International Handbook of the Learning Sciences

International Handbook of the Learning Sciences

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: 885

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.
Categories: Education

International Handbook of the Learning Sciences

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: 205

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.
Categories: Learning, Psychology of

International Handbook of Inquiry and Learning

International Handbook of Inquiry and Learning

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: 203

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.
Categories: Education

International Handbook of Computer Supported Collaborative Learning

International Handbook of Computer Supported Collaborative Learning

International Journal of Computer-Supported Collab- orative Learning, 10(1), 7–34. Enyedy, N., & Stevens, R. (2014). Analyzing collaboration. In K. R. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 191–212).

Author: Ulrike Cress

Publisher: Springer Nature

ISBN: 9783030652913

Category: Education

Page: 669

View: 405

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.
Categories: Education

The Cambridge Handbook of the Learning Sciences

The Cambridge Handbook of the Learning Sciences

In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O'Donnell (Eds.), The international handbook of collaborative learning (pp. 437–461). New York, NY: Routledge. Chen, B., Chang, Y.-H., Groos, D., et al. (2019).

Author: R. Keith Sawyer

Publisher: Cambridge University Press

ISBN: 9781108897617

Category: Psychology

Page:

View: 717

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, first published in 2006, is the definitive introduction to this innovative approach to teaching, learning, and educational technology. In this significantly revised third edition, leading scholars incorporate the latest research to provide seminal overviews of the field. This research is essential in developing effective innovations that enhance student learning - including how to write textbooks, design educational software, prepare effective teachers, and organize classrooms. The chapters illustrate the importance of creating productive learning environments both inside and outside school, including after school clubs, libraries, and museums. The Handbook has proven to be an essential resource for graduate students, researchers, consultants, software designers, and policy makers on a global scale.
Categories: Psychology

International Handbook of Metacognition and Learning Technologies

International Handbook of Metacognition and Learning Technologies

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: 542

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.
Categories: Education

The Routledge International Handbook of Research on Dialogic Education

The Routledge International Handbook of Research on Dialogic Education

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: 885

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.
Categories: Education

The International Handbook of Collaborative Learning

The International Handbook of Collaborative Learning

In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education, Part Two (pp. 1175–1189). Dordrecht: Kluwer Academic. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press. Mercer, N. (1996).

Author: Cindy E. Hmelo-Silver

Publisher: Routledge

ISBN: 9781136869556

Category: Education

Page: 529

View: 768

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.
Categories: Education

International Handbook of Research on Conceptual Change

International Handbook of Research on Conceptual Change

Understanding complex systems: Some core challenges. journal of the Learning Sciences, 15, 53—61. Inagaki, K., & Hatano, G. (2008). Conceptual change in naive biology. In. S. Vosniadou (Ed.), International handbook of research on ...

Author: Stella Vosniadou

Publisher: Routledge

ISBN: 9781136578205

Category: Education

Page: 656

View: 593

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.
Categories: Education

International Handbook of Information Technology in Primary and Secondary Education

International Handbook of Information Technology in Primary and Secondary Education

... learning environments. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education. ... In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475–488).

Author: Joke Voogt

Publisher: Springer Science & Business Media

ISBN: 9780387733159

Category: Education

Page: 1228

View: 216

The major focus of this Handbook is the design and potential of IT-based student learning environments. Offering the latest research in IT and the learning process, distance learning, and emerging technologies for education, these chapters address the critical issue of the potential for IT to improve K-12 education. A second important theme deals with the implementation of IT in educational practice. In these chapters, barriers and opportunities for IT implementation are studied from several perspectives. This Handbook provides an integrated and detailed overview of this complex field, making it an essential reference.
Categories: Education