International handbook of the learning sciences
edited by Frank Fischer, Cindy E. Hmelo-Silver, Susan R. Goldman, Peter Reimann.
Bok Engelsk 2018
| Medvirkende | |
|---|---|
| Omfang | 1 online resource (575 pages)
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| Utgave | 1st ed.
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| Opplysninger | International Handbook of the Learning Sciences- Front Cover -- International Handbook of the Learning Sciences -- Title Page -- Copyright Page -- Dedication -- Contents -- List of Contributors -- Foreword -- Notes -- Chapter 1: Introduction: Evolution of Research in the Learning Sciences -- Purposes -- Organization of the Handbook -- Themes and Trends for the Future -- Acknowledgments -- References -- SECTION 1: Historical Foundations and Theoretical Orientations of the Learning Sciences -- Chapter 2: A Short History of the Learning Sciences -- Seeds of Learning Sciences -- Early Learning Sciences (1980s-1990s) -- Institutionalization of Learning Sciences (1990s-2000s) -- Flowering of the Learning Sciences (2000s-present) -- Summing up: What Are the Learning Sciences Today and What Will They Be in the Future? -- Further Readings -- NAPLeS Resources -- References -- Chapter 3: Epistemic Cognition and Epistemic Development -- Epistemic Cognition and the Learning Sciences -- Distinctive Features of Learning Sciences Approaches to Epistemic Cognition -- Learning Sciences Methodologies -- Comparisons with Other Disciplines: History in Contrast to Science -- Conclusion and Implications -- Further Readings -- NAPLeS Resources -- References -- Chapter 4: Cognitive and Sociocultural Perspectives on Learning: Tensions and Synergy in the Learning Sciences -- Introduction -- Core Theoretical Assumptions -- Tensions and Synergy in Theoretical Assumptions -- Data Collection and Methods -- Designing for Learning -- Conclusions -- Further Readings -- Note -- References -- Chapter 5: Apprenticeship Learning -- Apprenticeship Learning: Defining Characteristics -- The Future of Apprenticeship Learning Research -- Further Readings -- NAPLeS Resources -- Acknowledgments -- References -- Chapter 6: Expertise -- Cognitive Science Perspective on Expertise.. - Acknowledgment -- Further Readings -- NAPLeS Resources -- References -- Chapter 23: Supporting Informal STEM Learning with Technological Exhibits: An Ecosystemic Approach -- Natural History Museums and Information-Delivery Exhibits -- Science Centers and Phenomenological Inquiry Exhibits -- Zoos and Aquaria and Affective Spectacle Exhibits -- Future Directions for Technology Integration -- Conclusion -- Further Readings -- References -- Chapter 24: Intelligent Tutoring Systems -- Components of Intelligent Tutoring Systems -- Challenges, Limitations, and Future Directions -- Further Readings -- NAPLeS Resources -- References -- Chapter 25: Simulations, Games, and Modeling Tools for Learning -- Introduction -- Technologies for Experiential and Inquiry Learning -- How Can We Make Experiential and Inquiry Learning Effective? -- Learning Sciences and Research Methods -- Future Developments -- Conclusion -- Acknowledgment -- Further Readings -- NAPLeS References -- References -- Chapter 26: Supporting Teacher Learning Through Design, Technology, and Open Educational Resources -- Introduction -- Conceptual Framing -- Two Models and Software Implementations -- Conclusion -- Acknowledgments -- Further Readings -- NAPLeS Resources -- References -- Chapter 27: Games in the Learning Sciences: Reviewing Evidence From Playing and Making Games for Learning -- Introduction -- Learning by Playing Games -- Learning by Making Games -- New Directions in Designing and Researching Games for Learning -- Further Readings -- NAPLeS Resources -- References -- Chapter 28: The Maker Movement and Learning -- An Introduction to Research on the Maker Movement -- Learning in and Through Making -- The Maker Movement in the Learning Sciences -- Further Readings -- References -- Chapter 29: Knowledge Building: Theory, Design, and Analysis.. - Expertise from Sociocultural and Situated Perspectives -- Conceptions of Teacher Expertise and Its Development -- Conclusions and Future Directions -- Further Readings -- References -- Chapter 7: Cognitive Neuroscience Foundations for the Learning Sciences -- Introduction -- Neuroscience Methods -- The Neuroarchitecture of Cognition and Learning -- Case Study: Mathematical Thinking and Learning -- Challenges for Building Cognitive Neuroscience Foundations for the Learning Sciences -- Educational Neuromyths -- Conclusion -- Further Readings -- NAPLeS Resource -- References -- Chapter 8: Embodied Cognition in Learning and Teaching: Action, Observation, and Imagination -- Points of Contact with Cognitivist and Situated-Cognition Views -- Overview of the Chapter -- Action Matters for Cognition and Learning -- Implications for Key Topics in the Learning Sciences -- Assessment -- Conclusions -- Further Readings -- References -- Chapter 9: Learning From Multiple Sources in a Digital Society -- Introduction -- An Integrative Model (Framework) for Multiple Source Comprehension and Information Problem Solving -- Sourcing Processes in Comprehension and Problem Solving -- Conclusions and Future Directions -- Further Readings -- NAPLeS Resources -- References -- Chapter 10: Multiple Representations and Multimedia Learning -- Background -- Where Is Research on Multiple Representations Now? -- The Future -- Conclusion -- Further Readings -- NAPLeS Resources -- References -- Chapter 11: Learning Within and Beyond the Disciplines -- Disciplinary Thinking and Learning -- Moving Beyond Disciplinary Learning -- A Challenging Future -- Further Readings -- NAPLeS Resources -- References -- Chapter 12: Motivation, Engagement, and Interest: "In the End, It Came Down to You and How You Think of the Problem" -- Working Definitions and Research.. - Implications: Design Principles for Learning Informed by Motivation, Engagement, and Interest -- Acknowledgments -- Further Readings -- NAPLeS Resources -- References -- Chapter 13: Contemporary Perspectives of Regulated Learning in Collaboration -- Introduction: Self-Regulated Learning Covers a Set of Critical 21st-Century Skills -- Defining the Concepts of SRL, CoRL, and SSRL, and Their Contributions to the Learning Sciences -- What Is Regulation in Learning, and What Is It Not? -- Prompting Metacognitive Awareness with Technologies -- Why Regulation of Learning Is Relevant to Learning Sciences -- Design Principles and Technological Tools for Supporting Regulated Learning -- Future Trends and Developments -- Further Readings -- NAPLeS Resources -- References -- Chapter 14: Collective Knowledge Construction -- Defining Collective Knowledge Construction -- How Research on Collective Knowledge Construction Has Been Developing -- State of the Art -- Research Methods -- Future Trends and Developments -- Further Readings -- References -- Chapter 15: Learning at Work: Social Practices and Units of Analysis -- Introduction -- Different Positions in Learning at Work -- Conclusion -- Further Readings -- NAPLeS Resources -- References -- Chapter 16: Complex Systems and the Learning Sciences: Implications for Learning, Theory, and Methodologies -- Why Students Need to Learn About Complex Systems -- What We Know About Student Understanding of Complex Systems -- Conceptual Frameworks for Building Curriculum and Instruction to Support Learning -- Tools and Interventions from the Learning Sciences -- Future Development and Growth for Learning Sciences Research -- Further Readings -- Note -- References -- SECTION 2: Learning Environments: Designing, Researching, Evaluating -- Chapter 17: 4C/ID in the Context of Instructional Design and the Learning Sciences.. - Introduction -- Background of the 4C/ID Model -- Description of the 4C/ID Model -- Future Developments -- Discussion -- Further Readings -- References -- Chapter 18: Classroom Orchestration -- The Concept of Orchestration -- Study 1: Empowering Teachers (π2/π3) -- Study 2: Orchestration Load (π1/π2/π3) -- Study 3: Extracting Orchestration Graphs (π2/π3) -- Study 4: Plane Switching (π1/π2) -- Discussion -- Further Readings -- NAPLeS Resources -- References -- Chapter 19: Research on Scaffolding in the Learning Sciences: A Methodological Perspective -- Introduction -- Scaffolding in the Learning Sciences -- How Knowledge on Scaffolding Is Created in the Learning Sciences -- Conclusions and Future Directions -- Further Readings -- NAPLeS Resources -- References -- Chapter 20: Example-Based Learning -- What Is Example-Based Learning? -- Why Is Example-Based Learning Effective? -- When and for Whom Is Example-Based Learning Effective? -- For What Kind of Tasks and Skills Is Example-Based Learning Suitable? -- What Should Be Considered When Designing Examples? -- How Can We Promote Active Learning from Examples? -- Summary and Conclusions -- Acknowledgment -- Further Readings -- NAPLeS Resources -- Note -- References -- Chapter 21: Learning Through Problem Solving -- Productive Success and Failure: A Framework for Understanding Learning Through Problem Solving -- Research Methods and Findings in PBL and PF -- Designing for PBL and Productive Failure -- Technology in Learning Through Problem Solving -- Implications for the Learning Sciences -- Further Readings -- NAPLeS Resources -- References -- Chapter 22: Inquiry Learning and Opportunities for Technology -- Historical Trends Culminating in Impact of Learning Sciences -- Modeling, Computational Thinking, and Inquiry -- Design and Inquiry -- Reflection, Guidance, and Inquiry -- Conclusions.. - Theory of Knowledge Building and Knowledge Forum.. - The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.
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| Emner | |
| Dewey | |
| ISBN | 1-315-61757-9. - 1-317-20836-6
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International handbook of the learning sciences
edited by Frank Fischer, Cindy E. Hmelo-S...
Bok · Engelsk · 2018
edited by Frank Fischer, Cindy E. Hmelo-S...
Bok · Engelsk · 2018
