Journal of the Learning Sciences

期刊简介：Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org ). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which learning environments, pedagogical practices, and tools can be designed to support learning in different contexts. Founded in 1991, JLS emerged alongside the formation of the Learning Sciences field, reconciling and putting into conversation the competing, compelling, and revolutionary explanations of human behavior and development, drawing on perspectives on cognition and culture, and making urgent an interdisciplinary approach to the study of learning. JLS draws on core theoretical frameworks from cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. As the field matures and continues to grow, the range of frameworks and perspectives now encompasses historical, ecological and critical perspectives that direct us towards questions of equity, justice, and considerations of power in learning processes and learning environments. As globalization brings our diverse practices and contexts in communication with one another, and technological advancements change how learning happens, JLS continues to meet the needs of our evolving field, with publications that expand “what counts” as the learning sciences. Consistent with its history, JLS invites studies of learning and learners in a broad range of contexts , including formal learning environments as well as learning in informal contexts. Relevant settings can include pK-12 schools, institutions of higher education, community settings, museums, workplaces, play spaces and family life, as well as online and virtual worlds. Domains of learning can include standard, school-based subject areas, adult-focused learning domains, and community-centered domains. Research that problematizes disciplinary boundaries is common in JLS. We welcome work that foregrounds the design of innovative tools and technologies for learning alongside research that demonstrates how traditional and cultural knowledge and practice is sustained in learning environments. In all cases, however, the fundamental focus is on understanding the processes, tools, and contexts, as well as outcomes, of learning in its myriad forms. Though submissions are not limited to any particular research method, methodology, theoretical framework or epistemology, all manuscripts should carefully describe the methods used and justify their fit to the research questions posed in the manuscript. Further, articles must demonstrate that the claims are clearly aligned with the methodological, epistemological and theoretical warrants, and available data. Successful submissions should position their argument in relation to extant literature in the learning sciences. They should reflect the following core practices and foci that have defined, and continue to define, the learning sciences as a field: Answering questions about learners and learning processes and generating new theoretical insights into how people learn while taking into account the who, what, where, when, and why of that learning. Connecting research and practice through work that is grounded in real-world contexts. Privileging design and innovation in methodology, pedagogy, and technological integration, which includes the study of others’ innovations. Emphasizing interdisciplinarity and/or methodological innovation.

【译文】《学习科学杂志》（JLS）是国际学习科学学会（www.isls.org）的两本官方期刊之一。 JLS 为教育和学习研究提供了一个多学科论坛，为人们如何学习和学习环境的设计提供理论依据。它发表的研究阐明了学习过程，以及如何设计学习环境、教学实践和工具来支持不同背景下的学习。 JLS 成立于 1991 年，随着学习科学领域的形成而兴起，它对人类行为和发展的相互竞争的、令人信服的和革命性的解释进行协调和讨论，借鉴认知和文化的观点，并迫切需要采用跨学科方法来研究学习。 JLS 借鉴了认知科学、社会文化理论、教育心理学、计算机科学和人类学的核心理论框架。随着该领域的成熟和不断发展，框架和观点的范围现在涵盖了历史、生态和批判的观点，这些观点引导我们关注学习过程和学习环境中的公平、正义和权力考虑问题。随着全球化使我们多样化的实践和环境相互交流，技术进步改变了学习的方式，JLS 不断满足我们不断发展的领域的需求，出版了扩展学习科学“什么是重要的”的出版物。与它的历史一致，JLS 邀请在广泛的背景下研究学习和学习者，包括正式学习环境和非正式背景下的学习。相关环境可以包括 pK-12 学校、高等教育机构、社区环境、博物馆、工作场所、游戏空间和家庭生活，以及在线和虚拟世界。学习领域可以包括标准的、以学校为基础的学科领域、以成人为中心的学习领域和以社区为中心的领域。提出学科界限问题的研究在 JLS 中很常见。我们欢迎以创新学习工具和技术的设计为基础的工作，以及展示传统和文化知识和实践如何在学习环境中得以维持的研究。然而，在所有情况下，基本重点都是理解各种形式的学习的过程、工具和背景以及结果。尽管提交的内容不限于任何特定的研究方法、方法论、理论框架或认识论，但所有稿件都应仔细描述所使用的方法，并证明它们适合稿件中提出的研究问题。此外，文章必须证明这些主张与方法论、认识论和理论依据以及可用数据明确一致。成功的提交应该将他们的论点与学习科学中的现有文献联系起来。它们应该反映以下核心实践和焦点，这些实践和焦点已经定义并将继续定义学习科学作为一个领域：回答有关学习者和学习过程的问题，并产生关于人们如何学习的新理论见解，同时考虑学习的对象、内容、地点、时间和原因。通过基于现实世界的工作将研究和实践联系起来。优先考虑方法论、教学法和技术整合方面的设计和创新，其中包括对他人创新的研究。强调跨学科性和/或方法创新。