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)

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