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The cambridge handbook of the learning sciences

Imagen de portada del libro The cambridge handbook of the learning sciences

Información General

Autores: R. Keith Sawyer (coord.)
Editores: United States of America: Cambridge University press
Año de publicación: 2014
Edición: 2ª
País: España
Idioma: español
ISBN: 978-1-107-62657-7
Texto completo no disponible (Saber más ...)

Otros catálogos

Red de Bibliotecas Universitarias (REBIUN)

Citas a capítulos: 49 Citas

Listado de artículos

- Introduction: the new science of learning
  R. Keith Sawyer
  págs. 1-20
- Part I. Foundations
  - Foundations of the learning sciences
    Mitchell J. Nathan, R. Keith Sawyer
    págs. 21-43
  - Scaffolding
    Brian Reiser, Iris Tabak
    págs. 44-62
  - Metacognition
    Philip H. Winne, Roger Azevedo
    págs. 63-87
  - A history of conceptual change research: threads and fault lines
    Andrea A. diSessa
    págs. 88-108
  - Cognitive apprenticeship
    Allan Collins, Manu Kapur
    págs. 109-127
  - Learning in activity
    James G. Greeno, Yrjö Engeström
    págs. 128-150
- Part II. Methodologies
  - Design-based research: A methodological toolkit for engineering change
    Sasha Barab
    págs. 151-170
  - Microgenetic methods
    Clark A. Chinn, Bruce L. Sherin
    págs. 171-190
  - Analyzing collaboration
    Noel Enyedy, Reed Stevens
    págs. 191-213
  - Frontiers of digital video research in the learning sciences: mapping the terrain
    Ricki Goldman, Carmen Zahn, Sharon J. Derry
    págs. 213-232
  - A learning sciences perspective on the design and use of assessment in education
    James W. Pellegrino
    págs. 233-252
  - Educational data mining and learning analytics
    Ryan Baker, George Siemens
    págs. 253-274
- Part III. Practices that foser effective learning
  - Project-based learning
    Joseph Krajcik, Namsoo Shin
    págs. 275-297
  - Problem-based learning
    Jingyan Lu, Susan Bridges, Cindy E. Hmelo Silver
    págs. 275-297
  - Complex systems and the learning sciences
    Uri Wilensky, Michael J. Jacobson
    págs. 319-338
  - Tangible and full-body interfaces in learning
    Michael Eisenberg, Narcís Parés i Burgués
    págs. 339-357
  - Embodiment and embodied design
    Dor Abrahamson, Robb Lindgren
    págs. 358-376
  - Videogames and learning
    Constance Steinkuehler Squire, Kurt D. Squire
    págs. 377-396
- Part IV. Learning together
  - Knowledge builgind and knowledge creation: theory, pedagogy and technology
    Marlene Scardamalia, Carl Bereiter
    págs. 397-417
  - The social and interactive dimensions of collaborative learning
    Naomi Miyake, Paul A. Kirschner
    págs. 418-438
  - Arguing to learn
    Jerry Andriessen, Michael Baker
    págs. 439-460
  - Informal learning in museums
    Kevin Crowley, Palmyre Pierroux, Karen Knutson
    págs. 461-478
  - Computer-supported colaborative learning
    G. Stahl, Timothy Koschmann, Daniel Suthers
    págs. 479-500
  - Mobile Learning
    Mike Sharples, Roy Pea
    págs. 501-521
  - Learning in virtual worlds
    Yasmin B. Kafai, Chris Dede
    págs. 522-544
- Part V. Learning disciplinary knowledge
  - Research in mathematics education: what can it teach us about human learning
    Anna Sfard, Paul Cobb
    págs. 545-564
  - Science education and the learning sciences as coevolving species
    Nancy Butler Songer, Yael Kali
    págs. 565-586
  - Learning historical concepts
    Mario Carretero, Peter Lee
    págs. 587-604
  - Learning to be literate
    Peter Smagorinsky, Richard E. Mayer
    págs. 605-625
  - Arts education and the learning sciences
    Erica Rosenfeld Halverson, Kimberly Sheridan
    págs. 626-648
- Part VI. Moving learning sciences research into the classroom
  - Learning sciences and policy design and implementation: key concepts and tools for collaborative engagement
    William R. Penuel, James P. Spillane
    págs. 649-667
  - Designing for learning: interest, motivation, and engagement
    Sanna Järvelä, K. Ann Renninger
    págs. 668-685
  - Learning as a cultural process: achieving equity through diversity
    Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren, Carol D. Lee
    págs. 686-706
  - A learning sciences perspective on teacher learning research
    Barry J. Fishman, Elizabeth A. Davis, Carol K. K. Chan
    págs. 707-725
  - Conclusion: the future of learning: grounding educational innovation in the learning sciences
    R. Keith Sawyer
    págs. 726-746

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