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The Cambridge Handbook of the Learning Sciences
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  • Cited by 22
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Kozleski, Elizabeth B. 2011. Dialectical Practices in Education. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 34, Issue. 3, p. 250.

    O'Neill, D. Kevin 2012. Designs that fly: what the history of aeronautics tells us about the future of design-based research in education. International Journal of Research & Method in Education, Vol. 35, Issue. 2, p. 119.

    Yan, Zheng and Liu, Xiufeng 2012. Internet vs. Matter. International Journal of Cyber Behavior, Psychology and Learning, Vol. 2, Issue. 4, p. 60.

    Jan, Mingfong 2016. From Ann Brown to Deanna Kuhn: a tale of two research perspectives on learning. Learning: Research and Practice, Vol. 2, Issue. 2, p. 100.

    Repice, Michelle D. Keith Sawyer, R. Hogrebe, Mark C. Brown, Patrick L. Luesse, Sarah B. Gealy, Daniel J. and Frey, Regina F. 2016. Talking through the problems: a study of discourse in peer-led small groups. Chemistry Education Research and Practice, Vol. 17, Issue. 3, p. 555.

    Johnson, Michael and Hayes, Martin J 2016. A comparison of problem-based and didactic learning pedagogies on an electronics engineering course. International Journal of Electrical Engineering Education, Vol. 53, Issue. 1, p. 3.

    Rajapaksha, Ajith and Hirsch, Andrew S. 2017. Competency based teaching of college physics: The philosophy and the practice. Physical Review Physics Education Research, Vol. 13, Issue. 2,

    Oliveira, Luciana and Figueira, Álvaro 2017. Computers Supported Education. Vol. 739, Issue. , p. 296.

    van Es, Nienke and Jeuring, Johan 2017. Designing and comparing two scratch-based teaching approaches for students aged 10--12 years. p. 178.

    McGill, Monica M. Johnson, Chris Atlas, James Bouchard, Durell Messom, Chris Pollock, Ian and Scott, Michael James 2017. If Memory Serves. p. 25.

    Alper, Basak Riche, Nathalie Henry Chevalier, Fanny Boy, Jeremy and Sezgin, Metin 2017. Visualization Literacy at Elementary School. p. 5485.

    French, Kate Rollert 2017. The Power of Resistance. Vol. 12, Issue. , p. 31.

    Lawhorn, Raheem Susanibar, Steve Lu, Lu and Cong Wang 2017. Polymorphic robot learning for dynamic and contact-rich handling of soft-rigid objects. p. 596.

    MacNeil, Stephen Dorodchi, Mohsen and Dehbozorgi, Nasrin 2017. Using spectrums and dependency graphs to model progressions from introductory to capstone courses. p. 1.

    Harburg, Emily Lewis, Daniel Rees Easterday, Matthew and Gerber, Elizabeth M. 2018. CheerOn. ACM Transactions on Computer-Human Interaction, Vol. 25, Issue. 6, p. 1.

    Jenset, Inga Staal Hammerness, Karen and Klette, Kirsti 2018. Talk About Field Placement Within Campus Coursework: Connecting Theory and Practice in Teacher Education. Scandinavian Journal of Educational Research, p. 1.

    Myran, Steve and Sutherland, Ian 2018. Defining Learning in Educational Leadership: Reframing the Narrative. Educational Administration Quarterly, p. 0013161X1880933.

    Ghadiri Khanaposhtani, Maryam Liu, ChangChia James Gottesman, Benjamin L. Shepardson, Daniel and Pijanowski, Bryan 2018. Evidence that an informal environmental summer camp can contribute to the construction of the conceptual understanding and situational interest of STEM in middle-school youth. International Journal of Science Education, Part B, Vol. 8, Issue. 3, p. 227.

    Mohelska, Hana and Sokolova, Marcela 2018. Emerging Technologies for Education. Vol. 11284, Issue. , p. 79.

    Yi, Tian Yang, Xianzhong Pi, Zhongling Huang, Lei and Yang, Jiumin 2018. Teachers’ continuous vs. intermittent presence in procedural knowledge instructional videos. Innovations in Education and Teaching International, p. 1.

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Book description

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.


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