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Holbert, Nathan; Wilensky, Uri – Journal of the Learning Sciences, 2019
In this article we propose that educational game design should work to create games as objects-to-think-with--games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can…
Descriptors: Instructional Design, Educational Games, Video Games, Discovery Learning
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Russ, Rosemary S.; Berland, Leema K. – Journal of the Learning Sciences, 2019
A central goal of science education reform is for students to participate in scientific sense making rather than to merely acquire science facts. However, even in classrooms utilizing reform-based pedagogies, students are typically allowed to construct knowledge only insofar as they construct expected knowledge. In this report and reflection, we…
Descriptors: Science Education, Educational Change, Science Instruction, Concept Formation
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Carlone, Heidi B. – Journal of the Learning Sciences, 2017
Bent Flyvbjerg (2001), in his book "Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again," argues that social science's aims and methods are currently, and perhaps always will be, ill suited to the type of cumulative and predictive theory that characterizes inquiry and knowledge generation in the natural…
Descriptors: Social Sciences, STEM Education, Identification (Psychology), Intellectual Disciplines
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Lineback, Jennifer Evarts – Journal of the Learning Sciences, 2015
Responsive teaching occurs when teachers take up and "respond" to their students' ideas during instruction (J. L. Pierson, 2008). Although responsive teaching is gaining recognition as an effective strategy for encouraging student learning, few methods of analysis are capable of characterizing the different ways in which teachers take up…
Descriptors: Thinking Skills, Discourse Analysis, Discussion (Teaching Technique), Discourse Modes
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Sandoval, William – Journal of the Learning Sciences, 2014
Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This…
Descriptors: Concept Mapping, Educational Research, Instructional Design, Research Design
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Engle, Randi A.; Langer-Osuna, Jennifer M.; McKinney de Royston, Maxine – Journal of the Learning Sciences, 2014
It is commonly observed that during classroom or group discussions some students have greater influence than may be justified by the normative quality of those students' contributions. We propose a 5-component theoretical framework in order to explain how undue influence unfolds. We build on literatures on persuasion, argumentation, discourse, and…
Descriptors: Persuasive Discourse, Influences, Models, Group Discussion
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Martin, Taylor; Sherin, Bruce – Journal of the Learning Sciences, 2013
The learning sciences community's interest in learning analytics (LA) has been growing steadily over the past several years. Three recent symposia on the theme (at the American Educational Research Association 2011 and 2012 annual conferences, and the International Conference of the Learning Sciences 2012), organized by Paulo Blikstein, led…
Descriptors: Data Analysis, Learning Processes, Educational Research, Data Collection
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Shea, Nicole A.; Duncan, Ravit Golan – Journal of the Learning Sciences, 2013
Learning progressions (LPs) are theoretical models of how learners develop expertise in a domain over extended periods of time. Recent policy reports have touted LPs as a promising approach to aligning standards, curriculum, and assessment. However, the scholarship on LPs is relatively sparse, and the jury is still out on the theoretical and…
Descriptors: Academic Standards, Genetics, Heuristics, Models
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Lobato, Joanne; Rhodehamel, Bohdan; Hohensee, Charles – Journal of the Learning Sciences, 2012
As transfer researchers have begun to investigate a broader range of phenomena, they have correspondingly put forward new processes to provide explanatory accounts for the occurrence of transfer. This move coincides with a call to acknowledge the contribution of social interactions, language, cultural artifacts, and normed practices to the…
Descriptors: Transfer of Training, Mathematics Instruction, Cognitive Processes, Interpersonal Communication
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Alibali, Martha W.; Nathan, Mitchell J. – Journal of the Learning Sciences, 2012
Gestures are often taken as evidence that the body is involved in thinking and speaking about the ideas expressed in those gestures. In this article, we present evidence drawn from teachers' and learners' gestures to make the case that mathematical knowledge is embodied. We argue that mathematical cognition is embodied in 2 key senses: It is based…
Descriptors: Mathematics Education, Mathematical Concepts, Physical Environment, Mathematics Instruction
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Enyedy, Noel; Mukhopadhyay, Shiuli – Journal of the Learning Sciences, 2007
This article describes data from the Community Mapping Project, a set of statistical activities and inquiry projects within a summer seminar for high school students. In designing the Community Mapping Project, we attempted to create conditions under which urban students themselves would come to recognize how mathematics is relevant to their lives…
Descriptors: Culturally Relevant Education, Urban Schools, High School Students, High Schools
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Barab, Sasha; Dodge, Tyler; Thomas, Michael K.; Jackson, Craig; Tuzun, Hakan – Journal of the Learning Sciences, 2007
Although the work of learning scientists and instructional designers has brought about countless curricula, designs, and theoretical claims, the community has been less active in communicating the explicit and implicit critical social agendas that result (or could result) from their work. It is our belief that the community of learning scientists…
Descriptors: Scientists, Curriculum Development, Instructional Design, Integrated Curriculum
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Marton, Ference – Journal of the Learning Sciences, 2006
Discussions about transfer have mainly dealt with how people manage to do something in a situation thanks to having done something similar in a previous situation. From an educational point of view, however, it appears more fruitful to consider the case when the learner, having learned to do something in 1 situation, might be able to do something…
Descriptors: Learning Strategies, Context Effect, Differences, Cognitive Processes
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Seymour, Jennifer R.; Lehrer, Richard – Journal of the Learning Sciences, 2006
For this article, the development of 1 teacher's pedagogical content knowledge (Shulman, 1986) was tracked longitudinally across 2 years as she taught a new instructional unit in middle school mathematics. Growth in pedagogical content knowledge is characterized as the interanimation of 2 Discourses (Gee, 1999). One Discourse refers to…
Descriptors: Pedagogical Content Knowledge, Student Development, Heuristics, Mathematics Instruction
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Jacobson, Michael J.; Wilensky, Uri – Journal of the Learning Sciences, 2006
The multidisciplinary study of complex systems in the physical and social sciences over the past quarter of a century has led to the articulation of important new conceptual perspectives and methodologies that are of value both to researchers in these fields as well as to professionals, policymakers, and citizens who must deal with challenging…
Descriptors: Social Sciences, Physical Sciences, Research Methodology, Concept Formation
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