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.
Author(s): Marie-Claire Shanahan, Beaumie Kim, Miwa Aoki Takeuchi, Kim Koh, A. Paulino Preciado-Babb, Pratim Sengupta
Publisher: Routledge
Year: 2022
Language: English
Pages: 291
City: Singapore
Cover
Half Title
Title
Copyright
Contents
Editor and Contributor Biographies
Introduction
1 Knowing and Learning in Proleptic Boundary Spaces: Reimagining the Learning Sciences
Section 1 Conversations on Transdisciplinarity
2 Critical and Emergent Perspectives to Transdisciplinarity in the Learning Sciences
3 Promoting Transdisciplinary Epistemic Dialogue
4 “Speaking Out More in Class” and “Talk[ing] Less and Less about My Goals”: A Counter-storytelling of Undergraduate Latina Women’s Critical Race-Gendered Epistemologies as Mathematics Students and Aspiring Engineers
5 Youths Relationships with the Land, Each Other, and their Community: A Critical Lens and Engagement with the Transdisciplinary and Heterogeneous
6 Transcending Disciplinarity: An Epilogue for Epistemological, Ontological, and Axiological Expansions
Section 2 Conversations on Design
7 Engaging in Design Discourse with Learning Scientists
8 The Premises of Design Research
9 Learning from “Interpretations of Innovation” in the Codesign of Digital Tools
10 Teachers as Designers in Knowledge Building Innovation Networks
11 Axiology in Learning Design: Centering Value Pluralism in Our Study of Learning Environments
12 Continuing the Design Discourse in the Learning Sciences
Section 3 Conversations on Cognition
13 Reframing Cognition as Enactive, Affective, Ethical, and Ideological Experiences
14 Enactive Perception as Mathematics Learning
15 Affective Phenomena in Learning: The Good, the Bad, and the Ugly
16 Assumptions Matter! Epistemological, Ideological, and Axiological Aspects of Assumptions that Undergird Collective Reasoning About Science, Technology, and Society
17 Epilogue: Reflections on Cognition Research in the Learning Sciences
Section 4 Conversations on Technology
18 Reimagining Technology in Learning Sciences: Empowering Alternative Discourses
19 Studying Spatial Ability in Virtual Environments: Gender, Games, and Space
20 Beyond Representationalism: Heterogeneity as an Ethical Turn in STEM and Computing Education
21 Making and the maker movement in the learning sciences
22 Plurality and Technology in the Learning Sciences
A Response
23 Refiguring and Transforming the Learning Sciences: A Dialogical Field-in-the-Making
Index
