International handbook of the learning sciences /

Bibliographic Details
Corporate Author: Taylor & Francis
Other Authors: Fischer, Frank, 1965- (Editor), Hmelo-Silver, Cindy E. (Editor), Goldman, Susan R. (Editor), Reimann, Peter (Editor)
Format: eBook
Published: New York, NY : Routledge, 2018.
Online Access:Connect to the full text of this electronic book
Table of Contents:
  • International Handbook of the Learning Sciences- Front Cover; International Handbook of the Learning Sciences; Title Page; Copyright Page; Dedication; Contents; List of Contributors; Foreword; Notes; Chapter 1: Introduction: Evolution of Research in the Learning Sciences; Purposes; Organization of the Handbook; Themes and Trends for the Future; Acknowledgments; References; SECTION 1: Historical Foundations and Theoretical Orientations of the Learning Sciences; Chapter 2: A Short History of the Learning Sciences; Seeds of 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?; Further Readings; NAPLeS Resources; References; Chapter 3: Epistemic Cognition and Epistemic Development; Epistemic Cognition and the Learning Sciences; Distinctive Features of Learning Sciences Approaches to Epistemic Cognition; Learning Sciences Methodologies; Comparisons with Other Disciplines: History in Contrast to Science; Conclusion and Implications; Further Readings; NAPLeS Resources
  • Expertise from Sociocultural and Situated PerspectivesConceptions of Teacher Expertise and Its Development; Conclusions and Future Directions; Further Readings; References; Chapter 7: Cognitive Neuroscience Foundations for the Learning Sciences; Introduction; Neuroscience Methods; The Neuroarchitecture of Cognition and Learning; Case Study: Mathematical Thinking and Learning; Challenges for Building Cognitive Neuroscience Foundations for the Learning Sciences; Educational Neuromyths; Conclusion; Further Readings; NAPLeS Resource; References
  • Chapter 8: Embodied Cognition in Learning and Teaching: Action, Observation, and ImaginationPoints of Contact with Cognitivist and Situated-Cognition Views; Overview of the Chapter; Action Matters for Cognition and Learning; Implications for Key Topics in the Learning Sciences; Assessment; Conclusions; Further Readings; References; Chapter 9: Learning From Multiple Sources in a Digital Society; Introduction; An Integrative Model (Framework) for Multiple Source Comprehension and Information Problem Solving; Sourcing Processes in Comprehension and Problem Solving