复制研究:一篇赞扬学习科学中概念复制的文章

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research and Evaluation Pub Date : 2022-01-31 DOI:10.1080/13803611.2021.2022308
John F. Brown
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引用次数: 3

摘要

摘要本文讨论了将教会的方法应用于教师/研究人员对主要“学习科学”研究结果的大规模概念复制,以增加教师对学习科学数据收集的实证研究和建立研究网络的参与度。该项目证明了教师主导的随机对照试验在概念上复制认知科学对学习的影响的可行性,正如研究人员所指出的那样。它还表明,教师们对在实践中应用更多的学习科学非常感兴趣。这种方法给了教师设计干预措施、选择研究方法和衡量结果的自由,尽管这种自由会与一些依赖于限制变异来源的科学研究产生矛盾。本文讨论了如何在教师和研究人员复制认知科学发现的目标与促进教师参与概念复制研究的目标之间取得平衡。
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Replication studies: an essay in praise of ground-up conceptual replications in the science of learning
ABSTRACT This paper discusses adapting Churches’ approach to large-scale teacher/researcher conceptual replications of major “science of learning” findings, to increase teachers’ engagement with empirical research on, and building research networks for, gathering data on the science of learning. The project here demonstrated the feasibility of teacher-led randomised controlled trials for conceptually replicating the effects of cognitive science on learning, as specified by researchers. It also indicated high levels of interest by teachers in applying more science of learning in their practice. The approach gave freedom to teachers to design interventions, choose research methods, and measure outcomes, even though such freedom would be in tension with some scientific research which relies on constraining the sources of variation. This paper discusses how a balance can be struck between the objectives of teachers and researchers engaged in replicating cognitive science findings, and promoting teacher engagement in conceptual replication research.
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来源期刊
Educational Research and Evaluation
Educational Research and Evaluation EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
0.00%
发文量
25
期刊介绍: International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective.
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