1st Edition

The Learning Sciences in Conversation Theories, Methodologies, and Boundary Spaces

    292 Pages 21 B/W Illustrations
    by Routledge

    292 Pages 21 B/W Illustrations
    by Routledge

    The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas – transdisciplinarity, design, cognition, and technology – this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.

    Chapter 1. Knowing and Learning in Proleptic Boundary Spaces: Re-Imagining The Learning Sciences

    Pratim Sengupta, Miwa Aoki Takeuchi, Beaumie Kim, Marie-Claire Shanahan, Kim Koh and Armando Paulino Preciado-Babb (University of Calgary)

    SECTION 1: CONVERSATIONS ON TRANSDISCIPLINARITY

    Editors: Miwa Aoki Takeuchi, Jennifer D. Adams, Pratim Sengupta, Marie-Claire Shanahan

    Chapter 2. Critical and Emergent Perspectives to Transdisciplinarity in the Learning Sciences

    Miwa Aoki Takeuchi, Pratim Sengupta, Jennifer D. Adams, Marie-Claire Shanahan (University of Calgary)

    Chapter 3. Promoting Transdisciplinary Epistemic Dialogue

    Richard Lehrer (Vanderbilt University)

    Chapter 4. "Speaking Out More in Class" and "Talk[ing] Less and Less about My Goals":

    A Counter-storytelling of Undergraduate Latina Women’s Critical Race-Gendered Epistemologies as Mathematics Students and Aspiring Engineers

    Luis A. Levya, Zander D. Alley (Vanderbilt University)

    Chapter 5. Youths’ Relationships with the Land, Each Other, and their Community: A Critical Lens and Engagement with the Transdisciplinary and Heterogeneous

    Jrène Rahm (Université de Montréal), Shirley Tagalik (Aqqiumavvik Society), Kukik Baker (Aqqiumavvik Society)

    Chapter 6. Transcending Disciplinarity: An Epilogue for Epistemological, Ontological, and Axiological Expansions

    Jennifer D. Adams, Miwa Aoki Takeuchi, Sarah El Halwany, Mahati Kopparla (University of Calgary)

    SECTION 2: CONVERSATIONS ON DESIGN

    Editors: Beaumie Kim, Douglas B. Clark, Sharon Friesen, Michele Jacobsen

    Chapter 7. Engaging in Design Discourse with Learning Scientists

    Beaumie Kim, Douglas B. Clark, Sharon Friesen, Michele Jacobsen (University of Calgary)

    Chapter 8. The Premises of Design Research

    Matthew W. Easterday, Elizabeth M. Gerber, Daniel G. Reese Lewis (Northwestern University)

    Chapter 9. Learning from "Interpretations of Innovation" in the Co-Design of Digital Tools

    Michelle Hoda Wilkerson, Rebecca L. Shareff, Vasiliki Laina (University of California, Berkeley)

    Chapter 10. Teachers as Designers in Knowledge Building Innovation Networks

    Leanne Ma, Marlene Scardamalia (University of Toronto)

    Chapter 11. Axiology in Learning Design: Centering Value Pluralism in Our Study of Learning Environments

    Kalonji L. K. Nzinga (University of Colorado, Boulder)

    Chapter 12. Continuing the Design Discourse in the Learning Sciences

    Sharon Friesen, Douglas B. Clark, Beaumie Kim, Michele Jacobsen (University of Calgary)

    SECTION 3: CONVERSATIONS ON COGNITION

    Editors: Kim Koh, Pratim Sengupta

    Chapter 13. Reframing Cognition as Enactive, Affective, Ethical and Ideological Experiences

    Pratim Sengupta, Kim Koh (University of Calgary)

    Chapter 14. Enactive Perception as Mathematics Learning

    Dor Abrahamson (University of California, Berkeley)

    Chapter 15. Affective Phenomena in Learning: The Good, the Bad and the Ugly

    Jacqueline Leighton (University of Alberta)

    Chapter 16. Assumptions Matter! Epistemological, Ideological, and Axiological Aspects of Assumptions that Undergird Collective Reasoning about Science, Technology, and Society

    Ayush Gupta (Tata Institute of Fundamental Research, Homi Bhabha Center for Science Education), Thomas M. Philip (University of California, Berkeley), Chandra Turpen (University of Maryland, College Park), & Andrew Elby (University of Maryland, College Park)

    Epilogue: Reflections on Cognition Research in the Learning Sciences

    Kim Koh, Pratim Sengupta (University of Calgary)

    SECTION 4: CONVERSATIONS ON TECHNOLOGY

    Editors: Armando Paulino Preciado-Babb, Jennifer Lock, Jesús Enrique Hernández-Zavaleta, Deborah Lambert

    Chapter 17. Reimagining Technology in Learning Sciences: Empowering Alternative Discourses

    Armando Paulino Preciado-Babb, Jennifer Lock, Deborah Lambert, Jesús Enrique Hernández-Zavaleta (University of Calgary)

    Chapter 18. Studying Spatial Ability in Virtual Environments: Gender, games and space

    Suzanne de Castell, Jennifer Jenson (York University)

    Chapter 19. Beyond Representationalism: Heterogeneity as an Ethical Turn in STEM and Computing Education

    Shakhnoza Kayumova, Pratim Sengupta (University of Massachusetts, Dartmouth; University of Calgary)

    Chapter 20. Making and the Maker Movement in the Learning Sciences

    Kate Thompson (Griffith University)

    Chapter 21. Plurality and Technology in the Learning Sciences

    Jennifer Lock, Armando Paulino Preciado-Babb, Jesús Enrique Hernández-Zavaleta, Deborah Lambert (University of Calgary)

    Chapter 22. Refiguring and Transforming the Learning Sciences: A Dialogical Field-in-the-Making…

    Miwa Aoki Takeuchi (University of Calgary), Jennifer A. Vadeboncoeur (University of British Columbia), Rishi Krishnamoorthy (Rutgers University), Stephanie Hladik (University of Colorado Boulder), Jrène Rahm (The Université de Montréal), Beaumie Kim (University of Calgary), Douglas B. Clark (University of Calgary)

    Biography

    Marie-Claire Shanahan is Professor in the Learning Sciences and Co-Director of the Mind, Matter & Media Lab and also served as the Research Chair in Science Education and Public Engagement in the Werklund School of Education at the University of Calgary, Canada.

    Beaumie Kim is Professor in the Learning Sciences in the Werklund School of Education at the University of Calgary, Canada. She is the Founding President of the Network of the Learning Sciences in Canada, established in 2019.

    Miwa Aoki Takeuchi is Associate Professor in the Learning Sciences in the Werklund School of Education at the University of Calgary, Canada. Takeuchi is on the Board of Directors at the International Society of the Learning Sciences, and is the current President of the Network of the Learning Sciences in Canada.

    Kim Koh is Professor and Chair of Educational Studies in Learning Sciences in the Werklund School of Education at the University of Calgary, Canada.

    A. Paulino Preciado-Babb is Associate Professor in the Learning Sciences in the Werklund School of Education and Director of the Math Minds Initiative at the University of Calgary, Canada.

    Pratim Sengupta is Full Professor in the Learning Sciences in the Werklund School of Education at the University of Calgary, Canada, where he also served as Research Chair for STEM Education. He recently co-authored Voicing Code in STEM: A Dialogical Imagination (open access, MIT Press). He cordirects the Mind, Matter and Media Lab.