Reflections on the Learning Sciences
Herausgeber: Evans, Michael A.; Sawyer, R. Keith; Packer, Martin J.
Reflections on the Learning Sciences
Herausgeber: Evans, Michael A.; Sawyer, R. Keith; Packer, Martin J.
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This volume presents a historical, critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to studying how people learn. It features both established and up-and-coming scholars, offering a broad yet selective perspective on what the learning sciences are and how contributors conduct their work.
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This volume presents a historical, critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to studying how people learn. It features both established and up-and-coming scholars, offering a broad yet selective perspective on what the learning sciences are and how contributors conduct their work.
Produktdetails
- Produktdetails
- Current Perspectives in Social and Behavioral Sciences
- Verlag: Cambridge University Press
- Seitenzahl: 312
- Erscheinungstermin: 29. Oktober 2020
- Englisch
- Abmessung: 229mm x 152mm x 18mm
- Gewicht: 472g
- ISBN-13: 9781107659445
- ISBN-10: 1107659442
- Artikelnr.: 59984697
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
- Current Perspectives in Social and Behavioral Sciences
- Verlag: Cambridge University Press
- Seitenzahl: 312
- Erscheinungstermin: 29. Oktober 2020
- Englisch
- Abmessung: 229mm x 152mm x 18mm
- Gewicht: 472g
- ISBN-13: 9781107659445
- ISBN-10: 1107659442
- Artikelnr.: 59984697
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
1. Introduction Michael A. Evans, Martin J. Packer and R. Keith Sawyer;
Part I. Past: 2. Why learning sciences? Roger Schank; 3. The prehistory of
the learning sciences Roy Pea; 4. Some early contributions to the situative
perspective on learning and cognition James Greeno and Timothy
Nokes-Malach; 5. The group as paradigmatic unit of analysis: the contested
relationship of CSCL to the learning sciences Gerry Stahl; Part II.
Present: 6. Reconstructing the influences on and focus of the learning
sciences from the field's published conference proceedings Victor R. Lee,
Min Yuan, Lei Ye and Mimi Recker; 7. Mapping the territory of the learning
sciences Martin J. Packer and Cody Maddox; 8. Researcher-practitioner
collaboration in educational design research: processes, roles, values, and
expectations Susan McKenney; Part III. Future: 9. Growing the learning
sciences: brand or big tent? Implications for graduate education Mitchell
J. Nathan, Nikol Rummel and Kenneth E. Hay; 10. Education policy and the
learning sciences: the case for a new alliance Mary Kay Stein, Kevin
Crowley and Lauren Resnick; 11. Learning and development as transaction:
offering a Deweyan perspective to extend the landscape of the learning
sciences Michael A. Evans and Sandra Schneider; 12. Conclusion: a
Foucauldian analysis of the learning sciences R. Keith Sawyer.
Part I. Past: 2. Why learning sciences? Roger Schank; 3. The prehistory of
the learning sciences Roy Pea; 4. Some early contributions to the situative
perspective on learning and cognition James Greeno and Timothy
Nokes-Malach; 5. The group as paradigmatic unit of analysis: the contested
relationship of CSCL to the learning sciences Gerry Stahl; Part II.
Present: 6. Reconstructing the influences on and focus of the learning
sciences from the field's published conference proceedings Victor R. Lee,
Min Yuan, Lei Ye and Mimi Recker; 7. Mapping the territory of the learning
sciences Martin J. Packer and Cody Maddox; 8. Researcher-practitioner
collaboration in educational design research: processes, roles, values, and
expectations Susan McKenney; Part III. Future: 9. Growing the learning
sciences: brand or big tent? Implications for graduate education Mitchell
J. Nathan, Nikol Rummel and Kenneth E. Hay; 10. Education policy and the
learning sciences: the case for a new alliance Mary Kay Stein, Kevin
Crowley and Lauren Resnick; 11. Learning and development as transaction:
offering a Deweyan perspective to extend the landscape of the learning
sciences Michael A. Evans and Sandra Schneider; 12. Conclusion: a
Foucauldian analysis of the learning sciences R. Keith Sawyer.
1. Introduction Michael A. Evans, Martin J. Packer and R. Keith Sawyer;
Part I. Past: 2. Why learning sciences? Roger Schank; 3. The prehistory of
the learning sciences Roy Pea; 4. Some early contributions to the situative
perspective on learning and cognition James Greeno and Timothy
Nokes-Malach; 5. The group as paradigmatic unit of analysis: the contested
relationship of CSCL to the learning sciences Gerry Stahl; Part II.
Present: 6. Reconstructing the influences on and focus of the learning
sciences from the field's published conference proceedings Victor R. Lee,
Min Yuan, Lei Ye and Mimi Recker; 7. Mapping the territory of the learning
sciences Martin J. Packer and Cody Maddox; 8. Researcher-practitioner
collaboration in educational design research: processes, roles, values, and
expectations Susan McKenney; Part III. Future: 9. Growing the learning
sciences: brand or big tent? Implications for graduate education Mitchell
J. Nathan, Nikol Rummel and Kenneth E. Hay; 10. Education policy and the
learning sciences: the case for a new alliance Mary Kay Stein, Kevin
Crowley and Lauren Resnick; 11. Learning and development as transaction:
offering a Deweyan perspective to extend the landscape of the learning
sciences Michael A. Evans and Sandra Schneider; 12. Conclusion: a
Foucauldian analysis of the learning sciences R. Keith Sawyer.
Part I. Past: 2. Why learning sciences? Roger Schank; 3. The prehistory of
the learning sciences Roy Pea; 4. Some early contributions to the situative
perspective on learning and cognition James Greeno and Timothy
Nokes-Malach; 5. The group as paradigmatic unit of analysis: the contested
relationship of CSCL to the learning sciences Gerry Stahl; Part II.
Present: 6. Reconstructing the influences on and focus of the learning
sciences from the field's published conference proceedings Victor R. Lee,
Min Yuan, Lei Ye and Mimi Recker; 7. Mapping the territory of the learning
sciences Martin J. Packer and Cody Maddox; 8. Researcher-practitioner
collaboration in educational design research: processes, roles, values, and
expectations Susan McKenney; Part III. Future: 9. Growing the learning
sciences: brand or big tent? Implications for graduate education Mitchell
J. Nathan, Nikol Rummel and Kenneth E. Hay; 10. Education policy and the
learning sciences: the case for a new alliance Mary Kay Stein, Kevin
Crowley and Lauren Resnick; 11. Learning and development as transaction:
offering a Deweyan perspective to extend the landscape of the learning
sciences Michael A. Evans and Sandra Schneider; 12. Conclusion: a
Foucauldian analysis of the learning sciences R. Keith Sawyer.