The Cambridge Handbook of The Learning Sciences

By N. Rose. 2007

372 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9bbb07b3aad73c10120eb7f215130cc26016ecd5

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In Developmental and Educational Psychology

Citations in the corpus

Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments (2010, background): “ITSs have emerged as valuable systems to promote active learning, with learning gains associated with sophisticated ITSs at around a 1.0 SD improvement (about a letter grade) when compared to controls (Dodds & Fletcher, 2004; Koedinger & Corbett, 2006; VanLehn et al 2005).”
COLLABORATIVE PROBLEM SOLVING AND THE ASSESSMENT OF COGNITIVE SKILLS: PSYCHOMETRIC CONSIDERATIONS (2013, background): “An initial version of computer-supported collaborative learning was to pair students with an ITS (Graesser, VanLehn, Rose, Jordan, & Harter, 2001; Koedinger & Corbett, 2006; Matsuda et al., 2010; Nkambou et al., 2010).”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, positive): “Prior research on spatial cognition suggests that drawing activities can help students make sense of concepts via bottom-up and top-down visual-spatial processes (Schwartz and Heiser 2006; Tversky 2011).”
Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “Blumenfeld et al. (2006) also noted that it may be the case that these features of learning environment work to promote motivation, but may only serve to ''hook " but do not sustain student interest.”
Embodied design: constructing means for constructing meaning (2009, background): “…the cognitive sciences – constructs that enable the researchers to plan, coordinate, execute, reflect on, and communicate their processes (Barab, Zuiker, Warren, Hickey, Ingram-Goble, Kwon et al. 2007; Brown 1992; Collins 1992; Confrey 1998, 2005; Edelson 2002; Kelly 2003; Sandoval & Bell 2004).”
Coordinating visualizations of polysemous action: values added for grounding proportion (2014, background): “However, students eventually inferred from the feedback that this strategy does not constitute a valid solution.”
MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs Los MOOC como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y la calidad de los MOOC. (2016, neutral): “Research into what constitutes good learning goes back to Dewey and beyond (Dewey 1916; Biggs 1999; Brown 2001; Thorpe 2002; Jarvis 2004; Sawyer 2006).”
The Enactive Roots of STEM: Rethinking Educational Design in Mathematics (2015, background): “Collaborations between researchers of sports and mathematics education stand to promote an exciting turn in educational research toward embodied design principles (Abrahamson and Lindgren 2014).”
Stupid Tutoring Systems, Intelligent Humans (2016, background): “I have written a lot of it (Baker & Yacef, 2009; Baker, 2010; Baker and Siemens 2014).”
On Cognitive Constraints and Learning Progressions: The case of “structure of matter” (2009, background): “…to tacit or implicit presuppositions (Vosniadou, 1994), core hypothesis (Chi, 2008), background assumptions (Vosniadou, 2007), phenomenological primitives (diSessa, 1993, 2006), core intuitions (Brown, 1993), or conceptual resources (Redish, 2004) that guide or support thinking in a domain.”
Making sense of argumentation and explanation (2009, background): “to view it as " a form of collaborative discussion in which both parties are working together to resolve an issue. . . " (Andriessen, 2007, p. 443).”