Search Results for international-handbook-of-the-learning-sciences

Theory of Knowledge Building and Knowledge Forum

Author: Frank Fischer

Publisher:

ISBN: 1138670596

Category: Learning, Psychology of

Page: 552

View: 583

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The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.
2018-04-20 By Frank Fischer

This handbook will provide an overview of the diverse aspects of the field, allowing newcomers to develop a sense of the entirety of CSCL research and for existing community members to become more deeply aware of work outside their direct ...

Author: Ulrike Cress

Publisher: Springer

ISBN: 3030652904

Category: Education

Page: 680

View: 790

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CSCL has in the past 15 years (and often in conjunction with Springer) grown into a thriving and active community. Yet, lacking is a comprehensive CSCL handbook that displays the range of research being done in this area. This handbook will provide an overview of the diverse aspects of the field, allowing newcomers to develop a sense of the entirety of CSCL research and for existing community members to become more deeply aware of work outside their direct area. The handbook will also serve as a ready reference for foundational concepts, methods, and approaches in the field. The chapters are written in such a way that each of them can be used in a stand-alone fashion while also serving as introductory readings in relevant study courses or in teacher education. While some CSCL-relevant topics are addressed in the International Handbook of the Learning Sciences and the International Handbook of Collaborative Learning, these books do not aim to present an integrated and comprehensive view of CSCL. The International Handbook of Computer- Supported Collaborative Learning covers all relevant topics in CSCL, particularly recent developments in the field, such as the rise of computational approaches and learning analytics.
2021-08-27 By Ulrike Cress

Video research methods for Learning Scientists: state-of-the-art and future directions. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 489–499).

Author: Frank Fischer

Publisher: Routledge

ISBN: 9781317208358

Category: Education

Page: 552

View: 132

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The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.
2018-04-19 By Frank Fischer

Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to ...

Author: Clark Chinn

Publisher:

ISBN: 1138922609

Category: Inquiry-based learning

Page: 370

View: 424

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International Handbook of Inquiry and Learning is an overview of scholarship related to learning through and engagement in inquiry. Education takes on complex dimensions when learners solve problems, draw conclusions, and create meaning not through memorization or recall but instead through active cognitive, affective, and experiential processes. Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this rigorous, globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes. Supported by foundational theories, key definitions, and empirical evidence, the book's special focus on effective environments and motivational goals, equity and epistemic agency among learners, and support of teachers sets powerful, multifaceted new research directions in this rich area of study.
2021 By Clark Chinn

The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project.

Author: Barry J. Fraser

Publisher: Springer Science & Business Media

ISBN: 9781402090417

Category: Science

Page: 1564

View: 661

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The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.
2011-12-13 By Barry J. Fraser

A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, 13(3), 337–386. https://doi.org/10.1207/s15327809jls1303_4 Reiser, B., & Tabak, I. (2014). Scaffolding.

Author: Ravit Golan Duncan

Publisher: Routledge

ISBN: 9781317413165

Category: Education

Page: 398

View: 473

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International Handbook of Inquiry and Learning is an overview of scholarship related to learning through and engagement in inquiry. Education takes on complex dimensions when learners solve problems, draw conclusions, and create meaning not through memorization or recall but instead through active cognitive, affective, and experiential processes. Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this rigorous, globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes. Supported by foundational theories, key definitions, and empirical evidence, the book’s special focus on effective environments and motivational goals, equity and epistemic agency among learners, and support of teachers sets powerful, multifaceted new research directions in this rich area of study.
2021-06-30 By Ravit Golan Duncan

The Cambridge Handbook of the Learning Sciences is the definitive introduction to this innovative approach to teaching, learning, and educational technology.

Author: R. Keith Sawyer

Publisher: Cambridge University Press

ISBN: 9781316123461

Category: Psychology

Page:

View: 704

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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 is the definitive introduction to this innovative approach to teaching, learning, and educational technology. This dramatically revised second edition incorporates the latest research in the field, includes twenty new chapters on emerging areas of interest, and features contributors who reflect the increasingly international nature of the learning sciences. The authors address the best ways to 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, museums, and online learning environments. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, educational technology designers, and policy makers on a global scale.
2014-11-17 By R. Keith Sawyer

Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students ...

Author: Stella Vosniadou

Publisher: Routledge

ISBN: 9781136578212

Category: Education

Page: 644

View: 896

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Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students’ difficulties in learning. In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.
2013-07-18 By Stella Vosniadou

The Journal of Learning Sciences, 5, 297–328. Songer, N. B. (1998). Can technology bring students closer to science? In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (Vol. 1, pp. 333–347).

Author: R. Keith Sawyer

Publisher: Cambridge University Press

ISBN: 9781139452472

Category: Psychology

Page:

View: 538

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Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.
2005-04-24 By R. Keith Sawyer

Rotterdam, Netherlands: Sense Publications. Edelson, D. (1997). Realizing authentic scientific learning through the adaptation of scientific practice. In K. Tobin & B. Fraser (Eds.), International Handbook of Science Education.

Author: Roger Azevedo

Publisher: Springer Science & Business Media

ISBN: 9781441955463

Category: Education

Page: 721

View: 332

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Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
2013-04-23 By Roger Azevedo

Learning by expanding: An activity-theoretical approach to developmental research. ... In F. Fischer, C. Hmelo-Silver, S. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 465–474). New York: Routledge.

Author: Ulrike Cress

Publisher: Springer Nature

ISBN: 9783030652913

Category:

Page:

View: 888

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Epistemic network analysis: Understanding learning by using big data for thick description. In Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.) International Handbook of the Learning Sciences (pp. 520–531).

Author: Neil Mercer

Publisher: Routledge

ISBN: 9780429806766

Category: Education

Page: 690

View: 396

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The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.
2019-09-26 By Neil Mercer

The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project.

Author: Barry Fraser

Publisher: Springer

ISBN: 1402090404

Category: Science

Page: 1564

View: 923

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The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.
2011-12-14 By Barry Fraser

The International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world.

Author: Tony Townsend

Publisher: Springer Science & Business Media

ISBN: 9400713509

Category: Education

Page: 1357

View: 230

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The International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. The handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can develop leadership for learning in others and in their organisations, especially in diverse contexts and situations. The final chapter considers what we now know about leadership for learning and looks at ways this might be further improved in the future. The book provides the reader with an understanding of the rich contextual nature of learning in schools and the role of school leaders and leadership development in promoting this. It concludes that the preposition ‘for’ between the two readily known and understood terms of ‘leadership’ and ‘learning’ changes everything as it foregrounds learning and complexifies, rather than simplifies, what that word may mean. Whereas common terms such as ‘instructional leadership’ reduce learning to ‘outcomes’, leadership for learning embraces a much wider, developmental view of learning.
2011-07-10 By Tony Townsend

The International Handbook of Science Education is a two volume edition consisting of 77 chapters arranged into 10 sections pertaining to the most significant issues in science education.

Author: B. Fraser

Publisher: Springer

ISBN: UOM:39076002545619

Category: Education

Page: 1271

View: 788

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The International Handbook of Science Education is a two volume edition consisting of 77 chapters arranged into 10 sections pertaining to the most significant issues in science education. Current research and thinking and associated implications for practice are presented for learning, teaching, learning environments, teacher education, curriculum, educational technology, research methods, assessments and evaluation, equity, and history and philosophy of science. Each section contains a lead chapter that provides an overview and synthesis of the field and 5-8 related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education from international leaders in the field. The Handbook is the most authoritative resource yet produced in science education.
2003-06-30 By B. Fraser

In The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education. ... Mayer R.E. (2010) Applying the Science of Learning. ... In The Cambridge Handbook of the Learning Sciences. (Sawyer R.K., ed.) ...

Author: Sabine Hoidn

Publisher: Routledge

ISBN: 9780429535055

Category: Education

Page: 664

View: 960

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The movement away from teacher-centered toward student-centered learning and teaching (SCLT) in higher education has intensified in recent decades. Yet in spite of its widespread use in literature and policy documents, SCLT remains somewhat poorly defined, under-researched and often misinterpreted. Against this backdrop, The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education offers an original, comprehensive and up-to-date overview of the fundamentals of SCLT and its discussion and applications in policy and practice. Bringing together 71 scholars from around the world, the volume offers a most comprehensive and up-to-date overview of the fundamentals of SCLT and its applications in policy and practice; provides beacons of good practice that display how instructional expertise manifests itself in the quality of classroom learning and teaching and in the institutional environment; and critically discusses challenges, new directions and developments in pedagogy, course and study program design, classroom practice, assessment and institutional policy. An essential resource, this book uniquely offers researchers, educators and students in higher education new insights into the roots, latest thinking, practices and evidence surrounding SCLT in higher education.
2020-07-28 By Sabine Hoidn

Educational Research Review, 19, 158–172. Sawyer, R. K. (2014). Introduction. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 1–18). Cambridge, UK: Cambridge University Press. Scardamalia, M., & Bereiter ...

Author: Dani Ben-Zvi

Publisher: Springer

ISBN: 9783319661957

Category: Education

Page: 512

View: 766

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This handbook connects the practice of statistics to the teaching and learning of the subject with contributions from experts in several disciplines. Chapters present current challenges and methods of statistics education in the changing world for statistics and mathematics educators. Issues addressed include current and future challenges in professional development of teachers, use of technology tools, design of learning environments and appropriate student assessments. This handbook presents challenging and inspiring international research perspectives on the history and nature, current issues, and future directions of statistics education and statistics education research.
2017-12-08 By Dani Ben-Zvi

International Conference of the Learning Sciences, Sydney, Australia. Metz, K. E. (2000)v Young children's inquiry in biology: Building the knowledge bases to empower independent inquiry. In J. Minstrell & E. Van Zee (Eds.), ...

Author: Stella Vosniadou

Publisher: Routledge

ISBN: 9781136578205

Category: Education

Page: 656

View: 428

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Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students’ difficulties in learning. In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.
2013-07-18 By Stella Vosniadou

The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications.

Author: Cindy E. Hmelo-Silver

Publisher: Routledge

ISBN: 9781136869556

Category: Education

Page: 528

View: 758

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Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.
2013-03-05 By Cindy E. Hmelo-Silver

International handbook of teachers and teaching. Dordrecht, The Netherlands: Kluwer. Blumenfeld P., Soloway E., Marx R., Krajcik J., Palincsar, M. & A. (1994), Motivating project-based learning: sustaining the doing, supporting the ...

Author: Barry J. Fishman

Publisher: Psychology Press

ISBN: 9781134998135

Category: Psychology

Page: 400

View: 296

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The field of the learning sciences is concerned with educational research from the dual perspectives of human cognition and computing technologies, and the application of this research in three integrated areas: *Design: Design of learning and teaching environments, tools, or media, including innovative curricula, multimedia, artificial intelligence, telecommunications technologies, visualization, modeling, and design theories and activity structures for supporting learning and teaching. *Cognition: Models of the structures and processes of learning and teaching by which knowledge, skills, and understanding are developed, including the psychological foundations of the field, learning in content areas, professional learning, and the study of learning enabled by tools or social structures. *Social Context: The social, organizational, and cultural dynamics of learning and teaching across the range of formal and informal settings, including schools, museums, homes, families, and professional settings. Investigations in the learning sciences approach these issues from an interdisciplinary stance combining the traditional disciplines of computer science, cognitive science, and education. This book documents the proceedings of the Fourth International Conference on the Learning Sciences (ICLS 2000), which brought together experts from academia, industry, and education to discuss the application of theoretical and empirical knowledge from learning sciences research to practice in K-12 or higher education, corporate training, and learning in the home or other informal settings.
2013-04-15 By Barry J. Fishman

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