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|Title:||Probing Learning Scientists’ Beliefs About Learning and Science|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Doroudi, S., Holstein, K., & Johanes, P. (2020). Probing Learning Scientists’ Beliefs About Learning and Science. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 317-324). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||The learning sciences have experienced a proliferation of research paradigms overthe last several decades, resulting in a complex theoretical and methodological landscape. Basedon our readings of prior debates in the literature, we identified nine frameworks or dimensionsthat have been used to characterize differences among learning scientists. To better understandthis complex landscape, we interviewed 22 learning scientists and analyzed their responsesusing qualitative coding methods. This paper presents a cross-section of that analysis, focusingon the limitations of existing frameworks in capturing important nuances in researchers’ beliefs.The findings reveal a variety of ways learning scientists resist particular frameworks. Overall,these findings paint a picture of a field evolving towards a largely pragmatic view of learningresearch.|
|Appears in Collections:||ICLS 2020|
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