© 2012 – Routledge
300 pages | 32 B/W Illus.
The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints. More specifically:
Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues. Part II presents specific design work in terms of design principles, models, and prototypes.
Dedication Preface 1. From Smart Person to Smart Design: Cultivating Intellectual Potential and Promoting Intellectual Growth through Design Research, David Yun Dai 2. Intelligent Action as a Shared Accomplishment, Melissa Gresalfi, Sasha Barab, and Amanda Sommerfeld 3. The Interplay of Creative and Critical Thinking in Instruction, Judith A. Langer 4. Developing Validity and Reliability Criteria for Assessments in Innovation and Design Research Studies, Anthony E. Kelly 5. Design Research and Twice Exceptional Children: Toward an Integration of Motivation, Emotion and Cognition Factors for a Technology-based Intervention, Brenda Bannan 6. Designing a Learning Ecology to Support the Development of Rational Number: Blending Motion and Unit Partitioning of Length Measures, Richard Lehrer and Erin Pfaff 7. The Productive Disciplinary Engagement Framework: Origins, Key Concepts, and Developments, Randi A. Engle 8. Designing Adaptive Collaboration Structures for Advancing the Community’s Knowledge, Jianwei Zhang 9. Trajectories of Participation and Identification in Learning Communities Involving Disciplinary Practices, Joseph L. Polman 10. Does Playing the World of Goo Facilitate Learning? Valerie J. Shute, and Yoon Jeon Kim Epilogue: Where Are We, and Where Are We Going?, David Yun Dai, Jianwei Zhang, and Zheng Yan About the Editor and Authors
This series has several goals:
This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.
Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.
Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.