Kathryn Lanouette
Dados Biográficos
| ID | 4636491 |
|---|---|
| NOME | Kathryn Lanouette |
| PRENOMES | Kathryn |
| SOBRENOME | Lanouette |
| ASSINATURA | LANOUETTE K |
| AFILIAÇÕES | Curriculum & Instruction William & Mary School of Education Williamsburg Virginia USA |
| ORCID | 0000-0001-9154-8386 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Elevating Configurations of Data and Emotion
Creating, visualizing, and critiquing data are integral knowledge‐building practices within science, as well as many other fields. Yet data is often treated as neutral and value‐free, perpetuating narratives of science as a dispassionate discipline where data are merely extracted, repackaged, and distributed anew. As researchers and educators seek to imagine, design and support more humanistic accounts of young people's data practices, attuning t…
Emotion, place, and practice
In science education, there has been a sustained focus on supporting the emergence of science practices in K–12 and field‐based settings. Recent work has elevated the integral role of emotion in sparking and sustaining such disciplinary practices, deepening the field's understanding of what is entailed in “doing” science. Yet even as we gain this richer understanding of practice, less attention has been given to the places where practice emerges.…
A Call for a Humanistic Stance Toward K–12 Data Science Education
There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concern…
A Call for a Humanistic Stance Toward K–12 Data Science Education
There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concern…
Elevating Configurations of Data and Emotion
Creating, visualizing, and critiquing data are integral knowledge‐building practices within science, as well as many other fields. Yet data is often treated as neutral and value‐free, perpetuating narratives of science as a dispassionate discipline where data are merely extracted, repackaged, and distributed anew. As researchers and educators seek to imagine, design and support more humanistic accounts of young people's data practices, attuning t…
A Call for a Humanistic Stance Toward K–12 Data Science Education
There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concern…
Emotion, place, and practice
In science education, there has been a sustained focus on supporting the emergence of science practices in K–12 and field‐based settings. Recent work has elevated the integral role of emotion in sparking and sustaining such disciplinary practices, deepening the field's understanding of what is entailed in “doing” science. Yet even as we gain this richer understanding of practice, less attention has been given to the places where practice emerges.…
Elevating Configurations of Data and Emotion
Creating, visualizing, and critiquing data are integral knowledge‐building practices within science, as well as many other fields. Yet data is often treated as neutral and value‐free, perpetuating narratives of science as a dispassionate discipline where data are merely extracted, repackaged, and distributed anew. As researchers and educators seek to imagine, design and support more humanistic accounts of young people's data practices, attuning t…
Pedagogy (3 obras) · Political science (3 obras) · Psychology (3 obras) · Sociology (3 obras) · Science education (2 obras) · Affect (linguistics (1 obras) · Best practice (1 obras) · Computer Science (1 obras) · Curriculum (1 obras) · Data Analysis with R (1 obras)