DOCSLIB.ORG

The Learning Sciences: the Very Idea Liam Rourkea* and Norm Friesenb Ananyang Technological University, Singapore; Bsimon Fraser University, Canada

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Learning Sciences: the Very Idea Liam Rourkea* and Norm Friesenb Ananyang Technological University, Singapore; Bsimon Fraser University, Canada Educational Media International, Vol. 43, No. 4, December 2006, pp. 271–284 The learning sciences: the very idea Liam Rourkea* and Norm Friesenb aNanyang Technological University, Singapore; bSimon Fraser University, Canada TaylorREMI_A_192539.sgm10.1080/09523980600926226Educational0952-3987Original2006434000000DecemberLiamRourkeliam.rourke@gmail.com and& Article Francis (print)/1469-5790Francis Media 2006 LtdInternational (online) Attempts to frame the study of teaching and learning in explicitly scientific terms are not new, but they have been growing in prominence. Journals, conferences, and centres of learning science are appearing with remarkable frequency. However, in most of these invocations of an educational science, science itself is understood largely in progressivist, positivistic terms. More recent theory, sociology, and everyday practice of science are ignored in favour of appeals to apparently idealized scientific rigour and efficiency. We begin this article by considering a number of examples of prominent scholarship undermining this idealization. We then argue that learning and education are inescapably interpretive activities that can only be configured rhetorically rather than substantially as science. We conclude by arguing for the relevance of a broader and self-consciously rhetorical/metaphorical conception of science, one that would include the possibility of an interpretive human science. Science et apprentissage: l’idée elle-même Les tentatives visant à enchâsser l’étude de l’enseignement et de l’apprentissage dans des termes explicitement scientifiques, ne sont pas nouvelles mais elles sont de plus en plus marquées. Des revues, des conférences et des centres de science de l’apprentissage apparaissent de plus en plus fréquemment. Dans la plupart de ces invoca- tions à une science éducative le mot science est toutefois pris dans un sens largement positiviste et progressiste. On ignore en fait les théories, la sociologie et la pratique quotidienne de la science plus récentes au profit d’appels à une apparente rigueur et efficacité scientifiques. Au début de la présente étude, nous examinons un certain nombre d’exemples des recherches de premier plan qui démontent cette idéalisation (e.g. Kuhn, 1996; Latour & Woolgar, 1979; Popper, 1999). Nous avançons ensuite l’idée que l’apprentissage et l’éducation sont de façon incontournable des activités d’interprétation qu’on peut considérer comme science non dans leur substance mais seulement d’un point de vue rhétorique. Dans notre conclusion nous insistons sur la pertinence d’une conception plus large, ouvertement rhétorique et métaphorique de la science, conception qui incluerait la possibilité d’une science humaine explicative. Die Wissenschaft vom Lernen: Die eigentliche Idee Bestrebungen, das Studium von Lehren und Lernen in umfassende wissenschaftliche Begriffe einzupassen sind nicht neu, aber sie sind an Bedeutung gewachsen. Zeitschriften, Konferenzen und Studiencenter befassen sich damit in bemerkenswerter Regelmäßigkeit. Allerdings werden in den meisten dieser Aufrufe von Erziehungswis- senschaften die Wissenschaft selbst meist als fortschrittlich und positivistisch verstanden. Neuere Theorien, soziologische Erkenntnisse und tägliche praktische wissenschaftliche Erfahrungen werden zugunsten angebli- cher wissenschaftlicher Strenge und Effizienz nicht zur Kenntnis genommen. Zu Beginn dieses Beitrags werden wir etliche Beispiele prominenter Wissenschaft betrachten, die diese Idealisierung unterminieren (z.B. Kuhn, *Corresponding author. Learning Sciences Lab, 1 Nanyang Walk, Singapore 616636. Email: [email protected] ISSN 0952-3987 (print)/ISSN 1469-5790 (online)/06/040271–14 © 2006 International Council for Educational Media DOI: 10.1080/09523980600926226 272 L. Rourke and N. Friesen 1996 ; Latour & Woolgar, 1979; Popper, 1999). Daraufhin argumentieren wir, dass Lernen und Erziehung unausweichlich interpretative Aktivitäten sind, die eher nur rhetorisch denn substantiell als Wissenschaft darg- estellt werden können. Wir schließen damit, dass wir für die Relevanz eines breiten und gehemmteren rhetorisch/metaphorischen Wissenschaftskonzepts eintreten, eines, das auch der Möglichkeit einer interpreta- tiven Humanwissenschaft verpflichtet ist. Introduction In 1781, Kant (1724–1804) surveyed the advances of mathematicians and geometers, and he compared their progress to the work of the philosophers with woe. He characterized all of meta- physics to that point as random groping and longed for certain, progressive knowledge (Kant, 1781/2003, p. 17). In the late 1980s, a similar mood took hold among a group of educational researchers. Those who had embraced cognitive science felt their approach presented, as last, a way beyond the random groping of previous research on teaching and learning. Its certain and progressive nature, moreover, would lead to robust improvements to educational practice (e.g. Bereiter & Scardemalia, 1987; Schank, 1990; Kolodner, 1991; Chi, 1992). In 2002, this burgeoning group coalesced into the International Society of the Learning Sciences. The Journal of the Learning Sciences (JLS) is its principal forum, a handbook is forth- coming (Sawyer, 2006), and a handful of learning science graduate programs has popped up around the world. In this article we critique the effort to reconstruct educational inquiry as learn- ing science. In it, we address four questions: 1) What is science, generally considered? 2) What is learning science? 3) Is science something to which all educational researchers should aspire? 4) What might we do instead? In addressing these questions, we argue that: 1) current under- standings and practices of science, as revealed by natural scientists, philosophers, historians, and sociologists of science, are quite different from the nostalgic version held by those most commit- ted to a learning science; 2) relapsing into a positivistic approach to the study of human action ignores major intellectual movements of the twentieth century; and 3) movements under way in this century, including phronetic (i.e. socially responsible) social science, hermeneutic psychol- ogy, and complexity theory, offer more promising ways to understand and affect educational practice. Science To understand the current push for a learning science, we are forced to rehearse a story that was told and retold frequently in the latter part of the twentieth century. The story begins with a list- ing of the attributes of an orthodox understanding of science and ends after each attribute has been abandoned as it has been scrutinized by philosophers, by sociologists, and, in many cases, by scientists themselves. For western chroniclers, the story of the scientific enterprise often begins in the fifteenth or sixteenth century, and its function is to help us distinguish the Dark Ages from the Age of Enlightenment. In the former era, knowing and acting were informed by recourse to sacred texts and their interpreters. In the latter era, these endeavours came to be founded on increasingly formalized and accountable processes of observation, representation, and verification. In this classical formulation, scientists had privileged access to the natural world, a world that was The learning sciences: the very idea 273 objective or pre-existing. Employing an agreed-upon methodology, these trained practitioners described and explained the phenomena that they discovered, and this enabled them to predict and modify outcomes. Learning science To what extent do these principles reflect the understanding of science propounded by learning scientists? As we await a canonical text and codified terminology (e.g. a ‘handbook of learning science’), we will induce this understanding through a survey of some of their practices. Because science is often defined, at its root, in terms of the scientific method, we look for this understand- ing in the methods of the learning sciences. Learning scientists employ several methods of inquiry, most of which have been borrowed from other fields and adapted to educational concerns. One method, however, is emerging within and is unique to the learning sciences. It is referred to variously as design research (Reeves, 2000; Collins et al., 2004; Kelly, 2004; Wang & Reeves, 2004), design experiments (Brown, 1992; Collins, 1992; di Sessa & Cobb, 2004), design-based research (Barab & Squire, 2004; Dede, 2004), or developmental research (Ritchie & Nelson, 1996; van den Akker, 1999). Design-based research (DBR)—the term we settled on for this article—and learning science are reflections of each other or mutually constitutive in the way that ethnography is of cultural anthropology or that conversation analysis is of ethnomethodology. As with science, it is difficult to locate a concise, consensual definition of DBR. Separately, authors attend either to its goals (Collins et al., 2004), to its epistemological commitments (di Sessa & Cobb, 2004), or to its procedures (Kelly, 2004). Where these discussions overlap, there are tensions. To move our discussion forward, we offer our general and somewhat awkward definition: DBR is a method of inquiry whose goal is to contribute equally to educational practice and learning theory through formative case studies of interventions in naturalistic settings. Formalization of the method began with publications in 1992 by Collins and Brown, and much of our analyses will focus on Brown’s germinal and prescient article. Brown trained as an experimental psychologist in the 1960s and had engaged subsequently
Load more

Recommended publications
  • Ethnographies of Science Education: Situated Practices of Science Learning for Social/Political Transformation
    Ethnographies of science education: situated practices of science learning for social/political transformation By: Carol B. Brandt, Heidi Carlone Brandt, C. & Carlone, H.B. (2012). Ethnographies of science education: Situated practices of science learning for social/political transformation. Ethnography and Education, 7(2), 143-150. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Ethnography and Education on 18 Jul 2012, available online at: http://www.tandfonline.com/10.1080/17457823.2012.693690. ***© Taylor & Francis. Reprinted with permission. No further reproduction is authorized without written permission from Taylor & Francis. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document. *** Abstract: This article is an introductory essay to the Ethnography and Education special issue Ethnographies of science education: situated practices of science learning for social/political transformation. Keywords: Science Education | Ethnography | Culture Article: Transforming science education has been cited as a global imperative in terms of: producing technological innovation to maintain economic security (Bybee and Fuchs 2006; Tytler 2007); creating critical consumers of scientific knowledge (Osborne and Dillon2008) and fostering a more environmentally sustainable and equitable world (Calabrese Barton 2001; Carter 2008). In light of these agendas, viewing science as a cultural process has significantly contributed to our understanding
    [Show full text]
  • The Cambridge Handbook of the Learning Sciences Edited by R
    Cambridge University Press 0521845548 - The Cambridge Handbook of the Learning Sciences Edited by R. Keith Sawyer Frontmatter More information The Cambridge Handbook of the Learning Sciences Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer sci- ence, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences shows how educators can use the learning sciences to design more effective learning environments, including school classrooms and informal settings such as science centers or after-school clubs, online distance learning, and computer- based tutoring software. The chapters in this handbook describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook: readers can use it to design the schools of the future – schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation. R. Keith Sawyer is Associate Professor of Education at Washington University in St. Louis. He received his Ph.D. in Psychology at the University of Chicago and his S.B. in Computer Science at the Massachusetts Institute of Technology. He studies cre- ativity, collaboration, and learning. Dr. Sawyer has written or edited eight books. His most recent book is Explaining Creativity: The Science of Human Innovation (2006). © Cambridge University Press www.cambridge.org Cambridge University Press 0521845548 - The Cambridge Handbook of the Learning Sciences Edited by R. Keith Sawyer Frontmatter More information The Cambridge Handbook of the Learning Sciences Edited by R. Keith Sawyer Washington University © Cambridge University Press www.cambridge.org Cambridge University Press 0521845548 - The Cambridge Handbook of the Learning Sciences Edited by R.
    [Show full text]
  • Clemson University, Ph.D., Learning Sciences, Program Proposal, CAAL, 8/7/2014 – Page 1 CAAL 8/7/14 Agenda Item 4C
    CAAL 8/7/14 Agenda Item 4c New Program Proposal Doctor of Philosophy in Learning Sciences Clemson University Summary Clemson University requests approval to offer a program leading to the Doctor of Philosophy in Learning Sciences to be implemented in January 2015. The proposed program is to be offered through traditional instruction. The following chart outlines the stages for approval of the proposal; the Advisory Committee on Academic Programs (ACAP) voted to recommend approval of the proposal. The full program proposal is attached. Stages of Consideration Date Comments Program Planning Summary 2/11/14 received and posted for comment Program Planning Summary 3/30/14 One ACAP member noted that the research considered by ACAP through methods courses appear strong in this degree, electronic review but also suggested adding coursework in cognitive theory and design. Another ACAP member stated that the proposed program is similar to USC Columbia’s Ph.D. program in Educational Psychology and Research. Program Proposal Received 5/15/14 ACAP Consideration 6/19/14 ACAP members suggested the proposal include statements about how the program differs from Educational Psychology programs. ACAP also recommended the addition of recruitment strategy statements to address USC Columbia’s concerns about competition. ACAP requested a revised budget and budget justification. Comments and suggestions 6/20/14 Staff requested additional information about from CHE staff sent to the potential employment opportunities and institution specificity about what students will be able to do and in which positions they might reasonably expect employment. Staff also requested a new letter of evaluation because the letter provided did not adequately address the proposed courses/curriculum, faculty, or resources required.
    [Show full text]
  • Refining Qualitative Ethnographies Using Epistemic Network Analysis: a Study of Socioemotional Learning Dimensions in a Humanistic Knowledge Building Community
    Computers & Education 156 (2020) 103943 Contents lists available at ScienceDirect Computers & Education journal homepage: http://www.elsevier.com/locate/compedu Refining qualitative ethnographies using Epistemic Network Analysis: A study of socioemotional learning dimensions in a Humanistic Knowledge Building Community Yotam Hod a,*, Shir Katz a, Brendan Eagan b a University of Haifa, Israel b University of Wisconsin, Madison, USA ARTICLE INFO ABSTRACT Keywords: Contemporary educational research has increasingly pointed to socioemotional dimensions of Cooperative/collaborative learning learning as important in promoting academic progress and sociocognitive developments. Data science applications in education Epistemic Network Analysis, a methodology for producing quantitative ethnographies based on Learning communities complex learning environments, has only begun to examine socioemotional facets of learning in Pedagogical issues classrooms. The aim of this research is to investigate what and how Epistemic Network Analysis Post-secondary education can contribute to qualitative, socioemotionally-focused ethnographies of classroom learning communities. To do this, we employed Epistemic Network Analysis to analyze data collected during a semester of studies, in parallel to a stage developmental analysis of the same community using qualitative methods. The results of this study specifically show the importance of prior experience and how this interacts with participants’ connectedness to the community, as well as how group dynamics are a vital aspect of community discourse and that the socioemotional di­ mensions that people attach to it may be the determinants of stage advancement. More generally, this study shows how Epistemic Network Analysis can be used to better understand complex socioemotional phenomena in learning communities by combining it with deep, qualitative ethnographies.
    [Show full text]
  • Ethnography of Human Development, Cognition and Learning
    EDPSY 582A —Methods Seminar: Ethnography of Human Development, Cognition and Learning Fall 2014 Wednesdays 1:30 to 3:50 Miller 112 INSTRUCTORS Philip Bell Megan Bang LIFE Center LIFE Center [email protected] [email protected] Office Hours: By appt Office Hours: By appt COURSE OVERVIEW “The situated nature of learning, remembering, and understanding is a central fact. It may appear obvious that human minds develop in social situations, and that they use the tools and representational media that culture provides to support, extend, and reorganize mental functioning. But cognitive theories of knowledge representation and educational practice, in school and in the workplace, have not been sufficiently responsive to questions about these relationships.” — Roy Pea & John Seely Brown, 1991 “If ethnography produces cultural interpretations through intense field research experience, how is such unruly experience transformed into an authoritative written account? How, precisely, is a garrulous, overdetermined, cross-cultural encounter, shot through with power relations and personal cross purposes circumscribed as an adequate version of a more-or-less discrete ‘otherworld,’ composed by an individual author?” — James Clifford Learning and development are complex phenomena. The cultural and cognitive processes bound up in learning can be crucially contingent on the history of local community practices, the social and material conditions of specific situations, and they can span across social settings, activity systems, and cultural groupings and deeply relate to the local history. Learning processes and outcomes can play out across short to long time scales from milliseconds to decades. These complexities pose particular conceptual, methodological, and representational challenges. Studies of human development and learning have taken an ethnographic turn over the last twenty years.
    [Show full text]
  • The Study Group
    The future of learning: Grounding educational innovation in the learning sciences R. Keith Sawyer University of North Carolina at Chapel Hill To appear as the final chapter in Sawyer, R. K. (Ed.) The Cambridge Handbook of the Learning Sciences, Second Edition, to be published in 2014 by Cambridge University Press. The education landscape has changed dramatically since 2006, when the first edition of this handbook was published. In 2006, the following innovations did not yet exist; today, each of them is poised to have a significant impact on education: Tablet computers, like Apple’s iPad and Microsoft’s Surface. In 2012, Apple released iBooks Author, a free textbook authoring app for instructors to develop their own customized textbooks. Although smartphones were well-established among businesspeople in 2006 (then-popular devices included the BlackBerry and Palm Treo), their market penetration has grown dramatically since the 2007 release of the iPhone, especially among school-age children. The App store—Owners of smartphones including Apple’s iPhone, and phones running Google’s Android and Microsoft’s Draft: Please do not cite Copyright © 2013 Keith Sawyer The future of learning Page 2 Windows Phone, can easily download free or very cheap applications, choosing from hundreds of thousands available. Inexpensive e-readers, like the Kindle and the Nook, have sold well, and are connected to online stores that allow books to be downloaded easily and quickly. Furthermore, since 2006, the following Internet-based educational innovations have been widely disseminated, widely used, and widely discussed: Massive open online courses (MOOCs). MOOCs are college courses, delivered on the Internet, that are open to anyone and are designed to support tens of thousands of students.
    [Show full text]
  • EDUC 639: Design of Learning Environments: Theories, Methods, Designs, and Applications
    EDUC 639: Design of Learning Environments: Theories, Methods, Designs, and Applications Professor: Dr. Susan Yoon Class Hours: Tuesday 2pm-4pm TA: Dr. Betty Chandy Office: GSE 437 Room: GSE 200 Phone: 215-746-2526 Office Hours: By appointment Email: [email protected] Course Description This course is a survey of the kinds of theories, methods, design considerations, and applications through which educational researchers understand and design environments to improve learning. The course features the most recent trends in learning primarily through educational technologies. It includes perspectives that consider, who is learning, how it is being learned, what design variables are needed to ensure learning takes place in different learning environments, and societal and technological influences on learning. The educational field that most of the course draws on is called the learning sciences. The learning sciences is a relatively new field of research in education that began in the late 80s. It is an interdisciplinary field consisting of researchers who study among other things, cognition, science and math education, language literacy, anthropological and sociological perspectives, computer science, and educational psychology. Learning scientists study learning as it happens in real world contexts and design resources and environments to improve learning in those contexts. This can happen in school, in informal places, and online. Designing resources and environments can include curricula, instructional strategies, digital and computational tools, and professional development programs. Four main learning goals underpin the course content: 1. Understanding learning needs of youth as they interact in society and in school. 2. Investigating the main learning theories and methods influencing the field and how they are instantiated in practice.
    [Show full text]
  • IDO DAVIDESCO, Ph.D. Department of Educational Psychology Neag
    Davidesco, CV IDO DAVIDESCO, Ph.D. Department of Educational Psychology Neag School of Education University of Connecticut 249 Glenbrook Road, Unit 3064 Phone: +1 (347) 776-1999 Storrs, CT 06269-3064 E-mail: [email protected] Employment July 2020 - Assistant Professor of Learning Sciences, Department of Educational Psychology, Neag School of Education, University of Connecticut. 2018-2020 Research Assistant Professor, Department of Teaching and Learning, Steinhardt School of Culture, Education, and Human Development, New York University. 2015-2017 Post-Doctoral Fellow, Department of Psychology, New York University. 2013-2014 Post-Doctoral Fellow, Department of Psychology, Princeton University. Education 2006-2012 Ph.D., Cognitive Neuroscience, The Hebrew University of Jerusalem, Israel § Advisor: Rafael Malach. 1997-2000 B.A., Psychology, summa cum laude, Open University of Israel. (Degree earned during high school) Research Grants Active grants 2017-2022 NIH 1R25OD023777-01 (Role: Principal Investigator) Title: BrainWaves: an EEG-based neuroscience curriculum development and teacher training for underserved high schools. Total Award: $1,341,249 2019-2023 NSF DRK-12 1908482 (Role: Co-Principal Investigator; PI: Matuk) Title: Crowdsourcing neuroscience: An interactive citizen science platform for students, teachers, and researchers. Total award: $2,443,916 2019-2020 NSF ECR 1920593 (Role: Principal Investigator) Title: Mind, Brain and Education in STEM Learning: Research, Policy and Practice Collaboratory. Total award: $49,892 2019-2020 New York University Research Challenge Fund (Role: Principal Investigator) Title: Biobehavioral synchrony in mother-infant play: Relations to joint engagement and infant language development. Total award: $14,000 2017-2020 NSF ECR 1661016 (Role: Key Personnel; Central role in preparing the grant; PI: Poeppel).
    [Show full text]
  • The Science of Learning
    THE SCIENCE OF LEARNING www.deansforimpact.org About THE SCIENCE OF LEARNING he purpose of The Science of Learning is to summarize the existing research from cognitive T science related to how students learn, and connect this research to its practical implications for teaching and learning. This document is intended to serve as a resource to teacher-educators, new teachers, and anyone in the education profession who is interested in our best scientific understanding of how learning takes place. This document identifies six key questions about learning that should be relevant to nearly every educator. Deans for Impact believes that, as part of their preparation, every teacher- candidate should grapple with — and be able to answer — the questions in The Science of Learning. Their answers should be informed and guided by the existing scientific consensus around basic cognitive principles. And all educators, including new teachers, should be able to connect these principles to their practical implications for the classroom (or wherever teaching and learning take place). The Science of Learning was developed by member deans of Deans for Impact in close collaboration with Dan Willingham, a cognitive scientist at the University of Virginia, and Paul Bruno, a former middle-school science teacher. We are greatly indebted to the reviewers who provided thoughtful feedback and comments on early drafts, including cognitive scientists, teacher-educators, practicing teachers, and many others. The Science of Learning does not encompass everything that new teachers should know or be able to do, but we believe it is part of an important — and evidence-based — core of what educators should know about learning.
    [Show full text]
  • Education.Pdf
    Education 1 Education Additional Programs Graduate Group in Science and Mathematics Education (SESAME) (http://gse.berkeley.edu/sesame/) The Graduate School of Education is committed to high-quality Informally known as SESAME, this interdisciplinary graduate program scholarship and professionalism in order to prepare future leaders of is for students who seek advanced expertise in a scientific discipline as education practice, policy, and research. Faculty research and teaching well as in educational theory and research methodologies. The course of are grounded equally in theory and practice. Our research, teaching, and study leads to a doctoral degree in science, mathematics, or engineering practice approaches support a vision of public education that has as its education. goal equity and inclusion at all levels – classroom, school, community, district, state, national, and global — and that positively impacts personal Intersection of Sport and Education (https://gse.berkeley.edu/language- growth and social transformation. Our renowned faculty engage students literacy-society-culture/csse/) in theoretical and practical studies, providing opportunities to develop We investigate the ways in which institutionalized sport both conflicts with interdisciplinary scholarship, as well as to participate in field studies, and complements the educational missions of American secondary and unpack the history and philosophy of education, and explore cutting-edge post-secondary schools. research. School Psychology (https://gse.berkeley.edu/professional-programs/ The Graduate School of Education offers Doctor of Philosophy (PhD), school-psychology/) Master's of Arts (MA), and credential degree programs. The PhD degree Our School Psychology program is based on the assumption that school is designed for students interested in pursuing scholarly research and psychologists, through the skilled application of their knowledge, can academic careers in education.
    [Show full text]
  • Educational Psychology and Learning Sciences Fellowships and Assistantships
    Educational Psychology and Learning Sciences Fellowships and Assistantships PhD in Educational Psychology & Learning Sciences: Full Funding Packages Faculty and students in the University of Colorado Boulder’s Educational Psychology & Learning Sciences PhD program study how people learn in the context of organizing for more equitable social futures. The program provides students with a strong foundation in psychological, cultural, and social perspectives on education and in a variety of critical, interpretive, interventionist, participatory, and design-based research methods. These research methods are aimed at understanding and enhancing learning as well as studying and creating sustainable social change. Program of Study The program emphasizes: • How a strong foundation in psychological perspectives on education and human development can inform efforts to improve conditions for learning • The need to go beyond psychological perspectives to interpret learning and development in social, cultural, and historical contexts • Social justice as a central concern in studying and informing efforts to improve learning conditions • Humanistic approaches to research that draw on interpretive, phenomenological, and social practice theories of human action Students work with faculty members who conduct research in a range of settings, including schools, afterschool programs, museums, community organizations, workplaces, and grassroots social movements. Faculty members aim to prepare PhD students for careers in research. These include possible careers
    [Show full text]
  • Growing the Learning Sciences 1 Running Head
    Growing the Learning Sciences 1 Running head: GROWING THE LEARNING SCIENCES Growing the Learning Sciences: Brand or Big Tent? Implications for Graduate Education Mitchell J. Nathan, University of Wisconsin-Madison Nikol Rummel, Ruhr-Universität Bochum Kenneth E. Hay, Indiana University Author Notes Mitchell J. Nathan, Department of Educational Psychology, University of Wisconsin- Madison, Madison, WI, USA. Nikol Rummel, Lehrstuhl für Pädagogische Psychologie, Institut für Erziehungswissenschaft, Ruhr-Universität Bochum, Bochum, Germany. Kenneth E. Hay, Counseling and Educational Psychology Department, School of Education, Indiana University, Bloomington, IN USA. The paper developed out of a workshop hosted by the International Society of the Learning Sciences at the International Conference of the Learning Sciences ICLS 2010 in Chicago, IL. We would like to thank Tom Moher and Elena Kyza for their leadership and organizational contributions in carrying out the workshop. Special thanks also go to Rosh Dhanawade for taking notes and recording the workshop sessions. Correspondences concerning this article should be addressed to Professor Mitchell J. Nathan, Learning Sciences, Department of Educational Psychology, 1025 West Johnson Street, University of Wisconsin-Madison, Madison, WI, USA 53706-1796 [email protected] Growing the Learning Sciences 2 Abstract The field of Learning Sciences (LS) grows out of a realization that the study of learning and behavior in complex settings demands powerful methodological approaches and theories that are not foregrounded in current disciplines. It orients scholars to a common object of study— learning environments and educational practices—across a broad range of disciplines and methodological traditions. The future capacity to carry out this program demands heavily on the effectiveness of its graduate education programs.
    [Show full text]