International Handbook of the Learning Sciences

✍ Scribed by Frank Fischer, Cindy E. Hmelo-Silver, Susan R. Goldman, and Peter Reimann

• Publisher: Routledge
• Year: 2018
• Tongue: English
• Leaves: 575
• Category: Library

✦ Table of Contents

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
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
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
Theory of Knowledge Building and Knowledge Forum
Classroom Design and Pedagogy for Knowledge Building
Analyzing Knowledge Building and Technology-Supported Assessment
The Knowledge-Building Model: Comparisons, Synergies, and Tensions
Conclusions and Future Directions
Further Readings
NAPLeS Resources
References
Chapter 30: Collective Inquiry in Communities of Learners
Introduction
Learning Communities for Collective Inquiry
Knowledge Communities and Inquiry (KCI)
Embedded Phenomena for Inquiry Communities
A KCI Script for WallCology: An Example of Collective Inquiry
Finding: A Role for Aggregate Representations of Community Knowledge
Finding: Supporting Evidence-Based Arguments in a Scientific Community
Conclusions: Classrooms as Learning Communities
Further Readings
NAPLeS Resources
References
Chapter 31: Computer-Supported Argumentation and Learning
Argumentation and the Origins of Computer-Supported Collaborative Learning (CSCL)
New Research Paths in Computer-Supported Argumentation for Learning
CSCL Tools, E-Argumentation, Dialogism, and Deliberative Democracy
Further Readings
NAPLeS Resources
References
Chapter 32: Theoretical and Methodological Frameworks for
Computer-Supported Collaborative Learning
Introduction
Key Challenges of CSCL Research
Theoretical Practices of CSCL
Methodological Practices of CSCL
Theory–Method Alignments
Taking Things Together
Further Readings
References
Chapter 33: Scaffolding and Scripting (Computer-Supported)
Collaborative Learning
Why Does (Computer-Supported) Collaborative Learning Need to Be Scaffolded?
Defining Terms: Scaffolds and Scripts
Developing a Framework of Research on Scaffolding and Scripting (Computer-Supported) Collaborative Learning
When Scaffolds Work and When They Do Not: A Script Theory of Guidance Point of View
Making Scaffolds and Scripts Flexible to Support Self-Regulation of Collaboration
Conclusions
Further Readings
NAPLeS Resources
References
Chapter 34: Group Awareness Tools for Computer-Supported Collaborative Learning
The Concept of Group Awareness
Types and Functions of Group Awareness Tools
Empirical Group Awareness Research: Methods and Findings
Trends and Developments
Conclusions
Further Readings
References
Chapter 35: Mobile Computer-Supported Collaborative Learning
Introduction
Theorizing Mobile Learning
Types of mCSCL Learning Designs
Current Research into mCSCL
Future Research on mCSCL
Further Readings
NAPLeS Resources
References
Chapter 36: Massive Open Online Courses (MOOCs) and Rich Landscapes
of Learning: A Learning Sciences Perspective
Massive Open Online Courses (MOOCs)
Rich Landscapes of Learning
State of the Art
Future Challenges, Trends, and Developments
Conclusion
Acknowledgments
Further Readings
NAPLeS Resources
References
SECTION 3:
Research, Assessment, and Analytic Methods
Chapter 37: Design-Based Research (DBR)
Introduction
Trajectory of Studies in the CoMPASS Project
Planning Trajectories in DBR
Conclusion
Further Readings
NAPLeS Resources
References
Chapter 38: Design-Based Implementation Research
Principles of DBIR
Antecedents of DBIR
Examples of DBIR
Argumentative Grammars of DBIR
Challenges in DBIR Work
Future Trends in DBIR
Further Readings
NAPLeS Resources
References
Chapter 39: Participatory Design and the Learning Sciences
Introduction
Foundations
Research Themes
Challenges and Tensions in Collaborations
Implications for Practice and Policy
Conclusions
Further Readings
References
Chapter 40: Assessment of and for Learning
Chapter Overview and Goals
Educational Assessment in Context
Assessment as a Process of Evidentiary Reasoning: The Assessment Triangle
Domain-Specific Learning: The Role of Learning Progressions
Assessment Development: Construct-Centered Design
Assessment Validity: Argumentation and Evidence
Implications for Assessment Design and Use
The Design and Use of Large-Scale Assessment
The Role of Assessment in Learning Sciences Theory and Research
Further Readings
NAPLeS Resources
References
Chapter 41: Learning Progressions
Learning Progressions and the Learning Sciences
The Historical Roots and Definition of Learning Progressions
Similarities and Differences Across LPs
Methods for Developing and Refining LPs
Concerns and Criticisms
Conclusions
Acknowledgment
Further Readings
NAPLeS Resources
References
Chapter 42: Measuring Competencies
Introduction
Measuring Competence: Conceptual Issues
Analyzing Competence: Statistical Methods
Conclusion
Further Readings
References
Chapter 43: Mixed Methods Research as a Pragmatic Toolkit: Understanding
Versus Fixing Complexity in the Learning Sciences
What is MMR?
Why MMR?
“Paradigmatic” Stance: A Pragmatic Stance to Methodology
MMR Designs: Typologies
Examples of MMR in the Learning Sciences
Reflections and Future Considerations
Further Readings
NAPLeS Resources
References
Chapter 44: Multivocal Analysis: Multiple Perspectives in Analyzing Interaction
Methodological Traditions in the Learning Sciences
Multivocal Analysis
The Future of Multivocal Analysis
Further Readings
NAPLeS Resources
Note
References
Chapter 45: Ethnomethodology: Studying the Practical Achievement
of Intersubjectivity
Four Approaches to Studying the Practical Achievement of Intersubjectivity
Further Readings
NAPLeS Resources
Notes
References
Chapter 46: Interactional Ethnography
Introduction
Theoretical Roots of IE as a Logic of Inquiry
Principles of Conduct for Bounding Studies Within an Ongoing Ethnography
Acknowledgment
Further Readings
NAPLeS Resources
References
Chapter 47: Video Research Methods for Learning Scientists: State of the Art
and Future Directions
Video Research on Teaching and Learning
Conducting Research on Learning with/Through Video
Analytics and Data Mining
Concluding Comments
Further Readings
References
Chapter 48: Quantifying Qualities of Collaborative Learning Processes
Why Analyze Collaborative Learning Processes?
The Procedure of Analyzing Behavior and Dialogue in the Learning Sciences
Outlook on Aggregation of Data and Statistical Models for Testing Hypotheses
Summary and Conclusion
Further Readings
NAPLeS Resources
References
Chapter 49: Learning Analytics in the Learning Sciences
Introduction: Scope and Positioning
History of Learning Analytics Within the Learning Sciences
A Theory Grounded Methodology
Into the Future: An Agenda for Learning Analytics in the Learning Sciences
Acknowledgments
Further Readings
NAPLeS Resources
References
Chapter 50: Epistemic Network Analysis: Understanding Learning
by Using Big Data for Thick Description
Introduction
Theoretical Foundations of ENA
The Pragmatics of ENA
ENA Analysis: A Case Study
Lessons for the Learning Sciences
Acknowledgments
Further Readings
NAPLeS Resources
Notes
References
Chapter 51: Selecting Statistical Methods for the Learning Sciences and
Reporting Their Results
Introduction
Characteristics of Research in the Learning Sciences
Recommendations for Selecting, Applying, and Reporting Statistical Methods and Results
Examples of Good Practices Illustrating the Recommendations
Discussion and Conclusion
Further Readings
NAPLeS Resources
References
Index