Notes from the New Editors-in-Chief

The much-lamented gap between theory and practice in education cannot be filled by practical knowledge alone or by explanatory knowledge alone. Principled practical knowledge (PPK) is a type of knowledge that has characteristics of both practical know-how and scientific theory. Like basic scientific theory, PPK meets standards of explanatory coherence. However, its main function is not explanation or prediction but practical guidance. PPK grows out of efforts to solve practical problems, but it requires additional effort invested in producing knowledge that goes beyond what is required for the task at hand yet not so far beyond as to be unusable by practitioners. The Wright brothers’ construction of PPK to address problems of flight control is used as a model for building such knowledge in the learning sciences. Design-based research in the learning sciences may motivate research into basic theoretical questions, but it is unlikely to contribute directly to answering them. Extending design-based research to the creation of PPK can, however, increase the generalizability of knowledge produced through design work and provide a ladder leading to sometimes radical design improvement.     

编辑台

Pets are wonderful creatures! I had my first when I was just a little boy;a hamster called Cloudy. He was a very talented escape artist, and figured out how to open the door of his cage. Fortunately, whenever he escaped he＇d hide in the same place, and so he was always easy to retrieve. After him we got a cat, a black and white tom called Oscar. A grumpy animal, he was also very smart - he had a catflap, and a magnetic collar that opened it, and he used to use it to let his other cat friends into the house, so that we＇d come downstairs in the morning and find two or three of them scattered around the laundry.     

Letter from the Editors

Journal of Science Teacher Education -     

Letter from the Editors

Journal of Science Teacher Education -     

Letter from the Editors

Journal of Science Teacher Education -     

Letter from the Editors

Journal of Science Teacher Education -