Preface R. Keith Sawyer; 1. Introduction: the new science of learning R. Keith Sawyer; Part I. Foundations: 2. Foundations of the learning sciences Mitchell J. Nathan and R. Keith Sawyer; 3. Scaffolding Brian J. Reiser and Iris Tabak; 4. Metacognition Philip H. Winne and Roger Azevedo; 5. A history of conceptual change research: threads and fault lines Andrea A. diSessa; 6. Cognitive apprenticeship Allan Collins and Manu Kapur; 7. Learning in activity James G. Greeno and Yrjoe Engestroem; Part II. Methodologies: 8. Design-based research: a methodological toolkit for engineering change Sasha Barab; 9. Microgenetic methods Clark A. Chinn and Bruce L. Sherin; 10. Analyzing collaboration Noel Enyedy and Reed Stevens; 11. Frontiers of digital video research in the learning sciences: mapping the terrain Ricki Goldman, Carmen Zahn and Sharon J. Derry; 12. A learning sciences perspective on the design and use of assessment in education James W. Pellegrino; 13. Educational data mining and learning analytics Ryan Baker and George Siemens; Part III. Practices that Foster Effective Learning: 14. Project-based learning Joseph S. Krajcik and Namsoo Shin; 15. Problem-based learning Jingyan Lu, Susan Bridges and Cindy E. Hmelo-Silver; 16. Complex systems and the learning sciences Uri Wilensky and Michael J. Jacobson; 17. Tangible and full-body interfaces in learning Michael Eisenberg and Narcis Pares; 18. Embodiment and embodied design Dor Abrahamson and Robb Lindgren; 19. Videogames and learning Constance Steinkuehler and Kurt Squire; Part IV. Learning Together: 20. Knowledge building and knowledge creation: theory, pedagogy, and technology Marlene Scardamalia and Carl Bereiter; 21. The social and interactive dimensions of collaborative learning Naomi Miyake and Paul A. Kirschner; 22. Arguing to learn Jerry Andriessen and Michael Baker; 23. Informal learning in museums Kevin Crowley, Palmyre Pierroux and Karen Knutson; 24. Computer-supported collaborative learning Gerry Stahl, Timothy Koschmann and Daniel Suthers; 25. Mobile learning Mike Sharples and Roy Pea; 26. Learning in virtual worlds Yasmin B. Kafai and Chris Dede; Part V. Learning Disciplinary Knowledge: 27. Research in mathematics education: what can it teach us about human learning? Anna Sfard and Paul Cobb; 28. Science education and the learning sciences as co-evolving species Nancy Butler Songer and Yael Kali; 29. Learning historical concepts Mario Carretero and Peter Lee; 30. Learning to be literate Peter Smagorinsky and Richard E. Mayer; 31. Arts education and the learning sciences Erica Rosenfeld Halverson and Kimberly M. Sheridan; Part VI. Moving Learning Sciences Research into the Classroom: 32. Learning sciences and policy design and implementation: key concepts and tools for collaborative engagement William R. Penuel and James P. Spillane; 33. Designing for learning: interest, motivation, and engagement Sanna Jarvela and K. Ann Renninger; 34. Learning as a cultural process: achieving equity through diversity Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren and Carol D. Lee; 35. A learning sciences perspective on teacher learning research Barry J. Fishman, Elizabeth A. Davis and Carol K. K. Chan; 36. Conclusion: the future of learning: grounding educational innovation in the learning sciences R. Keith Sawyer.
This revised second edition of the Handbook incorporates the latest research to provide practical advice on effective teaching and learning.
R. Keith Sawyer is Morgan Distinguished Professor in Educational Innovations at the University of North Carolina at Chapel Hill School of Education. He studies creativity, innovation, and learning, with a focus on collaborating groups and teams. He is the author or editor of thirteen books, including Group Genius: The Creative Power of Collaboration (2007), Explaining Creativity: The Science of Human Innovation (2012) and Zig Zag: The Surprising Path to Greater Creativity (2013).
'The first edition of this Handbook was outstanding. This second
edition is even more inclusive and up to date, with a choice of
chapters that nicely complement one another and are written with
unusual clarity. I see this as a must-read that will help all of us
interested in the learning sciences move toward new levels of
synthesis and application, and discover previously hidden pathways
toward exciting new research issues. We owe the editor and authors
a great debt of thanks for their outstanding work.' John D.
Bransford, Shauna C. Larson Professor of the Learning Sciences at
the University of Washington, Emeritus
'The learning sciences is well exemplified in this very well-put-together book. There are excellent articles here about learning by argumentation, by collaboration, through projects, through cognitive apprenticeship, and in virtual words. This book demonstrates that learning scientists continue to make great progress on how learning works.' Roger Schank, Professor Emeritus, Northwestern University, Illinois
'Too often, we educators teach in the ways that we have been taught, without regard to the research about how learning actually happens. This anthology is an invaluable contribution to a long overdue discussion about how best to 'reinvent' education for the twenty-first century.' Tony Wagner, Harvard University, Massachusetts, author of The Global Achievement Gap and Creating Innovators
'In an academic landscape characterized by increasing specialization, the learning sciences stands out for its broad and interdisciplinary approach. In this highly readable and useful overview of the field, this outstanding group of authors demonstrates the power and promise of a field motivated not by the advance of a particular theory or paradigm but by a desire to understand and solve some of the most significant issues of our day - issues of education and learning in a socially and technologically complex world.' James W. Stigler, University of California, Los Angeles
'This is a deeply rich, comprehensive handbook of the learning sciences. The volume covers an impressive array of topics - from theoretical approaches to methodologies to concrete, implementable instructional techniques. I found it to be extremely informative and accessible. Without a doubt this handbook will be an indispensable and satisfying resource for students, researchers, teachers and experts.' Mark McDaniel, Washington University, St Louis