The Cambridge Handbook Of The Learning Sciences
By P. Maurer. 2016
1,437 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/0d1d92b3bdce8858602597c68816ffd7847c1444
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Cornelia Schoor
- Hanna Järvenoja
- Sanna Järvelä
- C. Hmelo‐Silver
- Jonna Malmberg
- Sadhana Puntambekar
- Christian D. Schunn
- Joseph Krajcik
Citations in the corpus
- Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “In communities of practice (Wenger, 1998), a group’s (community’s) knowledge is preserved in form of practices (cf. Greeno, 2006).”
- Synthesis of Discipline-Based Education Research in Physics. (2014, background): “[5,471]); these interview techniques are useful for learning about ways of structuring effective instructional strategies, as in design research [472,473].”
- Putting Education in “Educational” Apps (2015, background): “Sawyer (2006) noted that “outside of formal schooling, almost all learning occurs in a complex social environment” (p. 9), and there is agreement that social interaction is central to learning.”
- A Call to Action: The Challenges of Creative Teaching and Learning (2015, background): “Torrance also developed several different curricular units to teach creativity, with the goal of helping students to increase their scores on the TTCT, such as the Future Problem Solving Program (Torrance, Bruch, & Torrance, 1976).”
- Conjecture Mapping: An Approach to Systematic Educational Design Research (2014, methodology): “The legitimacy of design research is evident in its inclusion in various handbooks of education research (Sandoval, in press; Schoenfeld, 2006), including two different chapters in the first handbook on the learning sciences (Barab, 2006; Confrey, 2006).”
- Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (2014, background): “The goal is “to better understand the cognitive and social processes that result in the most effective learning, and to use this knowledge to redesign classrooms and other learning environments so that people learn more deeply and more effectively” (Sawyer, 2006, p. xi).”