Reflections on the Learning Sciences
Reflections on the Learning Sciences

Author: Michael A. Evans

Publisher: Cambridge University Press

Published: 2020-10-29

Total Pages: 311

ISBN-13: 9781107659445

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This volume offers a historical and critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to understanding and improving how children and adults learn. It features a wide range of authors, including established scholars who founded and guided the learning sciences through the initial turbulence of forming a new line of academic inquiry, as well as newcomers who are continuing to shape the field. This diversity allows for a broad yet selective perspective on what the learning sciences are, why they came to be, and how contributors conduct their work. Reflections on the Learning Sciences serves both as a starting point for discussion among scholars familiar with the discipline and as an introduction for those interested in learning more. It will benefit graduate students and researchers in computer science, educational psychology, instructional technology, science, engineering, and mathematics.

Reflections on the Learning Sciences
Reflections on the Learning Sciences

Author: Michael A. Evans

Publisher: Cambridge University Press

Published: 2016-02-04

Total Pages: 487

ISBN-13: 1316594734

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This volume offers a historical and critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to understanding and improving how children and adults learn. It features a wide range of authors, including established scholars who founded and guided the learning sciences through the initial turbulence of forming a new line of academic inquiry, as well as newcomers who are continuing to shape the field. This diversity allows for a broad yet selective perspective on what the learning sciences are, why they came to be, and how contributors conduct their work. Reflections on the Learning Sciences serves both as a starting point for discussion among scholars familiar with the discipline and as an introduction for those interested in learning more. It will benefit graduate students and researchers in computer science, educational psychology, instructional technology, science, engineering, and mathematics.

The Cambridge Handbook of the Learning Sciences
The Cambridge Handbook of the Learning Sciences

Author: R. Keith Sawyer

Publisher: Cambridge University Press

Published: 2014-11-17

Total Pages: 0

ISBN-13: 9781107033252

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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.

Video Research in the Learning Sciences
Video Research in the Learning Sciences

Author: Ricki Goldman

Publisher: Routledge

Published: 2014-05-01

Total Pages: 618

ISBN-13: 1135604053

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Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their own work, is to help usher in video scholarship and supportive technologies, and to mentor video scholars, so that video research will meet its maximum potential to contribute to the growing knowledge base about teaching and learning. This volume contributes deeply to both to the science of learning through in-depth video studies of human interaction in learning environments—whether classrooms or other contexts—and to the uses of video for creating descriptive, explanatory, or expository accounts of learning and teaching. It is designed around four themes—each with a cornerstone chapter that introduces and synthesizes the cluster of chapters related to it: Theoretical frameworks for video research; Video research on peer, family, and informal learning; Video research on classroom and teacher learning; and Video collaboratories and technological futures. Video Research in the Learning Sciences is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies for inquiries about learning and teaching. Visit the Web site affiliated with this book: www.videoresearch.org

Do We Know What We Are Doing? Reflections on Learning, Knowledge, Economics, Community and Sustainability
Do We Know What We Are Doing? Reflections on Learning, Knowledge, Economics, Community and Sustainability

Author: Rolf Jucker

Publisher: Cambridge Scholars Publishing

Published: 2014-10-17

Total Pages: 110

ISBN-13: 1443869864

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The discourse of education for sustainability has been severely limited by the fact that it largely refuses to acknowledge important insights from other fields of learning and knowledge. This reluctance to engage with central insights regarding how the world and, more specifically, how human interactions with both the human and non-human world work, ensures that it has remained a largely self-centred discourse. It is tangled up with reflections on education without contextualising them in the...

Exploring the Intersection of Science Education and 21st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills

Author: National Research Council

Publisher: National Academies Press

Published: 2010-01-26

Total Pages: 145

ISBN-13: 0309150647

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An emerging body of research suggests that a set of broad "21st century skills"-such as adaptability, complex communication skills, and the ability to solve non-routine problems-are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge. To explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes-including talk and argument, modeling and representation, and learning from investigations-builds science proficiency. At the same time, this engagement may develop 21st century skills. Exploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.

Knowledge and Interaction
Knowledge and Interaction

Author: Andrea A. diSessa

Publisher: Routledge

Published: 2015-12-07

Total Pages: 615

ISBN-13: 1317632958

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Decades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowledge and Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and cognitive modeling and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume’s four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination.

Reflections on the Teaching of Programming
Reflections on the Teaching of Programming

Author: Jens Bennedsen

Publisher: Springer Science & Business Media

Published: 2008-05-20

Total Pages: 263

ISBN-13: 3540779337

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This state-of-the-art survey, reflecting on the teaching of programming, has been written by a group of primarily Scandinavian researchers and educators with special interest and experience in the subject of programming. The 14 chapters - contributed by 24 authors - present practical experience gathered in the process of teaching programming and associated with computing education research work. Special emphasis is placed on practical advice and concrete suggestions. The authors are all members of the Scandinavian Pedagogy of Programming Network (SPoP), and bring together a diverse body of experiences from the Nordic countries. The 14 chapters of the book have been carefully written and edited to present 4 coherent units on issues in introductory programming courses, object-oriented programming, teaching software engineering issues, and assessment. Each of these individual parts has its own detailed introduction. The topics addressed span a wide range of problems and solutions associated with the teaching of programming such as introductory programming courses, exposition of the programming process, apprentice-based learning, functional programming first, problem-based learning, the use of on-line tutorials, object-oriented programming and Java, the BlueJ environment to introduce programming, model-driven programming as opposed to the prevailing language-driven approach, teaching software engineering, testing, extreme programming, frameworks, feedback and assessment, active learning, technology-based individual feedback, and mini project programming exams.

Computer Science
Computer Science

Author: National Research Council

Publisher: National Academies Press

Published: 2004-10-06

Total Pages: 216

ISBN-13: 0309165636

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Computer Science: Reflections on the Field, Reflections from the Field provides a concise characterization of key ideas that lie at the core of computer science (CS) research. The book offers a description of CS research recognizing the richness and diversity of the field. It brings together two dozen essays on diverse aspects of CS research, their motivation and results. By describing in accessible form computer science's intellectual character, and by conveying a sense of its vibrancy through a set of examples, the book aims to prepare readers for what the future might hold and help to inspire CS researchers in its creation.

Systematic Reviews in Educational Research
Systematic Reviews in Educational Research

Author: Olaf Zawacki-Richter

Publisher: Springer Nature

Published: 2019-11-21

Total Pages: 175

ISBN-13: 3658276029

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In this open access edited volume, international researchers of the field describe and discuss the systematic review method in its application to research in education. Alongside fundamental methodical considerations, reflections and practice examples are included and provide an introduction and overview on systematic reviews in education research.