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.

"Prof. Nitis Mukhopadhyay and Prof. Partha Pratim Sengupta, who edited this volume with great attention and rigor, have certainly carried out noteworthy activities." - Giovanni Maria Giorgi, University of Rome (Sapienza) "This book is an important contribution to the development of indices of disparity and dissatisfaction in the age of globalization and social strife." - Shelemyahu Zacks, SUNY-Binghamton "It will not be an overstatement when I say that the famous income inequality index or wealth inequality index, which is most widely accepted across the globe is named after Corrado Gini (1984-1965). ... I take this opportunity to heartily applaud the two co-editors for spending their valuable time and energy in putting together a wonderful collection of papers written by the acclaimed researchers on selected topics of interest today. I am very impressed, and I believe so will be its readers." - K.V. Mardia, University of Leeds Gini coefficient or Gini index was originally defined as a standardized measure of statistical dispersion intended to understand an income distribution. It has evolved into quantifying inequity in all kinds of distributions of wealth, gender parity, access to education and health services, environmental policies, and numerous other attributes of importance. Gini Inequality Index: Methods and Applications features original high-quality peer-reviewed chapters prepared by internationally acclaimed researchers. They provide innovative methodologies whether quantitative or qualitative, covering welfare economics, development economics, optimization/non-optimization, econometrics, air quality, statistical learning, inference, sample size determination, big data science, and some heuristics. Never before has such a wide dimension of leading research inspired by Gini's works and their applicability been collected in one edited volume. The volume also showcases modern approaches to the research of a number of very talented and upcoming younger contributors and collaborators. This feature will give readers a window with a distinct view of what emerging research in this field may entail in the near future.

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.

An exploration of coding that investigates the interplay between computational abstractions and the fundamentally interpretive nature of human experience. The importance of coding in K-12 classrooms has been taken up by both scholars and educators. Voicing Code in STEM offers a new way to think about coding in the classroom--one that goes beyond device-level engagement to consider the interplay between computational abstractions and the fundamentally interpretive nature of human experience. Building on Mikhail Bakhtin's notions of heterogeneity and heteroglossia, the authors explain how STEM coding can be understood as voicing computational utterances, rather than a technocentric framing of building computational artifacts. Empirical chapters illustrate this theoretical stance by investigating different framings of coding as voicing.