniel Schwartz, Diana Sharp, Sashank Varma

Published in Journal of the Learning Sciences (Vol. 32, No. 3, 2023)

发表于《学习科学杂志》（2023年第32卷第3期）

引用次数: 0

The effect of language on the coherence of children’s conceptions of force 语言对儿童力概念连贯性的影响

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-05-27 DOI: 10.1080/10508406.2023.2210138

Dina B. Masri, Tamer G. Amin

ABSTRACT Background The coherence of learners’ pre-instruction conceptions has been debated for some time. Studies on conceptions of force, specifically, have produced very different results in different contexts around the world. In this study, an integrative theoretical framework linking semantic differences across languages to concept learning in childhood is proposed, motivating the hypothesis that language is a population variable that impacts the coherence of young learners’ conceptions of force. Method This study uses the same structured interview developed in a previous study by Ioannides and Vosniadoue but in a new context—the Kingdom of Saudi Arabia—with three groups of elementary school children (7–12 years of age; n = 185): monolingual in Arabic; monolingual in English; and bilingual in Arabic and English. Findings The results support the hypothesis that language impacts the coherence of children’s conceptions of force with Arabic monolinguals exhibiting greater coherence than English monolinguals, and bilingual children exhibiting intermediate coherence. Contribution This paper provides evidence for the effect of semantic differences across languages and the phenomenon of lexical polysemy on the coherence of children’s initial conceptions of force. The relationship between the integrative theoretical framework proposed and other theories of conceptual change and its novel pedagogical implications are discussed.

摘要背景关于学习者教学前概念的连贯性问题一直存在争议。具体地说，对力概念的研究在世界各地的不同背景下产生了非常不同的结果。本研究提出了一个将不同语言之间的语义差异与儿童时期的概念学习联系起来的综合理论框架，并提出了语言是一个影响幼儿力量概念连贯性的人口变量的假设。方法:本研究采用了Ioannides和Vosniadoue在之前的研究中开发的相同的结构化访谈，但在一个新的背景下-沙特阿拉伯王国-对三组小学生(7-12岁;n = 185):阿拉伯语单语者;英语单语;阿拉伯语和英语双语。研究结果支持了语言影响儿童力量概念连贯性的假设，阿拉伯语单语者比英语单语者表现出更强的连贯性，双语儿童表现出中等的连贯性。本研究为跨语言语义差异和词汇多义词现象对儿童力的初始概念连贯的影响提供了证据。本文还讨论了这一综合理论框架与其他概念转变理论之间的关系及其新的教学意义。

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引用次数: 0

From “Carrier” to “Creator”: The re-construction of national identity in more inclusive terms 从“载体”到“创造者”:在更包容的语境下重构国家认同

IF 3.8 1区教育学 Q1 Social Sciences

Journal of the Learning Sciences

Pub Date : 2023-05-03 DOI: 10.1080/10508406.2023.2185147

Etan Cohen, Yotam Hod, D. Ben-Zvi

ABSTRACT Background The sociocultural turn redefined learning in terms of shifting identities. In recent years, learning scientists have explored the connections between learning and various types of identities, including disciplinary identity, gender, race, and more. In this article we focus on national identity, to understand how it is constructed and how it might be made more inclusive through learning. Methods Drawing on sociolinguistics and discourse analysis methods, we present a telling case study aimed at elucidating previously obscure theoretical relations by providing a rich and detailed account of a single student whose national identity shifted over the course of a school year. Findings Our analysis shows how Joshua, a 9th grade secular Jewish-Israeli student, constructed his national identity. Joshua’s identity developed across three stages, which were marked by a shift from an essentialist disposition to a constructionist one and by an increasing sense of belonging. Contribution We highlight a connection between learners’ views on the continuum between essentialism and constructionism and their degree of belongingness. Our findings suggest that a constructionist approach to identity can translate into a greater sense of belonging and help ameliorate some cases of social marginalization.

社会文化转向从身份转移的角度重新定义了学习。近年来，学习科学家探索了学习与各种身份之间的联系，包括学科身份、性别、种族等。在本文中，我们将关注国家认同，了解它是如何构建的，以及如何通过学习使其更具包容性。方法利用社会语言学和话语分析方法，我们提出了一个有说服力的案例研究，旨在通过提供一个学生的国家身份在一个学年的过程中发生变化的丰富和详细的描述，来阐明以前模糊的理论关系。我们的分析显示了约书亚，一个九年级的世俗犹太以色列学生，是如何构建他的民族认同的。约书亚的身份发展经历了三个阶段，标志着从本质主义倾向到建构主义倾向的转变，以及归属感的增强。我们强调了学习者对本质主义和建构主义之间的连续性的看法与他们的归属感程度之间的联系。我们的研究结果表明，建构主义的身份认同方法可以转化为更大的归属感，并有助于改善一些社会边缘化的情况。

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