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| Detailed view |
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| The Cambridge Handbook of the Learning Sciences, Cambridge University Press (Ed.) (2005) 39-77 |
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| Attached file list to this document: | |||||
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| Foundations and opportunities for an interdisciplinary science of learning |
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| John Bransford1Brigid Barron2Roy D. Pea2Andrew Meltzoff3Pat Kuhl3Philip Bell1Reed Stevens1Daniel Schwartz2Nancy Vye1Byron Reeves4Jeremy Roschelle5Nora Sabelli5 |
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| (2005) |
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| In this chapter, we argue that the learning sciences are poised for a "decade of synergy." We focus on several key traditions of theory and research with the potential for mutually influencing one another in ways that can transform how we think about the science of learning, as well as how future educators and scientists are trained. |
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| 1: | College of Education |
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| 2: | School of Education |
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| 3: | Institute for Learning and Brain Sciences |
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| 4: | Department of Communication |
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| 5: | Center for Technology in Learning |
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| learning environments;theory of learning;learning sciences |
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| hal-00190629, version 1 | |
| http://telearn.archives-ouvertes.fr/hal-00190629 | |
| oai:telearn.archives-ouvertes.fr:hal-00190629 | |
| From: Jerome Zeiliger | |
| Submitted on: Friday, 23 November 2007 08:53:56 | |
| Updated on: Friday, 23 November 2007 08:53:56 | |
