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The Cambridge Handbook of the Learning Sciences
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  • Cited by 43
  • Cited by
    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    2006. TEACHING. Teachers College Record, Vol. 108, Issue. 1, p. 169.

    Baker, Michael J. 2007. Learning in Work, Work in Learning. p. 1.

    Azevedo, Roger 2015. Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues. Educational Psychologist, Vol. 50, Issue. 1, p. 84.

    Jeong, Heisawn and Hmelo-Silver, Cindy E. 2016. Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?. Educational Psychologist, Vol. 51, Issue. 2, p. 247.

    Geertsema, Johan 2016. Academic development, SoTL and educational research. International Journal for Academic Development, Vol. 21, Issue. 2, p. 122.

    Reimann, Peter 2016. Connecting learning analytics with learning research: the role of design-based research. Learning: Research and Practice, Vol. 2, Issue. 2, p. 130.

    Masukawa, Hiroyuki 2016. Theory and Practice of the Constructive Jigsaw Method in Advancing Domain Knowledge and Skills in Parallel. YAKUGAKU ZASSHI, Vol. 136, Issue. 3, p. 369.

    Fuertes, Walter Pilaluisa, Freddy Zambrano, Margarita Villacis, Cesar Aules, Hernan and Toulkeridis, Theofilos 2017. Intelligent agents, voice and facial recognition applied in videogames in order to stimulate cognitive development of children — A case study of Tictactoe in 3D. p. 1152.

    Holmberg, Jörgen 2017. Applying a conceptual design framework to study teachers’ use of educational technology. Education and Information Technologies, Vol. 22, Issue. 5, p. 2333.

    Gulliksen, Marte S. and Hong, Andy 2017. Making matters? Unpacking the role of practical aesthetic making activities in the general education through the theoretical lens of embodied learning. Cogent Education, Vol. 4, Issue. 1,

    Khuankrue, Issarapong Mankong, Chanen and Tsujimura, Yasuhiro 2017. Fuzzy signature approach to clarification of subjectivity in assessment of metacognitive skills transfer. p. 389.

    Bevan, Bronwyn 2017. Research and Practice: One Way, Two Way, No Way, or New Way?. Curator: The Museum Journal, Vol. 60, Issue. 2, p. 133.

    Slakmon, Benzi 2017. Educational technology policy in Israel. Pedagogy, Culture & Society, Vol. 25, Issue. 1, p. 137.

    Sickel, Aaron J. and Witzig, Stephen B. 2017. Designing and Teaching the Secondary Science Methods Course. p. 225.

    Krajcik, Joe and Delen, Ibrahim 2017. The Benefits and Limitations of Educative Curriculum Materials. Journal of Science Teacher Education, Vol. 28, Issue. 1, p. 1.

    Simpson, Alyson 2017. Teachers negotiating professional agency through literature-based assessment. Literacy, Vol. 51, Issue. 2, p. 111.

    Sickel, Aaron J. 2017. Designing and Teaching the Secondary Science Methods Course. p. 11.

    Häkkinen, Päivi Järvelä, Sanna Mäkitalo-Siegl, Kati Ahonen, Arto Näykki, Piia and Valtonen, Teemu 2017. Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, Vol. 23, Issue. 1, p. 25.

    Khuankrue, Issarapong Kumeno, Fumihiro Ohashi, Yutaro and Tsujimura, Yasuhiro 2017. Applying Fuzzy Rule-Based System on FMEA to Assess the Risks on Project-Based Software Engineering Education. Journal of Software Engineering and Applications, Vol. 10, Issue. 07, p. 591.

    Pellegrino, James W. 2017. The two disciplines problem – ‘it’s like Déjà vu all over again!’. Assessment in Education: Principles, Policy & Practice, Vol. 24, Issue. 3, p. 359.

  • 2nd edition
  • Edited by R. Keith Sawyer, University of North Carolina, Chapel Hill
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Book description

The interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences is the definitive introduction to this innovative approach to teaching, learning, and educational technology. This dramatically revised second edition incorporates the latest research in the field, includes twenty new chapters on emerging areas of interest, and features contributors who reflect the increasingly international nature of the learning sciences. The authors address the best ways to design educational software, prepare effective teachers, organize classrooms, and use the internet to enhance student learning. They illustrate the importance of creating productive learning environments both inside and outside school, including after-school clubs, libraries, museums, and online learning environments. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, educational technology designers, and policy makers on a global scale.


'The first edition of this Handbook was outstanding. This second edition is even more inclusive and up to date, with a choice of chapters that nicely complement one another and are written with unusual clarity. I see this as a must-read that will help all of us interested in the learning sciences move toward new levels of synthesis and application, and discover previously hidden pathways toward exciting new research issues. We owe the editor and authors a great debt of thanks for their outstanding work.'

John D. Bransford - Shauna C. Larson Professor of the Learning Sciences at the University of Washington, Emeritus

'The learning sciences is well exemplified in this very well-put-together book. There are excellent articles here about learning by argumentation, by collaboration, through projects, through cognitive apprenticeship, and in virtual words. This book demonstrates that learning scientists continue to make great progress on how learning works.'

Roger Schank - Professor Emeritus, Northwestern University, Illinois

'Too often, we educators teach in the ways that we have been taught, without regard to the research about how learning actually happens. This anthology is an invaluable contribution to a long overdue discussion about how best to ‘reinvent’ education for the twenty-first century.'

Tony Wagner - Harvard University, Massachusetts, author of The Global Achievement Gap and Creating Innovators

'In an academic landscape characterized by increasing specialization, the learning sciences stands out for its broad and interdisciplinary approach. In this highly readable and useful overview of the field, this outstanding group of authors demonstrates the power and promise of a field motivated not by the advance of a particular theory or paradigm but by a desire to understand and solve some of the most significant issues of our day - issues of education and learning in a socially and technologically complex world.'

James W. Stigler - University of California, Los Angeles

'This is a deeply rich, comprehensive handbook of the learning sciences. The volume covers an impressive array of topics - from theoretical approaches to methodologies to concrete, implementable instructional techniques. I found it to be extremely informative and accessible. Without a doubt this handbook will be an indispensable and satisfying resource for students, researchers, teachers and experts.'

Mark McDaniel - Washington University, St Louis

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