Dr. LIU Yan's Paper Was Accepted as a Short Paper by ISLS and Scheduled to Report at the ISLS2025 Annual Meeting

The International Society of the Learning Sciences (ISLS) is a professional and widely interdisciplinary society dedicated to the empirical investigation of learning as it exists in real-world settings and to how learning may be facilitated both with and without technology.The ISLS Annual Meeting is a major international event, which hosts keynotes, symposia, workshops, panels, submitted paper sessions, and poster sessions. It covers timely and important issues and reports research findings across the entire field of the Learning Sciences. The ISLS Annual Meeting brings together those interested in learning experiences across schools, homes, workplaces, and communities who seek to understand how collaboration and learning are enabled by knowledge, tools, networks, and social structures.

The ISLS Annual Meeting is a continuation of the International Conference of the Learning Sciences (ICLS) and the International Conference on Computer-Supported Collaborative Learning (CSCL). Each meeting has a Learning Sciences and a Computer-Supported Collaborative Learning program along with invited keynotes and sessions centered on a shared theme. Proposals for symposia, papers, and posters are submitted to one of the two programs, whereas workshops and tutorials are organized as joint activities. Proceedings are published in three sets: one for the Learning Sciences program, one for the Computer-Supported Collaborative Learning program, and a third for joint activities.

ISLS2025 Annual Meeting Theme:Educating for world-making: Envisioning and enacting sustainable solutions to global crises. The ISLS Annual Meeting 2025 theme is intended to(1) Recognize global, environmental and social crises, but also to emphasize the optimistic view for envisioning new solutions to global crises.(2)Honor teachers, students, citizens, and researchers as active transformative agents or world-makers of the future.

Our paper was accepted as a short paper and invented to report.

#409: From Knowledge Transfer to Thinking Design: A Practical Study on the Optimization of Problem-Driven Teaching Pointing to the Cultivation of Scientific Inguiry Abilities

Authors: Mengxing Li, Yan Liu*

The development of scientific inquiry abilities is not only essential for students to thrive but also a fundamental skill that drives innovation and discovery in science. This study proposes a framework grounded in design thinking to optimize problem-driven teaching and develop scientific inquiry abilities. The framework has four key features: project-based, subproblem linkage, multi-context, and practice-focused. A quasi-experimental study in a high school science classroom evaluated its effectiveness. Preliminary findings indicate that it successfully enhances students’ scientific inquiry abilities, particularly in formulating questions, generating hypotheses, designing experiments, and drawing conclusions. Additionally, the framework significantly boosts students’ motivation and interest in learning, further supporting the improvement of their scientific inquiry abilities.