Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (EN)
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Concept and methods in learning sciences study programs

Newest research findings unfold conceptual and methodological foci of graduate learning sciences study programs. The results allow first statements regarding the homogeneity of learning sciences programs.

02.03.2018

We're happy to announce that newest research findings about concepts and methods taught in graduate learning sciences study programs are now available as an article in the Journal of the Learning Sciences:

What do we teach when we teach the Learning Sciences
https://www.tandfonline.com/doi/full/10.1080/10508406.2018.1440353

Sommerhoff, D., Szameitat, A., Vogel, F., Chernikova, O., Loderer, K., & Fischer, F. (2018). What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs. Journal of the Learning Sciences.

Abstract:

Learning sciences as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. However, currently little is known about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research, discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet those programs focusing on design-based research show the highest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a Community of Practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs “orbiting” the core in the periphery, shaping and innovating the field.