1st Edition

International Handbook of the Learning Sciences

    574 Pages 44 B/W Illustrations
    by Routledge

    574 Pages 44 B/W Illustrations
    by Routledge

    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.

    Foreword, Janet L. Kolodner 1. Introduction, Frank Fischer, Susan R. Goldman, Cindy E. Hmelo-Silver and Peter Reimann I. Historical Foundations and Theoretical Orientations of the Learning Sciences 2. A Short History of the Learning Sciences, Christopher Hoadley 3. Epistemic Cognition and Epistemological Development, Clark Chinn and William Sandoval 4. Cognitive and Sociocultural Perspective on Learning: Tensions and Synergy in the Learning Sciences, Joshua A. Danish and Melissa Gresalfi 5. Apprenticeship Learning, Julia Eberle 6. Expertise, Peter Reimann and Lina Markauskaite 7. Cognitive Neuroscience Foundations for the Learning Sciences, Sashank Varma, Soo-hyun Im, Astrid Schmied, Kasey Michel and Keisha Varma 8. Embodied Cognition in Learning and Teaching: Action, Observation and Imagination, Martha W. Alibali and Mitchell J. Nathan 9. Learning from Multiple Sources in a Digital Society, Susan R. Goldman and Saskia Brand-Gruwel 10. Multiple Representations and Multimedia Learning, Shaaron Ainsworth 11. Learning Within and Beyond the Disciplines, Leslie R. Herrenkohl and Joseph L. Polman 12. Motivation, Engagement, and Interest: "In the End, It Came Down to You and How You Think of the Problem", K. Ann Renninger, Yanyan Ren and Heidi M. Kern 13. Contemporary Perspectives of Regulated Learning in Collaboration, Sanna Järvelä, Allyson Hadwin, Jonna Malmberg and Mariel Miller 14. Collective Knowledge Construction, Ulrike Cress and Joachim Kimmerle 15. Learning at Work: Social Practices and Units of Analysis, Sten Ludvigsen and Monika Nerland 16. Complex Systems and the Learning Sciences: Implications for Learning, Theory, and Methodologies, Susan A. Yoon II. Learning Environments: Designing, Researching, Evaluating 17. 4C/ID in the Context of Instructional Design and the Learning Sciences, Jeroen J. G. van Merriënboer and Paul A. Kirschner 18. Classroom Orchestration, Pierre Dillenbourg, Luis P. Prieto and Jennifer K. Olsen 19. Research on Scaffolding in the Learning Sciences: A Methodological Perspective, Iris Tabak and Eleni A. Kyza 20. Example-based Learning, Tamara van Gog and Nikol Rummel 21. Learning through Problem Solving, Cindy E. Hmelo-Silver, Manu Kapur and Miki Hamstra 22. Inquiry Learning and Opportunities for Technology, Marcia C. Linn, Kevin W. McElhaney, Libby Gerard and Camillia Matuk, 23. Supporting Informal STEM Learning with Technological Exhibits: An Ecosystemic Approach, Leilah Lyons 24. Intelligent Tutoring Systems, Arthur C. Graesser, Xiangen Hu and Robert Sottilare 25. Simulation, Games, and Modeling Tools for Learning, Ton de Jong, Ard Lazonder, Margus Pedaste and Zacharias Zacharia 26. Supporting Teacher Learning through Design, Technology, and Open Educational Resources, Mimi Recker and Tamara Sumner 27. Games in the Learning Sciences: Reviewing Evidence from Playing and Making Games for Learning, Deborah A. Fields and Yasmin B. Kafai 28. The Maker Movement and Learning, Erica Halverson and Kylie Peppler 29. Knowledge Building: Theory, Design and Analysis, Carol K. K. Chan and Jan van Aalst30. Collective Inquiry in Communities of Learners, James D. Slotta, Rebecca Quintana and Tom Moher 31. Computer-Supported Argumentation and Learning, Baruch Schwarz 32. Theoretical and Methodological Frameworks for Computer-Supported Collaborative Learning, Heisawn Jeong and Kylie Hartley 33. Scaffolding and Scripting (Computer-Supported) Collaborative Learning, Ingo Kollar, Christof Wecker and Frank Fischer 34. Group Awareness Tools for Computer-Supported Collaborative Learning, Daniel Bodemer, Jeroen Janssen and Lenka Schnaubert 35. Mobile Computer-Supported Collaborative Learning, Chee-Kit Looi and Lung-Hsiang Wong 36. Massive Open Online Courses (MOOCs) and Rich Landscapes of Learning: A Learning Sciences Perspective, Gerhard Fischer III. Research, Assessment, and Analytic Methods 37. Design-Based Research (DBR), Sadhana Puntambekar 38. Design-Based Implementation Research, Barry Fishman and William Penuel 39. Participatory Design and the Learning Sciences, Kimberley Gomez, Eleni Kyza and Nicole Mancevice 40. Assessment of and for Learning, James W. Pellegrino 41. Learning Progressions, Ravit G. Duncan and Ann E. Rivet 42. Measuring Competencies, Stefan Ufer and Knut Neumann 43. Mixed Methods Research as a Pragmatic Toolkit: Understanding versus Fixing Complexity in the Learning Sciences, Filitsa Dingyloudi and Jan-Willem Strijbos 44. Multivocal Analysis: Multiple Perspectives in Analyzing Interaction, Kristine Lund and Daniel Suthers 45. Ethnomethodology: Studying the Practical Achievement of Intersubjectivity, Timothy Koschmann 46. Interactional Ethnography, Judith L. Green and Susan M. Bridges 47. Video Research Methods for Learning Scientists: State of the Art and Future Directions, Sharon J. Derry, Lana M. Minshew, Kelly Barber-Lester and Rebekah Duke 48. Quantifying Qualities of Collaborative Learning Processes, Freydis Vogel and Armin Weinberger 49. Learning Analytics in the Learning Sciences, Carolyn P. Rosé 50. Epistemic Network Analysis: Understanding Learning by Using Big Data for Thick Description, David W. Shaffer 51. Selecting Statistical Methods for the Learning Sciences and Reporting their Results, Bram De Wever and Hilde Van Keer


    Frank Fischer is Professor of Educational Psychology and Educational Sciences in the Department of Psychology and Director of the Munich Center of the Learning Sciences (MCLS) at Ludwig Maximilian University, Munich, Germany.

    Cindy E. Hmelo-Silver is Barbara B. Jacobs Chair of Education and Technology and Professor of Learning Sciences at Indiana University Bloomington, USA.

    Susan R. Goldman is Distinguished Professor of Psychology and Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago, USA.

    Peter Reimann is Professor of Education at the CoCo Research Centre and Co-Director of the Centre for Research on Learning & Innovation (CRLI) at the University of Sydney, Australia.

    "This kaleidoscopic volume introduces the learning sciences, the remarkably rich and complex interdisciplinary body of multi-method, multi-perspective inquiry into understanding and fostering thinking and learning. With its truly international authorship and perspective, this handbook is the place to start if you want to know how the learning sciences originated, what they are, and what they are becoming. It is destined to become a canonical reference."

    —Alan Schoenfeld, Elizabeth and Edward Conner Professor of Education at the University of California, Berkeley, USA

    "This handbook is a herculean accomplishment involving the contribution of over 100 prominent scholars from 17 countries in 4 continents. It captures theoretical advances beyond the established perspectives to address learning at the neural, institutional, and network levels. The wide-ranging innovations in learning environments and research methods encompassed make it a valuable resource for established scholars, early-career researchers, and educators interested in research-informed policy and/or practice."

    —Nancy Law, Professor of Education at the University of Hong Kong