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The Cambridge Handbook of the Learning Sciences

The Cambridge Handbook of the Learning Sciences

$171.00

Part of Cambridge Handbooks in Psychology

R. Keith Sawyer, John Bransford, Brigid Barron, Roy Pea, Andrew Meltzoff, Pat Kuhl, Phil Bell, Reed Stevens, Daniel L. Schwartz, Nancy Vye, Byron Reeves, Jeremy Roschelle, Nora H. Sabelli, Yasmin B. Kafai, Allan Collins, Kenneth R. Koedinger, Albert Corbett, James G. Greeno, Marlene Scardamalia, Carl Bereiter, Chris Quintana, Namsoo Shin, Cathleen Norris, Elliot Soloway, Jere Confrey, Sasha Barab, Paul Cobb, Kay McClain, Sharon M. Carver, Janet L. Kolodner, Marcia C. Linn, A. diSessa, Julie Heiser, Annemarie Palincsar, Barbara G. Ladewski, Joseph S. Krajcik, Phyllis C. Blumenfeld, Daniel C. Edelson, Brian J. Reiser, Nancy Butler Songer, Richard Lehrer, Leona Schauble, Richard Noss, Celia Hoyles, Gerry Stahl, Timothy Koschmann, Daniel D. Suthers, Roy D. Pea, Heidy Maldonado, Jerry Andriessen, Amy Bruckman, Toni M. Kempler, Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren, Carol D. Lee, Barbara Means, Janet Ward Schofield, Barry J. Fishman, Elizabeth A. Davis, Christopher Dede, Seymour Papert, Roger C. Schank
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  • Date Published: April 2005
  • availability: Available
  • format: Hardback
  • isbn: 9780521845540

$171.00
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About the Authors
  • Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.

    • Written for a broad audience of students, researchers, teachers, and administrators
    • The research presented shows how to effectively use computers and the Internet in schools
    • The chapters summarize research but in a style that will be accessible to teachers and administrators as well as education researchers
    Read more

    Reviews & endorsements

    "The introduction is an excellent, albeit fairly sophisticated, overview of the key features of the field of learning sciences [...] The book's chapters elaborate on many of the themes broached in the introduction. Throughout, there is also criticism of instructionism and behaviorism, their focus on narrow facts and disconnected knowledge, and their inherent limitations in the development of expertise and deep learning."
    -- American Reference Books Annual

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    Product details

    • Date Published: April 2005
    • format: Hardback
    • isbn: 9780521845540
    • length: 648 pages
    • dimensions: 254 x 178 x 35 mm
    • weight: 1.33kg
    • contains: 20 tables
    • availability: Available
  • Table of Contents

    Preface R. Keith Sawyer
    1. Introduction: the new science of learning R. Keith Sawyer
    Part I. Foundations:
    2. Foundations and opportunities for an interdisciplinary science of learning John Bransford, Brigid Barron, Roy Pea, Andrew Meltzoff, Pat Kuhl, Phil Bell, Reed Stevens, Daniel Schwartz, Nancy Vye, Byron Reeves, Jeremy Roschelle and Nora H. Sabelli
    3. Constructionism Yasmin B. Kafai
    4. Cognitive apprenticeship Allan Collins
    5. Cognitive tutors: technology bringing learning sciences to the classroom Kenneth R. Koedinger and Albert Corbett
    6. Learning in activity James G. Greeno
    7. Knowledge building: theory, pedagogy, and technology Marlene Scardamalia and Carl Bereiter
    Part II. Methodologies:
    8. Learner-centered design: reflections on the past and directions for the future Chris Quintana, Namsoo Shin, Cathleen Norris, and Elliot Soloway
    9. The evolution of design studies as methodology Jere Confrey
    10. Design-based research: a methodological toolkit for the learning scientist Sasha Barab
    11. Guiding inquiry-based math learning Paul Cobb and Kay McClain
    12. Analyzing collaborative discourse R. Keith Sawyer
    13. Assessing for deep understanding Sharon M. Carver
    Part III. The Nature of Knowledge:
    14. Case-based reasoning Janet L. Kolodner
    15. The knowledge integration perspective on learning and instruction Marcia C. Linn
    16. A history of conceptual change research: threads and fault lines Andrea A. diSessa
    17. Spatial representations and imagery in learning Daniel L. Schwartz and Julie Heiser
    18. Literacy and the learning sciences Annemarie Palincsar and Barbara G. Ladewski
    Part IV. Making Knowledge Visible:
    19. Project-based learning Joseph S. Krajcik and Phyllis Blumenfeld
    20. Making authentic practices accessible to learners: design challenges and strategies Daniel C. Edelson and Brian J. Reiser
    21. BioKIDS: an animated conversation on the development of curricular activity structures for inquiry science Nancy Butler Songer
    22. Cultivating model-based reasoning in science education Richard Lehrer and Leona Schauble
    23. Exploring mathematics through construction and collaboration Richard Noss and Celia Hoyles
    Part V. Learning Together:
    24. Computer-supported collaborative learning Gerry Stahl, Timothy Koschmann, and Daniel D. Suthers
    25. WILD for learning: interacting through new computing devices anytime, anywhere Roy D. Pea and Heidy Maldonado
    26. Arguing to learn Jerry Andriessen
    27. Learning in online communities Amy Bruckman
    Part VI. Learning Environments:
    28. Motivation and cognitive engagement in learning environments Phyllis C. Blumenfeld, Toni M. Kempler and Joseph S. Krajcik
    29. Learning as a cultural process: achieving equity through diversity Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren and Carol D. Lee
    30. Prospects for transforming schools with technology-supported assessment Barbara Means
    31. Internet use in schools: promise and problems Janet Ward Schofield
    32. Teacher learning research and the learning sciences Barry J. Fishman and Elizabeth A. Davis
    33. Scaling up: evolving innovations beyond deal settings to challenging contexts of practice Christopher Dede
    34. Conclusion: the schools of the future R. Keith Sawyer
    Afterword: after how comes what Seymour Papert
    Epilogue: the fundamental issue in the learning sciences Roger C. Schank.

  • Editor

    R. Keith Sawyer, Washington University, St Louis
    fm.author_biographical_note1

    Contributors

    R. Keith Sawyer, John Bransford, Brigid Barron, Roy Pea, Andrew Meltzoff, Pat Kuhl, Phil Bell, Reed Stevens, Daniel L. Schwartz, Nancy Vye, Byron Reeves, Jeremy Roschelle, Nora H. Sabelli, Yasmin B. Kafai, Allan Collins, Kenneth R. Koedinger, Albert Corbett, James G. Greeno, Marlene Scardamalia, Carl Bereiter, Chris Quintana, Namsoo Shin, Cathleen Norris, Elliot Soloway, Jere Confrey, Sasha Barab, Paul Cobb, Kay McClain, Sharon M. Carver, Janet L. Kolodner, Marcia C. Linn, A. diSessa, Julie Heiser, Annemarie Palincsar, Barbara G. Ladewski, Joseph S. Krajcik, Phyllis C. Blumenfeld, Daniel C. Edelson, Brian J. Reiser, Nancy Butler Songer, Richard Lehrer, Leona Schauble, Richard Noss, Celia Hoyles, Gerry Stahl, Timothy Koschmann, Daniel D. Suthers, Roy D. Pea, Heidy Maldonado, Jerry Andriessen, Amy Bruckman, Toni M. Kempler, Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren, Carol D. Lee, Barbara Means, Janet Ward Schofield, Barry J. Fishman, Elizabeth A. Davis, Christopher Dede, Seymour Papert, Roger C. Schank

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