Embracing Diversity in the Learning Sciences
Regular price
€248.00
Alaska Native Students
analogy
Analogy Comprehension
Analogy Creation
Aquarium Setting
artifacts
artificial intelligence in education
Carl Bereiter
Category=JMR
Category=JN
cognitive development
conceptual
Conceptual Artifacts
conference
D-79085 Freiburg
deep
Deep Conceptual Understanding
Dialogic Inquiry
educational psychology
environments
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Gestural Communication
hypermedia
Hypermedia Environments
interdisciplinary approaches to learning
international
Knowledge Construction Activity
learning theories
Middle School Classrooms
Museum Of The Future
Native Alaskan
OISE
qualitative research methods
Referential Communication Task
Restricted Communication
Scaffolding Methods
Scientific Meaning Making
sixth
sociocultural perspectives
Sophisticated Mental Models
Speaker's Display
Speaker’s Display
Successful Mathematics Teaching
Textual Applications
understanding
Verbal Protocol Data
Product details
- ISBN 9781138411647
- Weight: 1420g
- Dimensions: 210 x 280mm
- Publication Date: 02 Aug 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
Secure
checkout
Fast Shipping
Easy returns
More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.
Yasmin B. Kafai, William A. Sandoval, Noel Enyedy, Althea Scott Nixon, Francisco Herrera
