Berland Article Named Most Read by Journal of the Learning Sciences
June 2, 2015
Leema Berland
WCER researcher Leema Berland, whose work focuses on supporting and understanding student engagement in science, authored the most read article in the Journal of the Learning Sciences in 2014.
The article, “Confusing Claims for Data: A Critique of Common Practices for Presenting Qualitative Research on Learning,” which Berland co-authored with David Hammer, a professor of education, physics and astronomy at Tufts University, has been named to the “Class of 2015” by Routledge Education, the journal’s publisher.
The article criticizes the way qualitative data is presented in academic articles and suggests new publication guidelines for authors and reviewers that minimize confusion and misrepresentation between the presentation of data and coding schemes.
Berland is currently a principal investigator on the National Science Foundation-funded project “Fostering Pedagogical Argumentation: Reasoning With and About Student Ideas” and co-principal investigator on the NSF-funded project “Supporting scientific practices in elementary and middle school classrooms.”
