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International Handbook of the Learning Sciences (Section 1. Historical…
International Handbook of the Learning Sciences
Section 1. Historical Foundations and Theoretical Orientations of the Learning Sciences
C.2 - A Short History of the Learning Sciences
Seeds of the Learning Sciences
Early Learning Sciences (1980s - 1990s)
Institutionalization of Learning Sciences (1990s - 2000s)
Flowering of the Learning Sciences (2000s - present)
Summing Up: What are the Learning Sciences Today and What Will They Be in the Future?
C.3 - Epistemic Cognition and Epistemic Development
Epistemic Cognition and the Learning Sciences
Distinctive Features of Learning Sciences Approaches to Epistemic Cognition
Multidisciplinary and Interdisciplinary Research
Broader Range of Questions
Challenging Normative Assumptions
A Focus on Practices
Thoroughly Social Nature of Epistemic Cognition
Situativity
Learning Sciences Methodologies
Learning Sciences Approaches to Studying Epistemic Practice
Community/System Level
Interactional Level
Individual Level
Comparisons with Other Disciplines: History in Contrast to Science
Epistemic Aims
Epistemic Ideals
Reliable Process for Achieving Epistemic Aims
Disciplinary Differences in Inquiry by Learners
Conclusions and Implications
C.4 - Cognitive and Sociocultural Perspectives on Learning
Introduction
Core Theoretical Assumptions
Cognitive Theories
Knowing
Transfer
Motivation
Sociocultural Theories
Knowing
Transfer
Motivation
Tensions and Synergy in Theoretical Assumptions
Data Collection and Methods
Cognitive Approaches
Sociocultural approaches
A Synergy in Methods
Designing for Learning
Designing from a Cognitive Perspective
Designing from a Sociocultural Perspective
A Synergy in Methods
Conclusions
C.5 - Apprenticeship Learning
Introduction
Apprenticeship Learning: Defining Characteristics
Apprenticeship Learning in Communities of Practice
Apprenticeship as a Metaphor for Children's Development
Table 5.1. - Differences Between Apprenticeship Learning and Schooling
Apprenticeship Learning Goes to School: The Cognitive Apprenticeship Framework
Types of Knowledge
A Variety of Methods to Promote Learning
Sequencing Learning Activities
Social Context of Learning
The Future of Apprenticeship Learning Research
Introduction: Evolution of Research in the Learning Sciences
Structure
Purposes
Organization of the Handbook
Section 1: Historical Foundations and Theoretical Orientations of the Learning Sciences
Section 2: Learning Environments: Designing, Researching, Evaluating
Section 3: Research, Assessment, and Analytic Methods
Themes and Trends for the Future
Increasing recognition of learning as a complex systems phenomenon.
Increasing emphasis on more precise and longitudinal explication of what learners are expected to know and be able to do, and what indicators would provide evidence pertinent to the targeted competencies.
More adaptive technologies in support of learning
In regard to methodology, the learning sciences have been developing a distinct blend of evidence forms, combining ethnomethodological and ethnographical research methods with more quantitatively oriented approaches to dialog analysis and experimental research
Research engaged in design-based research increasingly emphasize designing with rather than for, of acting with rather than acting on.
Increasing attention to issues of social justice and equity