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About ISLS

works to further scientific, humanistic, and critical theoretical understanding of and to engage in the design and implementation of learning innovations and the improvement of instructional methodologies. Learning Sciences (LS) research traditionally focuses on the cognitive-psychological, social-psychological, cultural-psychological and critical theoretical foundations of human learning as well as the practical design of learning environments. Major contributing fields include , , , , and . Over the past decade, LS researchers have expanded their focus to include the design of curricula, environments, instructional methods, and policy innovations.

A core feature of research in the learning sciences is attention to the detailed processes of learning and teaching for theory development. Accordingly, the Society calls for papers that address questions about learning processes, mechanisms, and outcomes. Papers may develop data-driven theories that elucidate processes of learning and teaching within various contexts and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts.

Learning sciences research addresses how to connect research, practice, and policy with the aim to impact educational policy and practice and develop research-practice partnerships. Papers may examine issues such as how to intertwine, yet balance, research and practice and how to create equitable research-practice partnerships that acknowledge and draw from the various expertise and the multiple perspectives that practitioners, researchers, and policymakers bring to the table. Diverse methodologies can be employed for examining learning at scale for educational impact. Papers may also develop and examine innovative approaches to impact policy and practice more effectively while maintaining a productive dialogue between various stakeholders.

International Society of the Learning Sciences, 2024 Conference

Presentations by èßäÊÓƵapp Simmons School Scholars:

Monday, June 10, 11:15 a.m. - 12:15 a.m., #115, ICLS Long Paper Session

èßäÊÓƵapp’ Representational and Relational Caring in STEM - Ashlyn Pierson, Corey Brady, Sarah Lee, Deborah Shuler, Douglas B. Clark, Pratim Sengupta

Monday, June 10, 3:00 p.m. - 4 p.m., #269, ICLS Short Paper Session

Pre-Service Teacher Identity Crucibles and "Good" Teaching - Molly Novelli, Natalie Freed, Maximillian Sherard, Flavio Azevedo

Tuesday, June 11, 1:15 p.m. - 2:15 p.m., #677, ICLS Short Paper Session

Exploring STEM Identity and Belonging in Minoritized Girls at a Summer Camp - Saki Milton, Marc T. Sager, Candace Walkington

Tuesday, June 11, 2:30 p.m. - 3:30 p.m., #408, ICLS Long Paper Session

 Pedagogical Issues in Virtual Reality Mathematics Education - Maximilian Sherard, Candace Walkington, Lea Anne Daughrity, Prajakt Pande, Theodora Beauchamp, Anthony Petrosino, Anthony Cuevas

Tuesday, June 11, 4:00 p.m. - 5:30 p.m., Poster Session 1

 On STEM Teachers’ Surprise - Flávio S. Azevedo, Max Sherard, Molly Novelli, Natalie Freed

Thursday, June 13, 4:00 p.m. - 5:30 p.m., Poster Session 2

 Learning Math through a Game-Based Personal Excursion - Marc T. Sager, Maximilian Sherard, Saki Milton, Candace Walkington, Anthony Petrosino

Friday, June 14, 9:00 a.m. - 10:00 a.m., #199, ICLS Short Paper Session

 From Abstract to Tangible: Leveraging Virtual Reality and GeoGebra for Playful Math Education - Lea Anne Daughrity, Candace Walkington, Max Sherard, Prajakt Pande, Theodora Beauchamp, Anthony Cuevas F

riday, June 14, 10:15 a.m. - 11:15 a.m., #94, ICLS Long Paper Session

How Pedagogical Hints Impact Embodied Geometric Reasoning - Fangli Xia, Kelsey Schenck, Michael Swart, Doy Kim, Matthew Grondin, Oh Hoon Kwon, Candace Walkington, Mitchell Nathan