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Showing 1 to 15 of 50 results Save | Export
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Van Wart, Sarah; Lanouette, Kathryn; Parikh, Tapan S. – Journal of the Learning Sciences, 2020
Data increasingly mediates how we understand the world. As such, there is growing interest in designing initiatives to help young people learn about data--not only the techno-mathematical skills necessary to work with data, but also the dispositions needed to participate in data-centric ways of knowing and doing. In this article, we argue that as…
Descriptors: Data, Social Problems, Data Collection, Data Use
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Boelens, Ruth; De Wever, Bram; McKenney, Susan – Journal of the Learning Sciences, 2020
Background: This case reports on a teacher education course that aimed to support adult learners with a vocational education background to accomplish open-ended tasks. Conjecture mapping was used to identify the most salient design features, and to test if, how, and why these course features supported learners. Methods: Inspired by ethnographic…
Descriptors: Concept Mapping, Vocational Education, Adult Students, Preservice Teacher Education
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Penuel, William R. – Journal of the Learning Sciences, 2019
This essay presents infrastructuring as a useful construct for guiding efforts to support more equitable implementation and sustainability of resources developed to support student learning in design-based research. "Infrastructuring" refers to activities that aim to redesign components, relations, and routines of schools and districts…
Descriptors: Design, Teamwork, Partnerships in Education, College School Cooperation
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Margulieux, Lauren E.; Catrambone, Richard – Journal of the Learning Sciences, 2019
Subgoal learning, a technique used to break down problem solving into manageable pieces, has been used to promote retention and transfer in procedural domains, such as programming. The primary method of learning subgoals has been passive, and passive learning methods are typically less effective than constructive methods. To promote constructive…
Descriptors: Problem Solving, Learning Strategies, Logical Thinking, Guidance
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Ruiz-Gallardo, José-Reyes; Reavey, Duncan – Journal of the Learning Sciences, 2019
Misconceptions of science principles are frequent among university students. This is particularly problematic in teacher education, as these misconceptions can be passed on by teachers to pupils at school. In this study, 40 preservice teachers studied 8 common misconceptions by 3 different approaches: learning by teaching (LbT) and learning from…
Descriptors: Scientific Concepts, Science Instruction, Team Teaching, Longitudinal Studies
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Smirnov, Natalia; Easterday, Matthew W.; Gerber, Elizabeth M. – Journal of the Learning Sciences, 2018
Design educators have long used studio-based learning environments to create communities of learners to support authentic learning in design. Online social media platforms have enabled the creation of distributed studio networks (DSNs) that link studio-based learning environments into expanded communities of practice and potential networked…
Descriptors: Interpersonal Relationship, Studio Art, Design, Social Media
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Rienties, Bart; Tempelaar, Dirk – Journal of the Learning Sciences, 2018
Most research related to learning in groups focuses on the unit of the group and/or group members. However, students may benefit from crossing the boundaries of their own group, as students in different groups may provide access to new, nonredundant knowledge and opportunities for learning. Whether boundary crossing between groups is beneficial…
Descriptors: Social Networks, Cooperative Learning, Learning Strategies, Network Analysis
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Philip, Thomas M.; Gupta, Ayush; Elby, Andrew; Turpen, Chandra – Journal of the Learning Sciences, 2018
The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the learning sciences. Drawing on Stuart Hall's theorization of ideology, Judith Butler's notion of the (un)grievability of lives, and Sara Ahmed's construct of stickiness, we illustrate how insights from critical social theory are…
Descriptors: Ideology, Learning Processes, Engineering Education, Ethics
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Sommerhoff, Daniel; Szameitat, Andrea; Vogel, Freydis; Chernikova, Olga; Loderer, Kristina; Fischer, Frank – Journal of the Learning Sciences, 2018
The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the…
Descriptors: Science Instruction, Content Analysis, Graduate Study, Science Programs
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Yoon, Susan A.; Hmelo-Silver, Cindy E. – Journal of the Learning Sciences, 2017
This study responds to a question that people working in the field of learning sciences get asked regularly: What do learning scientists do? Earlier attempts to answer this question came from a need to define a new field of educational research. Now that the International Society of the Learning Sciences (ISLS) has grown into a robust and…
Descriptors: Group Membership, Teacher Associations, Teacher Surveys, Multiple Choice Tests
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Chi, Michelene T. H.; Kang, Seokmin; Yaghmourian, David L. – Journal of the Learning Sciences, 2017
In 2 separate studies, we found that college-age students learned more when they collaboratively watched tutorial dialogue-videos than lecture-style monologue-videos. In fact, they can learn as well as the tutees in the dialogue-videos. These results replicate similar findings in the literature showing the advantage of dialogue-videos even when…
Descriptors: Learning Processes, Outcomes of Education, Teaching Methods, Dialogs (Language)
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Kupers, Elisa; van Dijk, Marijn; van Geert, Paul – Journal of the Learning Sciences, 2017
Learning implies change. Inside and outside schools, we aim for students to change into people with more skills and knowledge as well as with a growing sense of agency and responsibility. Furthermore, education itself is subject to constant change. In this article, we examine change in 3 case studies in the context of individual music lessons from…
Descriptors: Music Activities, Music Education, Scaffolding (Teaching Technique), Mixed Methods Research
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Easterday, Matthew W.; Aleven, Vincent; Scheines, Richard; Carver, Sharon M. – Journal of the Learning Sciences, 2017
How might we balance assistance and penalties to intelligent tutors and educational games that increase learning and interest? We created two versions of an educational game for learning policy argumentation called Policy World. The game (only) version provided minimal feedback and penalized students for errors whereas the game+tutor version…
Descriptors: Educational Games, Intelligent Tutoring Systems, Policy, Persuasive Discourse
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Lewis, Katherine E. – Journal of the Learning Sciences, 2017
Students with disabilities present a unique instructional design challenge. These students often have qualitatively different ways of processing information, meaning that standard instructional approaches may not be effective. In this study I present a case study of a student with a mathematical learning disability for whom standard instruction on…
Descriptors: Learning Disabilities, Mathematics, Fractions, Case Studies
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Nilsen, Adam P. – Journal of the Learning Sciences, 2016
This article presents a framework for understanding historical perspective taking (HPT), the effort to use historical material to explore the internal states of past people. It addresses gaps in HPT research by (a) linking HPT to theories and research from the social science disciplines on perspective taking and the self and (b) proposing a way to…
Descriptors: History, Perspective Taking, Young Adults, Protocol Analysis
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