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Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences J. Learn. Sci. (IF 6.083) Pub Date : 2024-04-01 Maribel Santiago, Tadashi Dozono
Drawing from research with 11th-grade history students, the authors illustrate how students’ racial/ethnic and language experiences influence their analysis of Mexican American discrimination. Lati...
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A framework for infrastructuring sustainable innovations in education J. Learn. Sci. (IF 6.083) Pub Date : 2024-03-27 Bodong Chen
Learning scientists have historically been interested in understanding how learning happens and in creating innovations to facilitate learning in real-world situations. Recently, the field has reco...
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How students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps J. Learn. Sci. (IF 6.083) Pub Date : 2024-03-27 Jina Chang, Joonhyeong Park, Kok-Sing Tang, David F. Treagust, Mihye Won
To support collaborative drawing, it is essential to investigate how students make collaborative drawings and how these contribute to elaborating their ideas. This study examines how 5th and 6th gr...
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Investigating the interplay of epistemological and positional framing during collaborative uncertainty management J. Learn. Sci. (IF 6.083) Pub Date : 2024-03-07 Navneet Kaur, Chandan Dasgupta
Dealing with uncertainties is inherent in the engineering design process and often poses challenges for young learners. This necessitates providing learners with adequate support to navigate their ...
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“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative J. Learn. Sci. (IF 6.083) Pub Date : 2024-02-22 Christopher Jadallah, Heidi Ballard, Ryan McLaren Meyer, Cynthia Carter Ching, Alexis Patterson Williams
Community-based monitoring provides a forum for diverse stakeholders to co-construct knowledge relevant to building social-ecological resilience. However, power asymmetries between these actors can...
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Humanizing Co-design through attention to educators’ affective and relational experiences J. Learn. Sci. (IF 6.083) Pub Date : 2024-02-22 Ashley Seidel Potvin, Leah Peña Teeters, William R. Penuel, Sona Dimidjian
Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators’ affective and relational experiences, nor investigate scaffolds ...
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Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21st century learning management J. Learn. Sci. (IF 6.083) Pub Date : 2024-01-25 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...
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What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs J. Learn. Sci. (IF 6.083) Pub Date : 2023-12-13 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...
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Interacting with nature in and through boundary crossing learning: A case of bioart-making J. Learn. Sci. (IF 6.083) Pub Date : 2023-12-13 Päivikki Liukkonen, Henriikka Vartiainen, Sinikka Pöllänen, Sirpa Kokko
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 be...
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Ideological sensemaking in an elementary science professional development community J. Learn. Sci. (IF 6.083) Pub Date : 2023-12-13 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...
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What happened to the interdisciplinary study of learning in humans and machines? J. Learn. Sci. (IF 6.083) Pub Date : 2023-12-13 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...
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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 J. Learn. Sci. (IF 6.083) Pub Date : 2023-12-13 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 ...
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Reconfiguring science education through caring human inquiry and design with pets J. Learn. Sci. (IF 6.083) Pub Date : 2023-08-22 Priyanka Parekh, Joseph L. Polman, Shaun Kane, R. Benjamin Shapiro
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 ...
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The adventures of John Bransford: In memoriam J. Learn. Sci. (IF 6.083) Pub Date : 2023-08-01 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)
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The effect of language on the coherence of children’s conceptions of force J. Learn. Sci. (IF 6.083) Pub Date : 2023-07-20 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
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Learning engineering: What it is, why I’m involved, and why I think more of you should be J. Learn. Sci. (IF 6.083) Pub Date : 2023-04-27 Janet L. Kolodner
Published in Journal of the Learning Sciences (Vol. 32, No. 2, 2023)
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Organizing pedagogies: Transgressing campus-movement boundaries through radical study and action J. Learn. Sci. (IF 6.083) Pub Date : 2023-04-14 Christopher R. Rogers, Ben Mendelsohn, Krystal Strong
ABSTRACT Background This article considers the speculative and pedagogical character of campus abolitionist organizing. Extending education research into the knowledge (re)producing functions of radical activism, we draw upon the Black Radical Tradition to theorize the intersections of learning and imagination in both activism and education. Method The article centers an autoethnographic case study
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Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education J. Learn. Sci. (IF 6.083) Pub Date : 2023-03-29 Mia S. Shaw, James Joshua Coleman, Ebony Elizabeth Thomas, Yasmin B. Kafai
ABSTRACT Background Scholarship demonstrates that Black girls’ capacities to imagine possible futures in computing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black womanist storytelling methodologies for integrating Black girls’ intersectional identities
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Self-study enhances the learning effect of discussions J. Learn. Sci. (IF 6.083) Pub Date : 2023-03-23 Jaeseo Lim, Jooyong Park
ABSTRACT Background Academic learning in higher education requires diverse activities such as reading, reviewing, and discussion. However, there are relatively few studies on the effect of the combination of these activities on learning outcomes. In this study, we investigated the combination of self-study and discussions at a selective Korean university. Methods The present study compared the two-part
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Other suns: Designing for racial equity through speculative education J. Learn. Sci. (IF 6.083) Pub Date : 2023-02-23 Antero Garcia, Nicole Mirra
Published in Journal of the Learning Sciences (Vol. 32, No. 1, 2023)
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Critical policy analysis and gameplay J. Learn. Sci. (IF 6.083) Pub Date : 2023-02-08 Leigh Patel
Published in Journal of the Learning Sciences (Vol. 32, No. 1, 2023)
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Youth as pattern makers for racial justice: How speculative design pedagogy in science can promote restorative futures through radical care practices J. Learn. Sci. (IF 6.083) Pub Date : 2023-01-30 Kathleen Arada, Anastasia Sanchez, Philip Bell
ABSTRACT Background We examine the development of youth sociopolitical consciousness and agency in an eighth-grade science classroom as students of color engage in critical speculative design activities, exploring the multi-scalar, racial realities and possibilities of the science and engineering of pervasive digital technologies—specifically involving the entanglement of lightwaves and melanin in
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Beyond the individual: The regulation and negotiation of socioemotional practices across a learning ecosystem J. Learn. Sci. (IF 6.083) Pub Date : 2023-01-30 Marcela Borge, Yu Xia
ABSTRACT Background In this paper, we extend theories of group cognition and regulation to examine how regulation occurs as part of a learning ecosystem. We examine our instructional approach, Embedded Design, that uses Human-Computer Interaction (HCI) as a conduit for students to make sense of their sociotechnical world and the ways people design everyday interaction around technology. Methods Our
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Early dawn toward imagining worlds J. Learn. Sci. (IF 6.083) Pub Date : 2023-01-30 Amanda R. Tachine, Ebony Elizabeth Thomas
Published in Journal of the Learning Sciences (Vol. 32, No. 1, 2023)
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“We got so much better at reading each other’s energy”: Knowing, acting, and attuning as an improv ensemble J. Learn. Sci. (IF 6.083) Pub Date : 2023-01-27 Kevin Leander, Laura Carter-Stone, Emma Supica
ABSTRACT Background Long-form dramatic improvisation has been investigated as an accomplishment of emergent creativity among an ensemble of “players,” focusing on how the group achieves “group flow” in performance. Methods This article employs ethnographic methods (focus group, interviews, and video-assisted self-interviews) to investigate the case of a musical theater improv group. The analysis focuses
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Pedagogical sensemaking during side-by-side coaching: Examining the in-the-moment discursive reasoning of a teacher and coach J. Learn. Sci. (IF 6.083) Pub Date : 2023-01-09 Jen Munson, Elizabeth B. Dyer
ABSTRACT Background Pedagogical sensemaking, in which teachers attempt to figure something out in relation to teaching and learning, as a form of generative teacher discourse can provide opportunities for teachers to learn. However, much of the research in these areas examines how teachers reason during sustained collegial discourse outside the classroom. Methods This exploratory case study of one
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Cyborg sociopolitical reconfigurations: Designing for speculative fabulation in learning J. Learn. Sci. (IF 6.083) Pub Date : 2023-01-06 José Ramón Lizárraga
ABSTRACT Background Everyday digital technologies play an important role in mediating human activity that is socio-political and humanizing. The everyday cyborg engages in speculative fabulation that is about fantastical new world-making in times of multiple crises. The work presented in this article builds on previous projects that have examined how everyday cultural practices mediate consequential
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Utopian methodology: Researching educational interventions to promote equity over multiple timescales J. Learn. Sci. (IF 6.083) Pub Date : 2022-12-15 Antti Rajala, Michael Cole, Moises Esteban-Guitart
ABSTRACT Background This article explores the methodological foundations for a utopian methodology as a form of Design-Based Intervention Research (DBR) that can guide the process of envisioning, implementing, sustaining, and critically evaluating the more radical forms of educational activity systems that prefigure the utopian goal of an equitable and humane education system. Methods We examine, guided
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Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning J. Learn. Sci. (IF 6.083) Pub Date : 2022-10-10 Tesha Sengupta-Irving, Lauren Vogelstein, Corey Brady, Emily Phillips Galloway
ABSTRACT Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive. Methods Semi-structured interviews
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Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning J. Learn. Sci. (IF 6.083) Pub Date : 2022-09-22 Antonia Larrain, Valeska Grau, María José Barrera, Paulina Freire, Patricia López, Sebastián Verdugo, Marisol Gómez, Francisca Ramírez, Gabriel Sánchez
ABSTRACT Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient
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Preservice science teachers’ epistemological framing in their early teaching J. Learn. Sci. (IF 6.083) Pub Date : 2022-09-20 Jihyun Chakrin, Todd Campbell
In the context of recent research in science education and continued struggles to understand how best to support science teachers, epistemological frames, made up of sets of epistemological resourc...
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Material syntonicity: Examining computational performance and its materiality through weaving and sewing crafts J. Learn. Sci. (IF 6.083) Pub Date : 2022-08-18 Anna Keune
ABSTRACT Background Fiber crafts occupy a vital position in technology innovation and present a promising space for computer science education, which continues to face lopsided participation. It remains unclear whether and how fiber crafts can become a context for computational learning and what role different materials play with the risk to miss computational approaches that could broaden computational
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Learning sciences and learning engineering: A natural or artificial distinction? J. Learn. Sci. (IF 6.083) Pub Date : 2022-08-12 Victor R. Lee
ABSTRACT “Learning engineering” has gained popularity as a term connected to the work of learning sciences. However, the nature of that connection is not entirely clear. For some, learning engineering represents distinct, industry-inspired practices enabled by data abundance and digital platformization of learning technologies. That view is presented as one where learning engineers apply learning research
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Voice as an interactional accomplishment in art making about social issues J. Learn. Sci. (IF 6.083) Pub Date : 2022-07-20 Maggie Dahn
ABSTRACT Background Art making is a personal and social process in which learners make meaning for themselves and audiences through the production of artifacts. In classrooms, this personal and social process is made concrete through dialogue. Methods This paper presents an illustrative case study of how sixth-grade student, Jo, developed voice through interaction with peers in a classroom context
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What do correct answers reveal? The interpersonal and mathematical aspects of students’ interactions during groupwork in seventh grade mathematics J. Learn. Sci. (IF 6.083) Pub Date : 2022-06-24 Anna F. DeJarnette
ABSTRACT Background Groupwork is a desirable activity in mathematics classrooms for the opportunity it creates for collaborative reasoning and interdependence. Correlations between group-level processes and outcomes have helped characterize the features of more successful groups, but group-level constructs can obscure how students negotiate ideas. This study investigated how students’ interactions
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“They’re just students. There’s no clear distinction”: A critical discourse analysis of color-evasive, gender-neutral faculty discourses in undergraduate calculus instruction J. Learn. Sci. (IF 6.083) Pub Date : 2022-06-15 R. Taylor McNeill, Luis A. Leyva, Brittany Marshall
ABSTRACT Background Calculus instruction is underexamined as a source of racialized and gendered inequity in higher education, despite research that documents minoritized students’ marginalizing experiences in undergraduate mathematics classes. This study fills this research gap by investigating mathematics faculty’s perceptions of the significance of race and gender to calculus instruction at a large
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Learning in and through the arts J. Learn. Sci. (IF 6.083) Pub Date : 2022-03-16 Erica Halverson, Keith Sawyer
(2022). Learning in and through the arts. Journal of the Learning Sciences: Vol. 31, Learning in and through the arts, pp. 1-13.
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List of Guest Reviewers in 2021 J. Learn. Sci. (IF 6.083) Pub Date : 2022-03-16
(2022). List of Guest Reviewers in 2021. Journal of the Learning Sciences: Vol. 31, Learning in and through the arts, pp. i-v.
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Embodied physics: Utilizing dance resources for learning and engagement in STEM J. Learn. Sci. (IF 6.083) Pub Date : 2022-03-09 Folashadé Solomon, Dionne Champion, Mariah Steele, Tracey Wright
ABSTRACT Background Physics is often presented as disembodied, separating learners from opportunities to utilize their bodies as sense-making resources. By ignoring issues of body, ethnicity and culture, these framings limit access to physics for many, including Black girls, who struggle to gain access to physics. Studying the situated, embodied cultural practices of Black girls in physics learning
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Intelligent science exhibits: Transforming hands-on exhibits into mixed-reality learning experiences J. Learn. Sci. (IF 6.083) Pub Date : 2022-02-28 Nesra Yannier, Kevin Crowley, Youngwook Do, Scott E. Hudson, Kenneth R. Koedinger
ABSTRACT Background Museum exhibits encourage exploration with physical materials typically with minimal signage or guidance. Ideally children get interactive support as they explore, but it is not always feasible to have knowledgeable staff regularly present. Technology-based interactive support can provide guidance to help learners achieve scientific understanding for how and why things work and
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Group creativity in adolescence: Relational, material and institutional dimensions of creative collaboration J. Learn. Sci. (IF 6.083) Pub Date : 2022-02-17 Palmyre Pierroux, Rolf Steier, Sten R. Ludvigsen
Abstract Background Studies of group creativity have focused on adults acting in professional settings, with less attention paid to how adolescents collaborate in groups in creative activities. Building on sociocultural perspectives on imagination as a complex capacity in adolescence, this study examines students’ creative-imagining processes and the role of peer influence in group collaboration. Methods
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Planning for student-driven discussions: A revelatory case of curricular sensemaking for epistemic agency J. Learn. Sci. (IF 6.083) Pub Date : 2022-02-08 Kevin Cherbow, Katherine L. McNeill
ABSTRACT Background Teachers need to make sense of curricular materials and design instruction to ensure students will be positioned to pursue their own arc of inquiry in curriculum enactment. Whole-group discussions are crucial opportunities for curricular sensemaking, yet planning and enactment can be challenging. Methods We used a single, revelatory case study approach with one focal teacher to
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Creative expansion of knowledge-creating learning J. Learn. Sci. (IF 6.083) Pub Date : 2022-02-08 Pirita Seitamaa-Hakkarainen
(2022). Creative expansion of knowledge-creating learning. Journal of the Learning Sciences: Vol. 31, Learning in and through the arts, pp. 138-149.
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Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions J. Learn. Sci. (IF 6.083) Pub Date : 2022-01-27 Sharon M. Calor, Rijkje Dekker, Jannet P. van Drie, Monique L. L. Volman
Abstract Background Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the group, phasing out content support when the group can continue
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Strategic shifts: How studio teachers use direction and support to build learner agency in the figured world of visual art J. Learn. Sci. (IF 6.083) Pub Date : 2022-01-07 Kimberly M. Sheridan, Xiaorong Zhang, Abigail W. Konopasky
ABSTRACT Background In studio art, students are expected to be highly agentive—to engage in creative processes to form personalized representations of ideas, yet we lack knowledge on how teachers support their agency. Approaching agency as co-constructed practices across temporal dimensions, we examine how teachers shift between autonomy-supportive and directive approaches, building students’ artistic
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What kind of revolution? Thinking and rethinking educational technologies in the time of COVID-19 J. Learn. Sci. (IF 6.083) Pub Date : 2021-12-21 Gideon Dishon
ABSTRACT Background The transition to technology-mediated remote schooling during the COVID-19 pandemic represented a drastic shift in educational technologies’ function in K-12 settings. This theoretical paper sought to: (1) identify key developments in technology-use during the pandemic; (2) situate current events within the Learning Sciences’ evolving conceptualizations of educational technologies;
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Learning with and beyond the body: The production of mobile architectures in a ballet variations class J. Learn. Sci. (IF 6.083) Pub Date : 2021-12-14 Ty Hollett, XinYun Peng, Susan Land
ABSTRACT Background This paper examines ensemble learning in the context of ballet. We use more-than-representational theory to account for the “invisible” dimensions of ensemble learning, such as sensations, energy, or intensity that bodies sense, circulate, and evoke in others. We illuminate the mobile architectures that emerge in ensemble learning. Mobile architectures emerge when a performance
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Young women of color figuring science and identity within and beyond an afterschool science program J. Learn. Sci. (IF 6.083) Pub Date : 2021-09-29 Jrène Rahm, Allison J. Gonsalves, Audrey Lachaîne
ABSTRACT Background To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand
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Invoking student resources in whole-class conversations in science education: A sociocultural perspective J. Learn. Sci. (IF 6.083) Pub Date : 2021-09-20 Anniken Furberg, Kenneth Silseth
ABSTRACT Background While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational
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Naming and disrupting epistemic injustice across curated sites of learning J. Learn. Sci. (IF 6.083) Pub Date : 2021-09-14 David Stroupe
ABSTRACT Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marginalized from knowledge production, which
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It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality J. Learn. Sci. (IF 6.083) Pub Date : 2021-09-02 Yoana Omarchevska, Andreas Lachner, Juliane Richter, Katharina Scheiter
ABSTRACT Background Improving scientific reasoning and argumentation are central aims of science education. Because of their complex nature, self-regulation is important for successful scientific reasoning. This study provides a first attempt to investigate how scientific reasoning and self-regulation processes conjointly impact argumentation quality. Methods In a study with university students (N
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Enriching problem-solving followed by instruction with explanatory accounts of emotions J. Learn. Sci. (IF 6.083) Pub Date : 2021-08-31 Tanmay Sinha
ABSTRACT Background Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students’ conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment determinants of affective states impact the problem-solving phase and posttest performance. Methods I develop a multimodal learning analytics pipeline to (a) infer affective states in PS-I
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“He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning J. Learn. Sci. (IF 6.083) Pub Date : 2021-06-29 Lama Z. Jaber
ABSTRACT Background: Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic
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Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement J. Learn. Sci. (IF 6.083) Pub Date : 2021-07-22
ABSTRACT Background: This study considers the moment-by-moment mathematics discourse of teachers and students and the relationship of these discourses to student learning. I focus on the discursive constructs of responsiveness to students’ mathematical thinking and the intellectual work in teacher and student discourse. Responsiveness to students’ mathematical thinking is the extent to which one acknowledges
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A sociocultural approach to communication instruction: How insights from communication teaching practices can inform faculty development programs J. Learn. Sci. (IF 6.083) Pub Date : 2021-08-10 Matthew T. Hora, Ross J. Benbow, Changhee Lee
ABSTRACT Background Postsecondary institutions are expected to provide students with skills such as communication that are considered essential for success in school, work, and society. However, faculty are rarely trained to design courses that emphasize complex, cultural skills like communication, highlighting the need for professional development that adopts a sociocultural perspective on skills
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Teacher professional dialogues during a school intervention: From stabilization to possibility discourse through reflexive noticing J. Learn. Sci. (IF 6.083) Pub Date : 2021-08-06 Anna Pauliina Rainio, Riikka Hofmann
ABSTRACT Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the
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Negotiating identity and agency amidst pedagogical change: The case of student push back J. Learn. Sci. (IF 6.083) Pub Date : 2021-08-04 Jen Munson
ABSTRACT Background When mathematics teachers embrace the call for pedagogical change, instructional shifts are likely to unfold in complex ways. While we typically view teachers as leading this process, within a figured worlds framework, students play active roles in negotiating the identities, rights, and obligations of all members of a classroom in the midst of pedagogical change. Methods Drawing
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No longer an imaginary case: Community, plans, and actions in canoeing rapids J. Learn. Sci. (IF 6.083) Pub Date : 2021-07-27 Kevin A. Nguyen, Flávio S. Azevedo, Adam Papendieck
ABSTRACT Background: We investigate the nature of planning the canoeing of rapids and its reasoning processes, while at the same time advancing a syncretic approach to cognitive and situative theories of learning. Building upon the work of Lucy Suchman, we examine how canoers plan to run rapids and how plans serve as resources for action. Methods: In ethnographically-informed manner, we followed a
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The role of participatory identity in learners’ hybridization of activity across contexts J. Learn. Sci. (IF 6.083) Pub Date : 2021-07-16 Lara Jasien, Melissa Gresalfi
ABSTRACT Background: We explore how school-based mathematical experiences shape out-of-school mathematical experiences, developing the idea that learners hybridize norms and practices around authority and evaluation across these two contexts. To situate our study, we build on constructs of participatory identity and framing. Methods: Drawing from a large corpus of video records capturing children’s
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Historical contextualization in students’ writing J. Learn. Sci. (IF 6.083) Pub Date : 2021-07-09 Kristin A. Sendur, Jannet van Drie, Carla van Boxtel
ABSTRACT Background: This study focused on undergraduate L2 students’ performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on principles likely to facilitate students’ written