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Journal of the Learning Sciences Volume 27, 2018 - Issue 2
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Reports and Reflections

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Daniel SommerhoffDepartment of Mathematics, Ludwig-Maximilians-Universität München;Munich Center of the Learning Sciences, Ludwig-Maximilians-Universität MünchenCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-0559-7120
ORCID Icon,
Andrea SzameitatMunich Center of the Learning Sciences, Ludwig-Maximilians-Universität München
,
Freydis VogelTUM School of Education, Technical University of Munich;Munich Center of the Learning Sciences, Ludwig-Maximilians-Universität München
,
Olga ChernikovaMunich Center of the Learning Sciences, Ludwig-Maximilians-Universität München;Department of Psychology, Ludwig-Maximilians-Universität München
,
Kristina LodererMunich Center of the Learning Sciences, Ludwig-Maximilians-Universität München;Department of Psychology, Ludwig-Maximilians-Universität München
&
Frank FischerMunich Center of the Learning Sciences, Ludwig-Maximilians-Universität München;Department of Psychology, Ludwig-Maximilians-Universität München
Pages 319-351 | Published online: 10 Apr 2018

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Victor R. Lee. (2023) Learning sciences and learning engineering: A natural or artificial distinction?. Journal of the Learning Sciences 32:2, pages 288-304.
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Thomas M. Philip & Pratim Sengupta. (2021) Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing. Journal of the Learning Sciences 30:2, pages 330-349.
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Jan van Aalst & Susan A. Yoon. (2021) From the outgoing editors. Journal of the Learning Sciences 30:1, pages 1-9.
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David Klahr. (2019) Learning Sciences Research and Pasteur’s Quadrant. Journal of the Learning Sciences 28:2, pages 153-159.
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Lauren Margulieux, Tuba Ayer Ketenci & Adrienne Decker. (2019) Review of measurements used in computing education research and suggestions for increasing standardization. Computer Science Education 29:1, pages 49-78.
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Grace O' Grady, D. Jean Clandinin & Jacqueline O' Toole. (2018) Engaging in educational narrative inquiry: making visible alternative knowledge. Irish Educational Studies 37:2, pages 153-157.
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