JLS editors

Susan A. Yoon & Jan Van Aalst
Co-editors in Chief

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27 June 2019
Issue 28 (3) is available online!IN THIS ISSUE: In Rosemary Russ and Leema Berland use activity theory to demonstrate how the pervasive tension between learning correct ideas and constructing one’s own ideas often results in unacknowledged slippage between competing activity systems within reform efforts. Marc Clarà investigates how discursively symmetric dialogue develops across lessons in collective inquiry. Doris Chin et al. test choice-based assessments (CBAs), which measure how people learn...
27 June 2019
The Best Paper Published in JLS Award for 2018 was announced on June 21, at the closing session of the CSCL conference in Lyon. The award was won by Sarit Barzilai and Clark A. Chinn for their paper, "On the goals of epistemic education: Promoting apt epistemic performance,” published in 27(3), 353-389. The paper will be available open access till the end of September. Congratulations to Sarit and Clark!   ...
21 June 2019

The JLS impact factor for 2018 is 3.545, which is up from 3.000 in the previous year. The current rank is 8/243 for Education and Education Research, and 7/59 in Educational Psychology. Congratulations to all the authors, editors and reviewers whose work made this good result possible.

FEATURED ARTICLE

On the Goals of Epistemic Education: Promoting Apt Epistemic Performance

Sarit Barzilai & Clark A. Chinn

What does it take to perform well in a post-truth world? Check out this new paper by Barzilai and Chinn on the goals of epistemic education.

In this paper, Barzilai and Chinn tackle the question: What are the objectives of promoting epistemic growth in educational contexts? Barzilai and Chinn synthesize current research in epistemic cognition and virtue epistemology to develop a new answer to this question. They argue that the goals of epistemic education should be to promote learner’s apt epistemic performance, defined as successful achievement of epistemic aims through competence. Drawing on their own and others’ research, they unpack what such performance involves.  Their analysis offers a guide for incorporating epistemic growth goals into the design of instruction in diverse areas.

Read the full article to learn more. You are welcome to join the interactive scholarly conversation through the web annotation, please follow this instruction to get started. Please share widely.


Using Everyday Language to Support Students in Constructing Thematic Representations

Sarah Levine

Sara Levine   

In this study, published in the first issue of 2019, "students constructed thematic interpretations with sentence stems using everyday interpretive language, such as “Reading this story suggests the world can be a place where _____.”

With no additional instruction, experimental groups constructed more thematic interpretations and made fewer happiness-bound interpretations than a comparison group. Results suggest that students are more capable of thematic interpretation than some research indicates and that everyday interpretive language may help disrupt students’ school-based framing of thematic interpretation."


Read the full article
 to learn more. Please share widely.

 


Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice

Flávio S. Azevedo and Michele J. Mann

Flavio Azevedo In this study, published in the first issue of 2018, Azevedo and Mann contribute to our understanding of embodied cognition. They use an interactionist analysis to examine how the body is involved, moment by moment, as a resource for producing and communicating meaning during field activity. Their study uncovers "important, novel forms of embodied action and reasoning in science, technology, engineering, and mathematics practices". 
 
Read the full article to learn more. Please share widely.

 


What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Daniel Sommerhoff, Andrea Szameitat, Freydis Vogel, Olga Chernikova, Kristina Loderer & Frank Fischer

In their new study, Daniel Sommerhoff et al. take a close look at learning sciences programs worldwide; which disciplines are involved and what constitutes core concepts and methods? They discuss their results in terms of communities of practice, with a conceptual and methodological core and an "orbit" with strong influences from other disciplines, possibly driving innovation within the learning sciences.

Read the full article to learn more. Please share widely (open access).

CALL FOR MANUSCRIPTS

The scope of JLS and instructions for authors are explained at the publisher's website (above). Here we mention 3 areas specific areas where we currently would like to see more submissions:

  • Articles that help the field understand how learning-sciences research can better impact policy and practice. Please see the open-access guest editorial by Susan McKenney for a detailed call.
  • Reports and Reflections: These are short articles of 4000 to 6000 words that aim to stir up debate and support the development of the field. For 3 examples, see volume 23 issue 1 (2014). We are interested in articles that help to make connections to other fields, methodological papers, and many more topics.
  • Articles that enhance the international reach of JLS. Articles from regions that are relatively new to the learning sciences.

 2018 Impact Factor 3.545

Rank 8/243 for Education, 7/59 for Educational Psychology 

 Average Review Time 107 days in 2018 

Acceptance rate  11.6% in 2018

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 RESOURCES 

Reviewers explain the review process at JLS

Preparing your manuscript 

After your article is published

JLS uses three strategies to promote your newly published article. The three strategies are:

  •   Web Annotation: Web annotations can be a useful vehicle for getting conversations around published articles started, provide information to authors about who is interested in the article, provide feedback, and build connections.
  •   Video Introductions: Video intro is a 3-min video to summarise the key contributions of your article. 
  •   Webinars: a webinar is an online seminar in which you discuss your article with interested audiences. 

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