This volume presents a historical, critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to studying how people learn. It features both established and up-and-coming scholars, offering a broad yet selective perspective on what the learning sciences are and how contributors conduct their work.
This volume presents a historical, critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to studying how people learn. It features both established and up-and-coming scholars, offering a broad yet selective perspective on what the learning sciences are and how contributors conduct their work.
1. Introduction Michael A. Evans, Martin J. Packer and R. Keith Sawyer; Part I. Past: 2. Why learning sciences? Roger Schank; 3. The prehistory of the learning sciences Roy Pea; 4. Some early contributions to the situative perspective on learning and cognition James Greeno and Timothy Nokes-Malach; 5. The group as paradigmatic unit of analysis: the contested relationship of CSCL to the learning sciences Gerry Stahl; Part II. Present: 6. Reconstructing the influences on and focus of the learning sciences from the field's published conference proceedings Victor R. Lee, Min Yuan, Lei Ye and Mimi Recker; 7. Mapping the territory of the learning sciences Martin J. Packer and Cody Maddox; 8. Researcher-practitioner collaboration in educational design research: processes, roles, values, and expectations Susan McKenney; Part III. Future: 9. Growing the learning sciences: brand or big tent? Implications for graduate education Mitchell J. Nathan, Nikol Rummel and Kenneth E. Hay; 10. Education policy and the learning sciences: the case for a new alliance Mary Kay Stein, Kevin Crowley and Lauren Resnick; 11. Learning and development as transaction: offering a Deweyan perspective to extend the landscape of the learning sciences Michael A. Evans and Sandra Schneider; 12. Conclusion: a Foucauldian analysis of the learning sciences R. Keith Sawyer.
1. Introduction Michael A. Evans, Martin J. Packer and R. Keith Sawyer; Part I. Past: 2. Why learning sciences? Roger Schank; 3. The prehistory of the learning sciences Roy Pea; 4. Some early contributions to the situative perspective on learning and cognition James Greeno and Timothy Nokes-Malach; 5. The group as paradigmatic unit of analysis: the contested relationship of CSCL to the learning sciences Gerry Stahl; Part II. Present: 6. Reconstructing the influences on and focus of the learning sciences from the field's published conference proceedings Victor R. Lee, Min Yuan, Lei Ye and Mimi Recker; 7. Mapping the territory of the learning sciences Martin J. Packer and Cody Maddox; 8. Researcher-practitioner collaboration in educational design research: processes, roles, values, and expectations Susan McKenney; Part III. Future: 9. Growing the learning sciences: brand or big tent? Implications for graduate education Mitchell J. Nathan, Nikol Rummel and Kenneth E. Hay; 10. Education policy and the learning sciences: the case for a new alliance Mary Kay Stein, Kevin Crowley and Lauren Resnick; 11. Learning and development as transaction: offering a Deweyan perspective to extend the landscape of the learning sciences Michael A. Evans and Sandra Schneider; 12. Conclusion: a Foucauldian analysis of the learning sciences R. Keith Sawyer.
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