Elizabeth Birr Moje, Nicole Tysvaer, Elizabeth Birr Moje et al. · 2010
practice that focus on the reading and writing competencies of middle and high school students. Advancing Literacy reports and other publications are designed to encourage local and national discussion, explore promising ideas and incubate models of practice, but do not necessarily represent the recommendations of the Corporation. For more information, visit: www.carnegie. org/literacy. Published by: Carnegie Corporation of New York. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including
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Mitchell J. Nathan, Martha W. Alibali · Wiley Interdisciplinary Reviews Cognitive Science · 2010
The aims of the learning sciences (LS) are to understand the nature of learning from a broad range of perspectives, and to shape the ways that learning environments and resources are designed and used. LS incorporates both systemic and elemental approaches to investigating questions about learning, as a complement to the primarily elemental approach emphasized in cognitive science research. Thus, its greatest potential is in the integration of systemic and elemental perspectives. Four major themes are central. First, research in LS attempts to bridge the divide between research and practice. Second, research in LS is motivated by limitations of theories of learning and cognition for specifying instruction. Third, research in LS embraces the importance of analyzing and assessing complex interventions through both experimental and design-based research. Fourth, research in LS emphasizes the learning and behavior of the individual in interaction with the physical, social, and cultural world, as well as with semiotic and technical resources. Research in LS can be conceptualized along a continuum of time scales, from the more microscopic to the more macroscopic. The time-scale framework illustrates how disparate research traditions and research methods can function within a unifying framework for the study of learning and complex behavior. The effort to 'scale-up' from more elemental findings to more complex, authentic settings has been generative for LS, but faces serious challenges. There is an alternate route to establishing a cumulative scientific knowledge base, namely, 'scaling down' from more complex, ecologically valid levels to more elemental levels. Studies of basic learning processes, framed in the context of the larger system, are well positioned to support impact in authentic settings. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website.
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2016
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Grover, Shuchi, Kolodner, Janet L., Roschelle, Jeremy · ATE Central (National Science Foundation)
This page, from the The Center for Innovative Research in Cyberlearning (CIRCL), offers information on the learning sciences, a relatively new field with "influences which include cognitive science, computer science, information processing psychology, child development, anthropology, and linguistics." The overview page includes a summary of the interests and goals of learning science and how it differs from traditional educational research, including its focus on "designing environments, tools, materials and practices for optimal learning" rather than educational institutions as a whole. An issues list gives further context about research methods and theory behind learning sciences. The site also offers substantial lists of further resources and readings for those interested in the topic.
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Nir Orion and Charles R. Ault · 2013
This young graduate student’s excitement echoes the themes and claims developed
in this chapter. The message offers a glimpse into the nature of earth science inquiry.
The proposed research crosses several disciplines, though housed in the geosciences,
and has importance to understanding climate change on different scales in time and
space. The data include works of art found in historical literature. The reconstruction
of past habitats and the extrapolation of future ones will guide human actions in response to environmental change. The project has intrinsic appeal to some, social
value to many. At the dawn of the twenty-first century, earth scientists are doing
multidisciplinary and interdisciplinary research serving the public good.
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Shaaron E. Ainsworth, Pryce Davis, Peter J. Woods et al. · 2026
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Larry D. Gruppen, R. Van Harrison, Roland G. Hiss · The Journal of the Abraham Lincoln Association · 2016
THE Board of Regents of the University of Michigan in 1892 gave support to a program of postgraduate education when it authorized the faculty of the Department of Medicine and Surgery to admit medical graduates to undergraduate classes.This provision of the Regents was made in recognition of the rapid increase of medical knowledge.The discoveries of Pasteur were bringing about great changes in the practice of medicine and offering renewed hope in many of the most baffling problems in both medical and surgical fields.The medical graduate in search of further educational opportunities was being forced to look to the Old World medical centers.In extending the teaching facilities of the undergraduate Medical Department, the Regents, in a forward-looking policy, provided an opportunity in this country for the medical graduate to keep abreast of modern advances in practice.The Department of Medicine and Surgery, in addition to admitting graduates to already established courses, the subject matter of which had been greatly increased since
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2022
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Gail M. Jensen, Elizabeth Mostrom, Laurita M. Hack et al. · 2024
An important assumption in this chapter is the critical importance of understanding more deeply the 3 apprenticeships of professional education from the Carnegie Preparation for Professions Program studies—apprenticeships that develop habits of head, hand, and heart—applied and interpreted for us in physical therapist education. This is not a simple application of teaching concepts or skills but must be connected to a deeper understanding of the role of the learning sciences in professional education. Shulman argues that pedagogies for professional education must continue to “forge connections between key ideas and effective practice.” 1 (p18) [I]t is insufficient to claim that a combination of theory, practice, and ethics defines a professional’s work; it is also characterized by conditions of inherent and unavoidable uncertainty professional education is about developing pedagogies to link ideas, practices, and values under conditions of inherent uncertainty that necessitate not only judgment in order to act, but cognizance of the consequences of one’s action…In the presence of uncertainty, one is obligated to learning from experience. 1 (p19)
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Jim Goodell, Janet L. Kolodner, Aaron Kessler · 2022
The medical breakthrough took both scientific discovery and innovations in engineering to produce the drug at scale. This chapter examines some key concepts from the learning sciences. It includes closely related concepts about learning and the human mind (a conceptual model of how people think and learn) and concepts related to the brain (the physical and chemical aspects of the human nervous system that enable thought and learning). Design-based approaches are goal directed and contextualized and often employ frequent, formative assessments as part of iterative design-implement-evaluate-redesign methods. Most adults are already familiar with scaffolding. Parents often scaffold learning for their infants in ways similar to those used by effective educators. Engineers look at everything as a system, and while the learning sciences provide the basis for learning engineering, alone they’re not sufficient.
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James W. Pellegrino · Applied Developmental Science · 2018
This commentary extends and amplifies aspects of the Cantor, Osher, Berg, Steyer and Rose (2018 Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Maleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science. doi:10.1080/10888691.2017.1398649[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) discussion about what we know about the nature of learning and its implications for how we educate students across the span from early childhood through advanced levels of formal education. The paper’s overall goal is to offer some guidance and clarification about how aspects of the Cantor et al. (2018 Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Maleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science. doi:10.1080/10888691.2017.1398649[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) powerful vision of optimal and equitable development might be attained based on a view of what we mean by learning, the types of learning that matter, and ways to design environments for learning and development that allow all children to realize their potential. Three major topics are covered. The first concerns evolution of theories of learning as they relate to theories of development and the connection between the two. Emphasis is given to the power that comes from adopting a sociocultural perspective on the nature of learning and development. The second topic is a consideration of current targets of learning and development, including so-called 21st century competencies and deep disciplinary learning. Emphasis is given to the cognitive, intrapersonal and interpersonal competency domains that integrate cognitive, affective, social and emotional processes. The third topic focuses on a set of research-based principles that can be used to design and implement powerful and equitable learning environments that align with sociocultural theories and learning and development while integrating the three major domains of competency.
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Martin J. Packer · 2018
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Jonathan Osborne · Elsevier eBooks · 2022
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Jerry A. Fodor, Geoffrey C. Bowker · 2016
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Information and Learning Sciences · 2023
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Syafruddin Syafruddin, Irmalasari Irmalasari, Nur Haznah et al. · JUPE Jurnal Pendidikan Mandala · 2024
The aim of this research is to evaluate various social studies learning models implemented in elementary schools, see the effectiveness of each model, and identify the challenges faced in their implementation. Qualitative research methods were used by conducting classroom observations, interviews with teachers, and analysis of documents related to the curriculum and learning materials. The research results show that various social studies learning models, such as cooperative learning, project-based learning, problem-based learning, and skills-based learning, have their respective advantages and disadvantages in the context of learning in elementary schools. However, in general, it was found that project-based learning and problem-based learning had a more positive impact on students' understanding of social studies concepts and the development of social skills.
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Steinke, Dirk · Knowledge@UChicago (University of Chicago) · 1994
University of Chicago's Biological Sciences Learning Center.
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Shaaron E. Ainsworth, Pryce Davis, Peter J. Woods et al. · 2026
Learning Sciences is a cutting-edge interdisciplinary field that investigates how people learn and applies these insights to improve educational practices. This essential textbook introduces the field with a focus on classroom teaching, making complex theories accessible and relevant to educators at all levels. By blending principled understanding with room for teachers’ creativity and cultural adaptation, the book empowers educators to design learning experiences that engage and inspire students. The book explores core aspects of learning—cognitive, constructive, socio-cultural, emotional and motivational, and representational—through a unique metaphor: Teaching as architecture. Like architects, educators must balance evidence-based principles with their professional vision and adapt to diverse contexts and needs. Each chapter delves into foundational theories and evidence, drawing evidence from multiple methods and practices, before illustrating practical applications through metaphors and stories. It provides practical insights grounded in research, helping readers understand why their teaching works and offering a framework to refine their practice. The final chapter examines emerging trends, including critical perspectives and the impact of artificial intelligence on education, offering a forward-looking view of the field. This book is an invaluable resource for educators, teacher trainers, and students of education or learning sciences. Whether you are new to teaching or a seasoned professional, it will inspire you to design learning experiences that educate, captivate, and empower your students to reach their full potential.
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Sandra May · 2016
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Universiti Malaysia Sarawak, Centre for Graduate Studies · Unimas Institutional Repository (Universiti Malaysia Sarawak) · 2016
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