JLS Issue 28 (2) online

In this issue: David Klahr comments on what he argues is a misrepresentation of Pasteur’s Quadrant in the learning sciences. Christina Krist et al. synthesize and build on existing frameworks to identify essential characteristics of students’ mechanistic reasoning across scientific content areas. They argue that these characteristics can be represented as epistemic heuristics, that implicitly guide mechanistic reasoning. Janneke van de Pol et al. investigate how adaptive support promotes students’ learning. They investigate (35 lessons, 7 teachers) to what extent the effect of contingent support for students’ learning is mediated by the extent to which students take up teachers’ support in subsequent small-group work. Danielle Keifert and Reed Stevens show how Inquiry as a members’ phenomenon reveals young children’s competence, sense-making, and joy in inquiry.

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JLS Outstanding Paper (2022): Utilizing dance resources for learning and engagement in STEM

This paper authored by Folashadé Solomon, Dionne Champion, Mariah Steele and Tracey Wright received the Outstanding Paper Award from the Journal of the Learning Sciences. As the selection panel comments, “By employing culturally responsive pedagogy, the authors established a connection between the learning of physics and dance education, thereby promoting access and equity…The meticulous analysis provided insights into how dance, as an embodied form of knowledge, facilitated a transformation in the black girls’ relationship with physics.”