The Cambridge Handbook of the Learning Sciences

The Cambridge Handbook of the Learning Sciences Learning sciences is an interdisciplinary field that studies teaching and learning The sciences of learning include cognitive science educational psychology computer science anthropology sociology

  • Title: The Cambridge Handbook of the Learning Sciences
  • Author: Robert Keith Sawyer
  • ISBN: 9780521607773
  • Page: 484
  • Format: Paperback
  • 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 eLearning 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 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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    1. The Cambridge Handbook of the Learning Sciences gives a broad but rigorous view of the diverse themes in 'Learning Science'. Much of their research revolves around new research methods such as design-based research (which iterates as it observes), Microgenetic methods (that seek to find precise moments of learning within a teaching/learning intervention and not afterward) and data mining. Other big themes are collaborative learning, informal learning and technology-based learning. Among these to [...]

    2. Far too many of the articles in this book read like thinly disguised promotional brochures for (very likely obsolete) various educational software packages. That's hardly surprising, given the pedigree of its editor, R. Keith Sawyer, which apparently includes a stint developing games for Atari. Unfortunately, the book is also marred by a number of copyediting botches, which undermines its credibility in my eyes. The editor himself also commits in the final essay ("Conclusion") this blunder, a re [...]

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