Cognition and Instruction

期刊简介：Among education journals, Cognition and Instruction ’s distinctive niche is rigorous study of foundational issues concerning the cognitive, socio-cultural, historical, political, ethical, and mediational processes and conditions of learning and development in and across a wide range of environments (e.g., families, neighborhoods, schools, community-based settings, outdoor spaces, workplaces, friendships, social movements, etc.). For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal remains true to its roots in investigating cognition and instruction expansively, and we encourage submissions that attend to the “how” of learning and knowing as tied to the “why,” “for whom,” “where,” and “towards what ends?” A balance of data that illuminates processes of learning for individuals and groups in addition to expansive ways of understanding the outcomes of learning across time and place is therefore typical. Additionally, a balance of well-reasoned theoretical contributions and careful and reflective empirical findings and techniques is expected. The study of learning in design-based and naturally occurring circumstances is highly valued, but so is laboratory study in which context plays a consequential role in analysis. Representative but not exclusive topics for articles include: The conditions that support interest, affect, identity, ethical reasoning, collaboration, embodiment, movement and mobilities, and other dimensions of cognition and learning across the lifespan and multiple contexts for learning (e.g., in- and out-of-school). Teaching and learning processes as tied to questions of educational equity, justice, culture, power, historicity and futurity. Pedagogical mediation and the ways it shapes processes of sensemaking, relationality, and learning. The nature of knowledge, meta-knowledge, conceptual change, multiple ways of knowing, and consequential learning in disciplinary domains, broadly construed. Learning and teaching processes that attend to heterogeneity along multiple lines (e.g., cultural and linguistic diversity, (dis)ability, neurodivergence, race, gender, class). The learning and development of multiple literacies; the role of representation in individual and collective learning. Educator learning processes and outcomes, and the pedagogical conditions that support them, including cultural and institutional aspects. The development of skill and capability in a wide range of crafts and forms of labor. The relationships between human learning and social change across various scales of time and space. Multiple approaches to design-based research: Investigation of design principles, implementation and iteration of innovative contexts for learning, including those made possible by new technologies and mediational practices. Processes of partnering across researchers and communities, and related forms of co-design and collaborative research. Well-motivated theoretical and methodological innovation; including the development and study of empirical methods that attend to the complexities of human learning. The conditions that support interest, affect, identity, ethical reasoning, collaboration, embodiment, movement and mobilities, and other dimensions of cognition and learning across the lifespan and multiple contexts for learning (e.g., in- and out-of-school). Teaching and learning processes as tied to questions of educational equity, justice, culture, power, historicity and futurity. Pedagogical mediation and the ways it shapes processes of sensemaking, relationality, and learning. The nature of knowledge, meta-knowledge, conceptual change, multiple ways of knowing, and consequential learning in disciplinary domains, broadly construed. Learning and teaching processes that attend to heterogeneity along multiple lines (e.g., cultural and linguistic diversity, (dis)ability, neurodivergence, race, gender, class). The learning and development of multiple literacies; the role of representation in individual and collective learning. Educator learning processes and outcomes, and the pedagogical conditions that support them, including cultural and institutional aspects. The development of skill and capability in a wide range of crafts and forms of labor. The relationships between human learning and social change across various scales of time and space. Multiple approaches to design-based research: Investigation of design principles, implementation and iteration of innovative contexts for learning, including those made possible by new technologies and mediational practices. Processes of partnering across researchers and communities, and related forms of co-design and collaborative research. Well-motivated theoretical and methodological innovation; including the development and study of empirical methods that attend to the complexities of human learning. Research at multiple scales and involving multiple methods is welcomed, as is work that takes a global perspective. Readership: Researchers, educators, teacher educators, educational designers, and policy-makers.

【译文】在教育期刊中，《认知与教学》的独特定位是对有关认知、社会文化、历史、政治、伦理和中介过程以及各种环境（例如家庭、邻里、学校、社区环境、户外空间、工作场所、友谊、社会运动等）中学习和发展条件的基本问题进行严格研究。为此，必须对“认知”和“指令”进行广义解释。该杂志仍然忠于其广泛调查认知和教学的根源，我们鼓励提交关注学习和认知“如何”与“为什么”、“为谁”、“在哪里”和“达到什么目的？”相关的投稿。因此，除了以广泛的方式理解跨时间和地点的学习结果之外，还需要平衡数据来阐明个人和群体的学习过程。此外，期望在合理的理论贡献与仔细和反思性的实证研究结果和技术之间取得平衡。基于设计和自然发生的环境中的学习研究受到高度重视，但实验室研究也受到高度重视，其中环境在分析中发挥着重要作用。文章的代表性但非排他性主题包括：支持兴趣、情感、身份、道德推理、协作、体现、运动和流动性的条件，以及整个生命周期和多种学习环境（例如校内和校外）的认知和学习的其他维度。教学过程与教育公平、正义、文化、权力、历史性和未来性问题相关。教学调解及其塑造意义建构、关系和学习过程的方式。知识的本质、元知识、概念变化、多种认知方式以及学科领域的后续学习，得到广泛的解释。关注多方面异质性的学习和教学过程（例如，文化和语言多样性、（残疾）能力、神经分歧、种族、性别、阶级）。多种读写能力的学习和发展；代表在个人和集体学习中的作用。教育者的学习过程和成果，以及支持它们的教学条件，包括文化和制度方面。各种工艺和劳动形式的技能和能力的发展。人类学习与社会之间的关系在不同的时间和空间尺度上发生变化。基于设计的研究的多种方法：研究设计原则、创新学习环境的实施和迭代，包括新技术和中介实践所带来的可能性。研究人员和社区之间的合作过程，以及相关形式的共同设计和协作研究。积极的理论和方法创新；包括关注人类学习复杂性的实证方法的开发和研究。支持兴趣、情感、身份、道德推理、协作、体现、运动和流动性以及整个生命周期和多种学习环境（例如校内和校外）的认知和学习的其他维度的条件。教学过程与教育公平、正义、文化、权力、历史性和未来性问题相关。教学调解及其塑造意义建构、关系和学习过程的方式。知识的本质、元知识、概念变化、多种认知方式以及学科领域的后续学习，得到广泛的解释。关注多方面异质性的学习和教学过程（例如，文化和语言多样性、（残疾）能力、神经分歧、种族、性别、阶级）。多种读写能力的学习和发展；代表在个人和集体学习中的作用。教育者的学习过程和成果，以及支持它们的教学条件，包括文化和制度方面。各种工艺和劳动形式的技能和能力的发展。人类学习与社会之间的关系在不同的时间和空间尺度上发生变化。基于设计的研究的多种方法：设计原则的调查、创新的实施和迭代