TheCambridgeHandbookofthe LearningSciences
ThirdEdition
Editedby R.KeithSawyer UniversityofNorthCarolinaatChapelHill
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DOI: 10.1017/9781108888295
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Names:Sawyer,R.Keith(RobertKeith),editor.
Title:TheCambridgehandbookofthelearningsciences/editedbyR.KeithSawyer, UniversityofNorthCarolinaatChapelHill.
Othertitles:Handbookofthelearningsciences
Description:ThirdEdition.|NewYork:CambridgeUniversityPress,2022.| Series:CambridgeHandbooksinPsychology|Firstedition:2006. Secondedition:2014.|Includesbibliographicalreferencesandindex. Identifiers:LCCN2021051114(print)|LCCN2021051115(ebook)|ISBN9781108840989 (Hardback)|ISBN9781108744669(Paperback)|ISBN9781108888295(ePub)
Subjects:LCSH:Learning,Psychologyof.|Cognitivelearning.|Learning–Socialaspects.| BISAC:PSYCHOLOGY/General
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ListofFigures page viii
ListofTables x
ListofContributors xi
Preface xv r.keithsawyer
1AnIntroductiontotheLearningSciences r.keithsawyer 1
PartIFoundations
2FoundationsoftheLearningSciences mitchellj.nathanandr.keithsawyer 27
3Scaffolding iristabakandbrianj.reiser
4Project-BasedLearning josephs.krajcikandnamsooshin 72
5MetacognitionandSelf-RegulatedLearning philiph.winneandrogerazevedo 93
6AHistoryofConceptualChangeResearch: ThreadsandFaultLines andreaa.disessa 114
7LearninginActivity yrjo engestro m 134
8CognitiveApprenticeship allancollinsandmanukapur 156
PartIIMethodologies
9Design-BasedResearch:AMethodologicalToolkitfor EngineeringChange sashabarab 177
10AnalyzingCollaboration noelenyedyandreedstevens
12ALearningSciencesPerspectiveontheDesignandUse ofAssessmentinEducation jamesw.pellegrino
13LearningAnalyticsandEducationalDataMining ryans.bakerandgeorgesiemens
PartIIIGroundingTechnologyintheLearningSciences
15EmbodimentandEmbodiedDesign dorabrahamsonandrobblindgren
16TangibleandFull-BodyInterfacesinLearning narcisparesandmichaeleisenberg
17AugmentedRealityintheLearningSciences bertrandschneiderandiulianradu
PartIVLearningTogether
19KnowledgeBuildingandKnowledgeCreation marlenescardamaliaandcarlbereiter
20Computer-SupportedCollaborativeLearning gerrystahl,timothykoschmann,anddanielsuthers
22InformalLearninginMuseums palmyrepierroux,karenknutson,andkevincrowley
PartVLearningDisciplinaryKnowledge
23ResearchinMathematicsEducation:WhatCanItTeach UsaboutHumanLearning? annasfardandpaulcobb
24ScienceEducationandtheLearningSciences: ACoevolutionaryConnection
nancybutlersongerandyaelkali 486
25ComplexSystemsandtheLearningSciences:Educational, Theoretical,andMethodologicalImplications
michaelj.jacobsonanduriwilensky 504
26LearningHistory
mariocarreteroandeverardoperez-manjarrez 523
27LearningtoBeLiterate
petersmagorinskyandricharde.mayer 543
28ArtsEducationandtheLearningSciences ericarosenfeldhalversonandkimberlym.sheridan 560
PartVIMovingLearningSciencesResearchintotheClassroom
29LearningasaCulturalProcess:AchievingEquity throughDiversity
na’ilahsuadnasir,anns.rosebery,bethwarren, andcarold.lee 581
30DesigningforMeaningfulLearning:Interest,Motivation, andEngagement
k.annrenningerandsannaja rvela 602
31AdvancesinTeacherLearningResearchinthe LearningSciences
barryj.fishman,carolk.k.chan, andelizabetha.davis 619
32LearningSciencesandPolicy:ADecadeofMutual Engagement
williamr.penuel,jamesp.spillane,andminsun 638
33TheLearningSciencesinthe2020s:Implicationsfor SchoolsandBeyond r.keithsawyer 658
2.1Log10 timescaleofhumanlearning page 28
2.2Researchmethodsextendacrossthetimescalesofhuman learning 44
4.1Twodifferentvisualrepresentationsofthesameunderlying epidemicmodel 84
6.1Theexpertexplanationofatoss
6.2Anoviceexplanationofatossthatinvolvestwoforces 116
7.1Generalmodelofanactivitysystem
7.2Twointerconnectedactivitysystemswithapartially sharedobject
7.3Twodimensionsofexpansivityoflearninginactivity
7.4ThreeaspectsofthelearningobjectaccordingtoMartonetal. 140
7.5Extendedviewofthelearningobject
7.6Individuallearningphenomenaexplainedbyactivity system-levelproperties
7.7Explainingchangesinactivitysystemsintermsofthe individualparticipantsofthesystem 144
7.8Activitysystem-levelphenomenaexplainedbyhypotheses ofactivitysystemproperties 145
7.9GeneralityashighPDratioandhighstabilization
9.1Generalcharacterizationofdesign-basedresearch
9.2Theoryofimpactarticulation
10.1Astandardplay-scriptofstudents’ useofevidenceand counterevidencelinkedtostatisticslearningthaterasesmany interactionaldetails 204
10.2Atranscriptexcerptusingmodi fiedJeffersonianconventions showingtiming,overlap,andlatchinginaninteraction 206
10.3Transcriptionconventionstodisplaythecoordinationof representationalaction(inthiscaseagesture)withaturn oftalk
12.1Theassessmenttriangle
12.2Simplifiedrepresentationofthreecriticalcomponentsofthe evidence-centereddesignprocessandtheirreciprocal relationships
12.3AdaptationofCenterforAssessmentandEvaluationofStudent Learningrepresentationofacoordinated,multilevel assessmentsystem 253
15.1TheMIT-Psetata1:2ratio 311
15.2SchematicrepresentationoftheMIT-Pdisplayconfiguration sequenceusedintheactivity 312
15.3Astudentusingahandgesturetorepresenttheangleatwhich lightraysarehittingtheEarthintheGRASPseasonssimulation 313
15.4AscreenshotoftheGRASPseasonssimulation 314
17.1Thereality-virtualitycontinuum,withexamplesofAR technologies 342
17.2TheHoloSpeakersystemasseenthroughanARheadset 347
17.3TheTinkerTableproject 351
17.4TheEcoMOBILElearningenvironmentprovidesAR informationinapondecosystem,wherestudentscanaccess virtualinformationfromtheirphone 355
18.1IllustrationbyAlanKayofchildrenlearningoutdoorson wirelesslyconnectedtabletcomputersthroughshared simulationgames 363
18.2Userandsettingsscreensforthehandheldversionofthe VirusGame 367
18.3Representationofthepersonalinquiryprocessontheclassroom wall(a)andonthenQuirescreen(b) 370
19.1Eightstudent-generatedviews 393
19.2Anoteusingtheory-buildingepistemicmarkers 394
19.3Thebackgroundscreenshotwascreatedbyuniversitystudents; theforegroundedscreenshotwascreatedbyGrade2students 395
19.4Theforegroundedgraphsandthesurroundingnoteswere generatedbyGrade6students 396
19.5Communityknowledgeviewedfromeightdifferentperspectives 397
24.1Selectfeaturesofscienceinvestigationandengineeringdesign andhowtheydifferfromscienceactivitiesintraditional scienceclassrooms 496
26.1ChristopherColumbusreceivespresentsfromtheCacique QuacanagarionHispaniola(whatisnowmodernHaiti). TheodoredeBry(1528–1598).Engraving 530
1.1Deeplearningversustraditionalclassroompractices page 5
2.1Learningsciencesactivitiesthatexemplifythefourquadrants 29
4.1Developinglearninggoalsexpressedasperformancesbyintegrating thescienceandengineeringpractices,disciplinarycoreideas,and crosscuttingconcepts 79
8.1Principlesfordesigningcognitiveapprenticeshipenvironments 159
9.1Quadrantmodelofscienti ficresearch 178
9.2ContrastingDBRwithlaboratoryexperimentationintermsof elementsthatilluminatekeydifferences 182
10.1Fourmethodologicalapproachesforthestudyofcollaborative learningthatdifferalongfourdimensions 197
10.2AselectionofJeffersoniantranscriptionconventions(1984) 206
17.1HowvariousARfeaturescanbenefitlearning,socialinteractions, andstudents ’ affects 346
18.1TencharacteristicsofMSL 365
24.1ContrastingversionsofUSnationalsciencestandards (1996and2013) 492
24.2NextGenerationScienceStandardsPerformanceExpectation formiddleschoolstudents,grades6–8intheUnitedStates 493
25.1Componentsofthecomplexsystemsconceptualframeworkfor learningwithexamples 514
26.1Developmentoftheunderstandingoffourhistoricalconcepts 526
27.1Threecontentareasinthecognitivescienceofliteracylearning 545
27.2Basiccognitiveprocessesinreading fluency 545
27.3Fourcognitiveprocessesinreadingcomprehension 547
27.4Threecognitiveprocessesinwriting 548
Contributors
dorabrahamson,UniversityofCalifornia–Berkeley
jerryandriessen,Wise&MunroLearningResearch
rogerazevedo,UniversityofCentralFlorida
michaelbaker,NationalCenterforScientificResearch
ryans.baker,TeachersCollege,ColumbiaUniversity
sashabarab,ArizonaStateUniversity
carlbereiter,UniversityofToronto
mariocarretero,AutonomaUniversityofMadrid
carolk.k.chan,UniversityofHongKong
clarka.chinn,RutgersUniversity
paulcobb,VanderbiltUniversity
allancollins,NorthwesternUniversity
kevincrowley,UniversityofPittsburgh
elizabetha.davis,UniversityofMichigan
andreaa.disessa,UniversityofCalifornia–Berkeley
michaeleisenberg,UniversityofColorado–Boulder
yrjo engestrom,UniversityofHelsinki
noelenyedy,VanderbiltUniversity
barryj.fishman,UniversityofMichigan
ericarosenfeldhalverson,UniversityofWisconsin
michaelj.jacobson,UniversityofSydney
sannajarvela,UniversityofOulu
yaelkali,UniversityofHaifa
manukapur,NationalInstituteofEducation,NanyangTechnological University
karenknutson,UniversityofPittsburgh
timothykoschmann,SouthernIllinoisUniversitySchoolofMedicine
josephs.krajcik,MichiganStateUniversity
carold.lee,NorthwesternUniversity
robblindgren,UniversityofIllinoisatUrbana-Champaign
richarde.mayer,UniversityofCalifornia–SantaBarbara
na’ilahsuadnasir,UniversityofCalifornia–Berkeley
mitchellj.nathan,UniversityofWisconsin
narcispares,PompeuFabraUniversity
roypea,StanfordUniversity
jamesw.pellegrino,LearningSciencesResearchInstitute,Universityof IllinoisatChicago
williamr.penuel,UniversityofColorado–Boulder
everardoperez-manjarrez,HarvardUniversity
palmyrepierroux,UniversityofOslo
iulianradu,HarvardUniversity
brianj.reiser,NorthwesternUniversity
k.annrenninger,SwarthmoreCollege
anns.rosebery,TERC
r.keithsawyer,UniversityofNorthCarolinaatChapelHill
marlenescardamalia,UniversityofToronto
bertrandschneider,HarvardUniversity
annasfard,UniversityofHaifa
mikesharples,TheOpenUniversity
kimberlym.sheridan,GeorgeMasonUniversity
brucel.sherin,NorthwesternUniversity
namsooshin,MichiganStateUniversity
georgesiemens,AthabascaUniversity
petersmagorinsky,UniversityofGeorgia
nancybutlersonger,UniversityofUtah
jamesp.spillane,NorthwesternUniversity
kurtsquire,UniversityofCalifornia–Irvine
gerrystahl,DrexelUniversity
constancesteinkuehler,UniversityofCalifornia–Irvine
reedstevens,NorthwesternUniversity
minsun,UniversityofWashington
danielsuthers,UniversityofHawai’iatManoa
iristabak,Ben-GurionUniversityoftheNegev
bethwarren,TERC
uriwilensky,NorthwesternUniversity
philiph.winne,SimonFraserUniversity
Preface
R.KeithSawyer
Firstpublishedin2006, TheCambridgeHandbookoftheLearningSciences (CHLS)isthedefinitiveoverviewofthisinfluentialinterdisciplinary field.The chapterauthorsareleadingresearchersinthe fieldwithestablishedresearch programsandinfluentialscholarlypublications.Eachchapterreviewsresearch onacentralthemethathasin fluencedtoday’slearningscientists.Whenread together,thesechapterswillprovideyouwithabroadrangeofresearch knowledgeabouthowpeoplelearn.
Thelearningsciences(LS)emergedinthe1990s,andthe2006handbookwas the firstcomprehensiveoverviewoftheresearchdoneuptothatpoint. CHLS foundabroadaudienceandwaswidelyadoptedasatextinuniversityLS programs.The2014secondeditionintroducedmanynewcutting-edgetopics.It representedtheincreasinginternationalscopeofthe fieldsince2006,with authorsfrom fifteencountriesandfourcontinents.Itstranslationsinto JapaneseandChinesehaveintroducedthousandsofinternationalscholarsto the field.Thisthirdedition, CHLS3E,incorporatessignificantnewresearch sincethe2014secondedition.LSisagrowing fieldwithsubstantialgrant fundingfromnationalgovernmentsandnew findingspublishedinpeerreviewedjournalseveryyear.Allofthesechaptershavebeensubstantially updatedtoincorporatetheseadvancesinthe field.
Thechaptersin CHLS3E eachdescribeexcitingnewclassroomenvironmentsbasedonthelatestscienceabouthowpeoplelearn.Theseclassroom environmentscombinenewcurricularmaterials,newcollaborativeactivities, supportforteachers,andinnovativeeducationalsoftware,oftenusingthe uniqueadvantagesoftheInternettoextendlearningbeyondthewallsofthe school.LSissupportingdeeplinksbetweenformalschoolingandthemany otherlearningenvironmentsavailabletostudents – libraries,sciencecenters andhistorymuseums,after-schoolclubs,onlineactivitiesthatcanbeaccessed fromhome,andevencollaborationsbetweenstudentsandworking professionals.
LSemergedfromawidevarietyofscienti ficdisciplinesthateachstudied learning(see Chapter1 forasummaryofthishistory).LShasbroughttogether aspectsofeachofthesedisciplinestodevelopitsownfairlystableintellectual structureofconcepts,theoreticalframeworks,andmethodologies.Thishandbookisdesignedtorepresentthisintellectualstructure.Eachchapterfocuseson acorethemethathasbeeninfluentialinabroadrangeofresearchprograms
andacrossuniversitiesandcountries.Becauseofthisthematicapproach,each chapterwillbeofinteresttoallresearchers,notonlythosethatspecializeina particulararea.Eachchapterconnectstofundamentalaspectsoflearningthat arefoundinallschoolsubjectsandalllearningenvironments.
EditorialGoals
Eachchapterprovidesabig-pictureoverviewofamajorresearch strandinthe fi eld.Thechaptersfocusonthemostimportanttheoretical contributionsandempirical fi ndings.Foranyoneofthesechaptersanentire bookcouldbewrittentocapturetherichnessandbreadthofitsresearchtopic. Infact,forsomeofthesechaptertopics,thereissomuchresearchthatthereis alreadyahandbook fi lledwithchaptersthatfocuso njustthatonetopic.After all,therearethousandsoflearningscientists,andonlythirty-threechaptersto summarizethislargeandgrowing fi eld.Forreaderswhowishtodivemore deeply,eachchapterprovidesalistofreferencestothemostin fl uential publicationsonthattopic.
Thesechaptersdescribethelatestcutting-edgeresearchonlearning.Butthis handbookisnotonlyaboutlastyear’sresearch;suchachapterwouldbecome outofdatefairlyquickly.Thatiswhyeachchapterfocusesonaconceptor themethathasbeenactivelystudiedforadecadeormoreandthatweexpect willcontinuetobestudiedforyearstocome.
Theprimaryaudienceforthisbookisnewcomerstothe field.Aswiththe first andsecondeditions,manyreaderswillbegraduatestudentsinamaster’ sor doctoralprogram.Whenthisthirdeditionwenttopressin2021,therewere sixtydegreeprogramsfromthirty-nineuniversitiesrepresentingcountriesin NorthAmerica,SouthAmerica,Europe,Asia,andAustralia(www.isls.org/ communities/naples).Becausethechaptersarewrittenfornewcomers,wehave triedtoavoidusingspecializedtermswithoutdefiningthem first.Wetrynotto talkabouttheoriesorconceptsinwaysthatassumethereaderknowsabout themalready.
Asecondaryreadershipisscholarsinrelated fieldswhoseownresearchwould benefitfromabroadknowledgeoflearningsciencesresearch.Thisincludes cognitivepsychology,instructionaltechnology,educationalpsychology,sociology,policy,criticaltheory,artificialintelligence,andothers.
InternationalScope
LSresearchhasbecomeincreasinglyinternationalsincethe2006 first edition.Justtwoyearsafterwards,in2008,theannualLSconferencewas first heldoutsideoftheUnitedStates(inUtrecht,TheNetherlands).Thisinternationalscopewasreflectedinthe2014secondeditionofthishandbook;ithad authorsfrom fifteencountriesonfourcontinents.The2018 International
HandbookoftheLearningSciences (Fischer,Hmelo-Silver,Goldman,& Reimann, 2018)providedasimilarrepresentationoftheinternationalscope ofthe field,withchaptersfromseventeencountriesandfourcontinents.The internationalnatureofthe fieldislikewiserepresentedinthisthirdedition.
TheannualLSconferencesareheldinmanydifferentcountries,allwith activelearningsciencesresearchprograms.Eachyear,adifferentcountryis chosentobethehost,withlocationsrotatingamongNorthAmerica,Europe, andAsiaorAustralia.In2016–2017,articlesweresubmittedto TheJournalof theLearningSciences fromthirty-eightcountries(Radinsky&Tabak, 2017).
TheHistoryoftheHandbook:FirstandSecondEditions
In2004 – onlytwoyearsaftertheInternationalSocietyoftheLearning Sciences(ISLS)wasfoundedin2002 – CambridgeUniversityPressmadean earlycommitmenttoLSbyissuingabookcontractforthe firsteditionofthis handbook.Thechaptertopicsandtheauthorswerecollaborativelyselectedby meandaneditorialboardcomposedoffourseniorleadersinthe field:Allan Collins,JereConfrey,JanetKolodner,andMarleneScardamalia.The first editionwaspublishedin2006.
By2012,the fieldhadadvancedrapidlyanditbecameclearthatasecond editionwasnecessary.Thesecondeditionchaptertopicsandtheirauthorswere selectedbyadistributed,collectiveprocessthatinvolvedtheentireLScommunity.WiththesupportoftheISLS,in2012Iconductedanonlinesurveythat wasdistributedtothemembership,askingwhichchaptertopicsshouldbeinthe secondedition.Therewereninetyresponsestothissurvey.Cambridge UniversityPressdistributedthesamesurveytoseveninstructorswhowere usingthe firsteditionintheiruniversitycourses.Thesecondeditionhadsome overlapwiththe firstedition – thirteenchaptersappearedinboth – butmostof itwasnew:ofitsthirty-sixchapters,twenty-threewerewrittenbyauthorsthat didnotappearinthe firstedition,andtwentyofthemwereontopicsthatdid nothavededicatedchaptersinthe firstedition.
The2006 firsteditionandthe2014secondeditionhavetogethersoldover 5,000copiesinEnglishandmanymoreinJapaneseandChinesetranslation. Muchgreaterthanthenumberofphysicalcopiessoldisthenumberofelectronicdownloadsfromuniversitylibraries.Thisbookanditschaptershave receivedwellover10,000citationsinscienti ficpublications,indicatingthatit hashadahighlevelofimpactonscholarship.
HandbooksandEditedVolumes
Sincethe2014secondeditionmanyb ookshavebeenpublishedthat representsigni fi cantcontributionstoLSscholarship.Theincreasingnumber ofLSbooksshowshowmuchthe fi eld ’sresearchhasexpandedandwhythis
thirdeditionistimely.Afterreading CHLS3E ,thesebookswouldbevaluable nextsteps:
• InternationalHandbookofComputer-SupportedCollaborativeLearning (Cress,Rosé,Wise,&Oshima, 2021).
• HandbookoftheCulturalFoundationsofLearning (Lee,deRoyston,Nasir,& Pea, 2020).
• TheCambridgeHandbookofCognitionandEducation (Dunlosky&Rawson, 2019).
• TheInternationalHandbookoftheLearningSciences (Fischeretal., 2018).
• PowerandPrivilegeintheLearningSciences (Esmonde&Booker, 2017).
• ReflectionsontheLearningSciences (Evans,Packer,&Sawyer, 2016).
Anotherusefulcompaniontothisbookisthecollectionofvideoresources availableforfreeontheISLSwebsite(www.isls.org/research-topics).Thereare videosonnearly fiftykeyLSconcepts – webinars,interviews,longlectures,and shortsummaries – byleadinglearningscientists,includingmanyoftheauthors inthishandbook.Eachvideocomeswitharecommendedlistofreadingson thetopic.
Thethirty-threechaptersofthethirdeditionareorganizedinto sixparts.
• PartI:Foundations.Thesechapterseachfocusonafoundationalconceptthat hasbeenin fluentialinLSresearchfromtheoriginofthe fieldinthe1980sand 1990sandthatareimportantfoundationsfortheresearchinthechapters thatfollow.
• PartII:Methodologies.Learningscientistsuseabroadrangeofmethodologies,includingexperimentalpsychologicalmethods.Ichosenottoprovidea chapteronexperimentaldesigns – althoughtheyhavecontributedsubstantiallytoLSresearch – becausesuchintroductionsareeasyto findelsewhere. Thechaptersherefocusoninnovativemethodologiesthathave,atleastin part,beendevelopedbytheLScommunity.
• PartIII:GroundingTechnologyintheLearningSciences .Eachofthese chaptersdescribesaninnovativenewtechnologywithpromisetoenhance learning.Thesetechnologieshaveuniquefeaturesthatsupportlearningenvironmentdesignsinwaysthataresometimesdif ficultotherwise.Newly designedsystemsbasedonthesetechnologieshavebeenstudiedbylearning scientistsfortheirimplicationsforlearningmoregenerally.
• PartIV:LearningTogether .Awiderangeofeducationalresearchhasfound thatcollaborationcontributestolearning.Thesechaptersshowhowlearning environmentscanbedesignedtofostermoreeffectivelearningconversations –particularlywiththewideavailabilityofonlinecollaborativetools.
• PartV:LearningDisciplinaryKnowledge.EachofthesechaptersreviewsLS researchthatfocusesonaspeci ficdiscipline,butevenso,thechaptersare writtentobeofinteresttoalllearningscientists.Thefocusofeachofthese chaptersis:whatuniqueepistemologies,practices,and findings – inspiredby thisdiscipline’scontent – changethewaywethinkaboutlearningmore generally?
• PartVI:MovingLearningSciencesResearchintotheClassroom.Globally, manyeducationsystemsarelookingtoLSresearchtohelpthemredesign theirschoolsformoreeffectiveteachingandlearning.ThesechapterssummarizethekeymessagesfromLSforeducationpolicymakers,andexplore whatmighthappenwhenwetakeLS findingsandusethemtoreformschools, classrooms,andteacherpractices.
InmyIntroductionchapter,Iprovideabroadoverviewofthe field,andinthe Conclusion(Chapter33),IexplainwhyLSisimportantnotonlytoeducation, buttoourentiresociety.LSisdiscoveringhowtoteachthedeepknowledge, skills,andattitudesrequiredtothriveinaworldofknowledgeandcreativity, andthisresearchshowsushowtodesigntheschoolsofthefuture.
Abooklike CHLS3E isamassiveundertaking;oversixtyauthorshavecontributedtothisbookandmanyothermembersoftheLScommunityhavecontributedindirectlybyreadingandcommentingonchapterdrafts.Aswithany professionalcommunity,theknowledgethatemergesiscollectivelycreatedby alloftheparticipants.Manyimportantscholarswhosenamesdonotappearas authorsnonethelesshavecontributedtothecollectiveendeavorthatisLS.While editingthishandbook,Ihavediscoveredthatthemembersofthisprofessional communityaredeeplyawarethattheyareeachonlyoneparticipantinabroad communityofpracticeandthattheknowledgegeneratedcannotbeconsideredto beownedorpossessedbyanyoneresearcher.Bysharingopenlyandworking collaboratively,LSresearchershavemadegreatstrides.Ihopethat CHLS3E functionsasaresourcethatwillallowasignificantexpansionofthiscommunity ofpractice,allowingeveryoneinvolvedwitheducationtotapintothesenew findingsandbeginthetaskofdesigningtheschoolsofthefuture.
Sadly,threeleadinglearningscientistswhowerecontributorstothe2014second editionhavepassedon:MikeEisenberg(deceasedMarch12,2019;see Blikstein,Kafai,&Pea, 2019),JimGreeno(deceasedSeptember8,2020;see Rangel, 2020),andNaomiMiyake(deceasedMay29,2015;seeKoschmann, 2015).Theircontributionstothehandbookandtothe fieldwereprofoundand sophisticated.Theywillbegreatlymissed,buttheevidenceoftheircontributionsisallaroundusintheirinfluenceonthe field,theircolleagues,and theirstudents. Preface
IwouldliketothankmyeditorsatCambridgeUniversityPress(CUP). Beginningwithmy firstbookproposalin2003,Ihaveworkedwithmanydifferent editorswhosuccessivelyservedaspsychologyeditoratCUP.PhilLaughlinwas theacquisitioneditorofthe2006 firstedition.WhenheleftCUP,hewasreplaced byEricSchwartz,whowasreplacedbySiminaCalin,whowasreplacedbyEmily Spangler,whowasreplacedbyAdinaBerk.Ms.Berkreviewedthesecondedition proposalandissuedacontractinMarch2012.InMarch2013,DavidRepetto tookoverasmyeditor,andheexpertlytookthesecondeditionintoproduction. Davidcontinuedastheeditorforthisthirdedition,andonbehalfofthelearning sciencescommunity,Iapplaudhimforhiscontinuedcommitmenttothishandbookandtothe fieldofthelearningsciences.
Iamgratefultoeachoftheauthorsforthehardworktheyinvested.These chapterswerewrittenin2020and2021,whentheworldwasconsumedwiththe Covid-19virus.Almostalloftheauthorsareuniversityteachersaswellas researchers.Atthesametimetheywerewritingthesechapters,theywere redesigningtheircoursestobeonline,becauseuniversitycampusesaround theworldweresuddenlyclosedtoin-personinstruction.Ittookanimpressive effortfromtheauthorstowritetheseexceptionalchapters.
Itwasatruepleasuretoworkwithsuchadeeplyprofessionalgroupof scholars.Iamparticularlygratefulthattheauthorswerewillingtorespondto mysuggestions.Ireviewedeachchapter’ s firstdraftandIoffereddetailed commentsthatrequiredtheauthorstoinvestasignificantamountoftimeto writetheirseconddraft.Mygoalwastoreadwiththemindsetofourtarget reader:anewcomertoLS.Ireadthe firstdraftstoidentifypassagesorterms thatmightbedifficultforanewcomertounderstand.Asecondgoalwasto ensurethateachchapterwasasconciseandfocusedaspossible;becausethere arethirty-threechapters,eachonehadstrictlengthlimitations.Havingworked socloselywiththesescholarsthroughtheirmultipledrafts,Ihaveadeeper understandingofwhythelearningsciencesishavingsuchasignificantimpact oneducation.
References
Blikstein,P.,Kafai,Y.,&Pea,R.(2019).MikeEisenberg:Aoneofakindpioneerinthe learningsciences. JournaloftheLearningSciences, 28(4–5),678–684.doi:10 .1080/10508406.2019.1684751
Cress,U.,Rosé,C.,Wise,A.,&Oshima,J.(Eds.).(2021). Internationalhandbookof computer-supportedcollaborativelearning.NewYork,NY:Springer. Dunlosky,J.,&Rawson,K.A.(Eds.).(2019). TheCambridgehandbookofcognitionand education.NewYork,NY:CambridgeUniversityPress. Esmonde,I.,&Booker,A.N.(Eds.).(2017). Powerandprivilegeinthelearningsciences: Criticalandsocioculturaltheoriesoflearning.NewYork,NY:Routledge. Evans,M.A.,Packer,M.J.,&Sawyer,R.K.(Eds.).(2016). Reflectionsonthelearning sciences.NewYork,NY:CambridgeUniversityPress.
Fischer,F.,Hmelo-Silver,C.E.,Goldman,S.R.,&Reimann,P.(Eds.).(2018). The internationalhandbookofthelearningsciences.NewYork,NY:Routledge. Koschmann,T.(2015).Remembrance:NaomiMiyake. JournaloftheLearning Sciences, 24(3),498–499.doi:10.1080/10508406.2015.1065667
Lee,C.D.,deRoyston,M.M.,Nasir,N.S.,&Pea,R.(Eds.).(2020). Handbookofthe culturalfoundationsoflearning.NewYork,NY:Routledge. Radinsky,J.,&Tabak,I.(2017).Outgoingeditors’ note:The JournaloftheLearning Sciences asamirroroftrendsinthe field. JournaloftheLearningSciences, 26(1),1–6.doi:10.1080/10508406.2017.1260414
Rangel,E.S.(2020). JamesGreeno:Inmemoriam.Retrievedfrom www.lrdc.pitt.edu/ people/james-greeno.cs.html Preface
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