TY  - BOOK
AU  - Sawyer,R.Keith
TI  - The Cambridge handbook of the learning sciences
T2  - Cambridge handbooks in psychology
SN  - 9781107626577 (pbk)
U1  - 370.1523 
PY  - 2014///
CY  - New York
PB  - Cambridge University Press
KW  - Learning, Psychology of
KW  - Cognitive learning
KW  - Learning
KW  - Social aspects
N1  - Includes bibliographical references and index; Ch. 1; Introduction: the new science of learning; R. Keith Sawyer --; Pt. 1; Foundations --; Ch. 2; Foundations of the learning sciences; Mitchell J. Nathan and R. Keith Sawyer --; Ch. 3; Scaffolding; Brian J. Reiser and Iris Tabak --; Ch. 4; Metacognition; Philip H. Winne and Roger Azevedo --; Ch. 5; A history of conceptual change research: threads and fault lines; Andrea A. diSessa --; Ch. 6; Cognitive apprenticeship; Allan Collins and Manu Kapur --; Ch. 7; Learning in activity; James G. Greeno and Yrjö Engeström --; Pt. 2; Methodologies --; Ch. 8; Design-based research: a methodological toolkit for engineering change; Sasha Barab --; Ch. 9; Microgenetic methods; Clark A. Chinn and Bruce L. Sherin --; Ch. 10; Analyzing collaboration; Noel Enyedy and Reed Stevens --; Ch. 11; Frontiers of digital video research in the learning sciences: mapping the terrain; Ricki Goldman, Carmen Zahn and Sharon J. Derry --; Ch. 12; A learning sciences perspective on the design and use of assessment in education; James W. Pellegrino --; Ch. 13; Educational data mining and learning analytics; Ryan Baker and George Siemens --; Pt. 3; Practices that Foster Effective Learning --; Ch. 14; Project-based learning; Joseph S. Krajcik and Namsoo Shin --; Ch. 15; Problem-based learning; Jingyan Lu, Susan Bridges and Cindy E. Hmelo-Silver --; Ch. 16; Complex systems and the learning sciences; Uri Wilensky and Michael J. Jacobson --; Ch. 17; Tangible and full-body interfaces in learning; Michael Eisenberg and Narcis Pares --; Ch. 18; Embodiment and embodied design; Dor Abrahamson and Robb Lindgren; Ch. 19; Videogames and learning; Constance Steinkuehler and Kurt Squire --; Pt. 4; Learning Together --; Ch. 20; Knowledge building and knowledge creation: theory, pedagogy, and technology; Marlene Scardamalia and Carl Bereiter --; Ch. 21; The social and interactive dimensions of collaborative learning; Naomi Miyake and Paul A. Kirschner --; Ch. 22; Arguing to learn; Jerry Andriessen and Michael Baker --; Ch. 23; Informal learning in museums; Kevin Crowley, Palmyre Pierroux and Karen Knutson --; Ch. 24; Computer-supported collaborative learning; Gerry Stahl, Timothy Koschmann and Daniel Suthers --; Ch. 25; Mobile learning; Mike Sharples and Roy Pea --; Ch. 26; Learning in virtual worlds; Yasmin B. Kafai and Chris Dede --; Pt. 5; Learning Disciplinary Knowledge; Ch. 27; Research in mathematics education: what can it teach us about human learning?; Anna Sfard and Paul Cobb --; Ch. 28; Science education and the learning sciences as co-evolving species; Nancy Butler Songer and Yael Kali --; Ch. 29; Learning historical concepts; Mario Carretero and Peter Lee --; Ch. 30; Learning to be literate; Peter Smagorinsky and Richard E. Mayer --; Ch. 31; Arts education and the learning sciences; Erica Rosenfeld Halverson and Kimberly M. Sheridan; Pt. 6; Moving Learning Sciences Research into the Classroom --; Ch. 32; Learning sciences and policy design and implementation: key concepts and tools for collaborative engagement; William R. Penuel and James P. Spillane --; Ch. 33; Designing for learning: interest, motivation, and engagement; Sanna Järvelä and K. Ann Renninger --; Ch. 34; Learning as a cultural process: achieving equity through diversity; Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren and Carol D. Lee --; Ch. 35; A learning sciences perspective on teacher learning research; Barry J. Fishman, Elizabeth A. Davis and Carol K. K. Chan --; Ch. 36; Conclusion: the future of learning: grounding educational innovation in the learning sciences; R. Keith Sawyer
N2  - 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
ER  -