The Cambridge handbook of the learning sciences /
edited by R. Keith Sawyer.
- Second edition.
- New York : Cambridge University Press, 2014.
- xxiii, 776 p. : ill. b&w ; 25 cm.
- Cambridge handbooks in psychology .
Includes bibliographical references and index.
Introduction: the new science of learning / Foundations -- Foundations of the learning sciences / Scaffolding / Metacognition / A history of conceptual change research: threads and fault lines / Cognitive apprenticeship / Learning in activity / Methodologies -- Design-based research: a methodological toolkit for engineering change / Microgenetic methods / Analyzing collaboration / Frontiers of digital video research in the learning sciences: mapping the terrain / A learning sciences perspective on the design and use of assessment in education / Educational data mining and learning analytics / Practices that Foster Effective Learning -- Project-based learning / Problem-based learning / Complex systems and the learning sciences / Tangible and full-body interfaces in learning / Embodiment and embodied design / Videogames and learning / Learning Together -- Knowledge building and knowledge creation: theory, pedagogy, and technology / The social and interactive dimensions of collaborative learning / Arguing to learn / Informal learning in museums / Computer-supported collaborative learning / Mobile learning / Learning in virtual worlds / Learning Disciplinary Knowledge Research in mathematics education: what can it teach us about human learning? / Science education and the learning sciences as co-evolving species / Learning historical concepts / Learning to be literate / Arts education and the learning sciences / Moving Learning Sciences Research into the Classroom -- Learning sciences and policy design and implementation: key concepts and tools for collaborative engagement / Designing for learning: interest, motivation, and engagement / Learning as a cultural process: achieving equity through diversity / A learning sciences perspective on teacher learning research / Conclusion: the future of learning: grounding educational innovation in the learning sciences / R. Keith Sawyer -- Mitchell J. Nathan and R. Keith Sawyer -- Brian J. Reiser and Iris Tabak -- Philip H. Winne and Roger Azevedo -- Andrea A. diSessa -- Allan Collins and Manu Kapur -- James G. Greeno and Yrjö Engeström -- Sasha Barab -- Clark A. Chinn and Bruce L. Sherin -- Noel Enyedy and Reed Stevens -- Ricki Goldman, Carmen Zahn and Sharon J. Derry -- James W. Pellegrino -- Ryan Baker and George Siemens -- Joseph S. Krajcik and Namsoo Shin -- Jingyan Lu, Susan Bridges and Cindy E. Hmelo-Silver -- Uri Wilensky and Michael J. Jacobson -- Michael Eisenberg and Narcis Pares -- Dor Abrahamson and Robb Lindgren. Constance Steinkuehler and Kurt Squire -- Marlene Scardamalia and Carl Bereiter -- Naomi Miyake and Paul A. Kirschner -- Jerry Andriessen and Michael Baker -- Kevin Crowley, Palmyre Pierroux and Karen Knutson -- Gerry Stahl, Timothy Koschmann and Daniel Suthers -- Mike Sharples and Roy Pea -- Yasmin B. Kafai and Chris Dede -- Anna Sfard and Paul Cobb -- Nancy Butler Songer and Yael Kali -- Mario Carretero and Peter Lee -- Peter Smagorinsky and Richard E. Mayer -- Erica Rosenfeld Halverson and Kimberly M. Sheridan William R. Penuel and James P. Spillane -- Sanna Järvelä and K. Ann Renninger -- Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren and Carol D. Lee -- Barry J. Fishman, Elizabeth A. Davis and Carol K. K. Chan -- R. Keith Sawyer. Ch. 1 Pt. 1 Ch. 2. Ch. 3. Ch. 4. Ch. 5. Ch. 6. Ch. 7. Pt. 2. Ch. 8. Ch. 9. Ch. 10. Ch. 11. Ch. 12. Ch. 13. Pt. 3. Ch. 14. Ch. 15. Ch. 16. Ch. 17. Ch. 18. Ch. 19. Pt. 4. Ch. 20. Ch. 21. Ch. 22. Ch. 23. Ch. 24. Ch. 25. Ch. 26. Pt. 5. Ch. 27. Ch. 28. Ch. 29. Ch. 30. Ch. 31. Pt. 6. Ch. 32. Ch. 33. Ch. 34. Ch. 35. Ch. 36.
The interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences, first published in 2006, is the definitive introduction to this innovative approach to teaching, learning, and educational technology. In this dramatically revised second edition, leading scholars incorporate the latest research to provide practical advice on a wide range of issues. The authors address the best ways to write textbooks, design educational software, prepare effective teachers, organize classrooms, and use the Internet to enhance student learning. They illustrate the importance of creating productive learning environments both inside and outside school, including after school clubs, libraries, and museums. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, software designers, and policy makers on a global scale.
9781107626577 (pbk)
Learning, Psychology of Cognitive learning Learning--Social aspects