MARC状态：审校 文献类型：西文图书 浏览次数：23
- 题名/责任者:
- The learning sciences in conversation : theories, methodologies, and boundary spaces / edited by Marie-Claire Shanahan [and five others].
- 出版发行项:
- New York : Routledge, Taylor & Francis Group, 2023.
- ISBN:
- 9780367538651
- ISBN:
- 0367538652
- ISBN:
- 9780367545642
- ISBN:
- 0367545640
- 载体形态项:
- xviii, 274 pages : illustrations ; 24 cm
- 附加个人名称:
- Shanahan, Marie-Claire, editor.
- 论题主题:
- Learning-Research.
- 论题主题:
- Instructional systems-Design.
- 论题主题:
- Cognition.
- 论题主题:
- Educational technology.
- 中图法分类号:
- G642
- 书目附注:
- Includes bibliographical references and index.
- 内容附注:
- Knowing and learning in proleptic boundary spaces : re-imagining the learning sciences / Pratim Sengupta, Miwa Aoki Takeuchi, Beaumie Kim, Marie-Claire Shanahan, Kim Koh and A. Paulino Preciado-Babb -- Critical and emergent perspectives to transdisciplinarity in the learning sciences / Miwa Aoki Takeuchi, Pratim Sengupta, Jennifer D. Adams, Marie-Claire Shanahan -- Promoting transdisciplinary epistemic dialogue / Richard Lehrer -- "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 / Luis A. Levya, Zander D. Alley -- Youths' relationships with the land, each other, and their community : a critical lens and engagement with the transdisciplinary and heterogeneous / Jr
- 摘要附注:
- "The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of today's learning scientists. 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"--
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