"Probing Learning Scientists’ Beliefs About Learning and Science"

Assistant Professor Shayan Doroudi (right) is co-author with Kenneth Holstein from Carnegie Mellon University and Petr Johanes from Stanford University of an article in The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences.

The title of the article is “Probing Learning Scientists’ Beliefs About Learning and Science.”

Doroudi’s research specializations include learning analytics, learning sciences, educational technology, and educational data science. He is particularly interested in the prospects and limitations of data-driven algorithms in learning technologies, including lessons that can be drawn from the rich history of educational technology.

​Abstract

The learning sciences have experienced a proliferation of research paradigms over the last several decades, resulting in a complex theoretical and methodological landscape. Based on our readings of prior debates in the literature, we identified nine frameworks or dimensions that have been used to characterize differences among learning scientists. To better understand this complex landscape, we interviewed 22 learning scientists and analyzed their responses using qualitative coding methods. This paper presents a cross-section of that analysis, focusing on 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 learning research.