JLS Volume 32 Issue 4-5 (2023) is in print and online

JLS Volume 32, Issue 4-5 is available now, check out the articles:

Research Articles

1. Reconfiguring science education through caring human inquiry and design with pets
Priyanka Parekh, Joseph L. Polman, Shaun Kane & R. Benjamin Shapiro

2. Interacting with nature in and through boundary crossing learning: A case of bioart-making
Päivikki Liukkonen, Henriikka Vartiainen, Sinikka Pöllänen & Sirpa Kokko

3. Ideological sensemaking in an elementary science professional development community
Bethany Daniel, Ashlyn E. Pierson & D. Teo Keifert

4. What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs
Jen Munson & Erin E. Baldinger

Reports and Reflections: Three Decades of JLS

1. What happened to the interdisciplinary study of learning in humans and machines?
Shayan Doroudi

2. Belonging to a research-practice partnership: Lessons from 15 think-pieces about the COVID-19 pandemic and a call for action
Nathalie Popa, E. R. Anderson, J. Denner, S. McKenney & D. J. Peurach

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

Related Articles

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.”