|
Showing 1 - 5 of
5 matches in All Departments
The Learning Sciences in Conversation explores the unique
pluralities, complex networks, and distinct approaches of the
learning scientists of today. Focused on four key scholarly areas -
transdisciplinarity, design, cognition, and technology - this
cutting-edge volume draws on empirical and theoretical foundations
to illustrate the directions, perspectives, methods, and questions
that continue to define this evolving field. Contributions by
researchers are put in dialogue with one another, offering an
exemplary analysis of a field that synthesizes, in situ, various
scholarly traditions and orientations to create a critical and
heterogenous understanding of learning.
Over the past decade, integrated STEM education research has
emerged as an international concern, creating around it an
imperative for technological and disciplinary innovation and a
global resurgence of interest in teaching and learning to code at
the K-16 levels. At the same time, issues of democratization,
equity, power and access, including recent decolonizing efforts in
public education, are also beginning to be acknowledged as
legitimate issues in STEM education. Taking a reflexive approach to
the intersection of these concerns, this book presents a collection
of papers making new theoretical advances addressing two broad
themes: Transdisciplinary Approaches in STEM Education and Bodies,
Hegemony and Decolonization in STEM Education. Within each theme,
praxis is of central concern including analyses of teaching and
learning that re-imagines disciplinary boundaries and domains, the
relationship between Art and STEM, and the design of learning
technologies, spaces and environments. In addition to graduate
research seminars at the Masters and PhD levels in Learning
Sciences, Science Education, Educational Technology and STEM
education, this book could also serve as a textbook for graduate
and pre-service teacher education courses.
The Learning Sciences in Conversation explores the unique
pluralities, complex networks, and distinct approaches of the
learning scientists of today. Focused on four key scholarly areas -
transdisciplinarity, design, cognition, and technology - this
cutting-edge volume draws on empirical and theoretical foundations
to illustrate the directions, perspectives, methods, and questions
that continue to define this evolving field. Contributions by
researchers are put in dialogue with one another, offering an
exemplary analysis of a field that synthesizes, in situ, various
scholarly traditions and orientations to create a critical and
heterogenous understanding of learning.
This book offers insight into designerly ways of knowing from the
perspectives of experts and professionals engaging in diverse forms
of design in workplaces and other public domains. It also aids in
the understanding of design practices from designers' viewpoints
via case studies. By pursuing a reflective inquiry in their design
epistemology (designerly ways of knowing), design praxiology
(practices of design), or design phenomenology (forms of designs),
self-studies of design practices, and presenting studies of
designs, the authors of this book demonstrate how they influence
the people and the object of inquiry or design. The case studies
presented in this book also illustrate how designers develop their
expertise, and provides inspiration for the incorporation of
design-thinking and practice in education.
Over the past decade, integrated STEM education research has
emerged as an international concern, creating around it an
imperative for technological and disciplinary innovation and a
global resurgence of interest in teaching and learning to code at
the K-16 levels. At the same time, issues of democratization,
equity, power and access, including recent decolonizing efforts in
public education, are also beginning to be acknowledged as
legitimate issues in STEM education. Taking a reflexive approach to
the intersection of these concerns, this book presents a collection
of papers making new theoretical advances addressing two broad
themes: Transdisciplinary Approaches in STEM Education and Bodies,
Hegemony and Decolonization in STEM Education. Within each theme,
praxis is of central concern including analyses of teaching and
learning that re-imagines disciplinary boundaries and domains, the
relationship between Art and STEM, and the design of learning
technologies, spaces and environments. In addition to graduate
research seminars at the Masters and PhD levels in Learning
Sciences, Science Education, Educational Technology and STEM
education, this book could also serve as a textbook for graduate
and pre-service teacher education courses.
|
|