JLS Volume 31 Issue 2 (2022) is in print and online

JLS Volume 31, Issue 2 is available now, check out the articles:

Research Articles

1. Enriching problem-solving followed by instruction with explanatory accounts of emotions
Tanmay Sinha

2. Young women of color figuring science and identity within and beyond an afterschool science program
Jrène Rahm, Allison J. Gonsalves & Audrey Lachaîne

3. It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality
Yoana Omarchevska, Andreas Lachner, Juliane Richter & Katharina Scheiter

4. Invoking student resources in whole-class conversations in science education: A sociocultural perspective
Anniken Furberg & Kenneth Silseth

Report and Reflection

1. Naming and disrupting epistemic injustice across curated sites of learning
David Stroupe

Read them all at: https://www.tandfonline.com/toc/hlns20/current

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ISLS 2024 Reviewer Invitations

The ISLS 2024 team is thrilled to have received a large number of papers, posters, and symposia for this year’s annual meeting, a total of 893 submissions! We have currently sent out reviewer invitations to prior reviewers and 2024 submitters. If you fall under either of those categories and have NOT received an invitation and would like to volunteer, please check your email and spam folders.

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.”