Science of Learning [Source: The Cambridge Handbook of Learning Sciences, 2006, R. Keith Sawyer (Ed.)]

National Science Foundation Science of Learning Centers 2008 Center for Excellence for Learning in Education, Science, and Technology (CELEST) Center for Excellence for Learning in Education, Science, and Technology (CELEST) Center for Learning in Informal and Formal Environments (LIFE) Center for Learning in Informal and Formal Environments (LIFE) Pittsburgh Science of Learning Center for Robust Learning (PSLC) Pittsburgh Science of Learning Center for Robust Learning (PSLC) Spatial Intelligence and Learning Center (SILC) The Temporal Dynamics of Learning Center (TLC) Visual Language and Visual Learning Center (VL2)

In a knowledge economy…memorization of facts and procedures is not enough National Research Council (2000) & NSF investment in Learning Sciences; redesign schools so that they are based on scientific research. So far…key recommendations: –Importance of deeper conceptual understanding –Focus on learning in addition to teaching

–Creating learning environments –The importance of building on a learner’s prior knowledge –The importance of reflection

Goals of Education…. To promote student’s deep understanding…. Use Authentic practices –Example from History: Historical inquiry rather than memorizing dates and sequences of events; working with primary data sources and using methods of historical analysis and argumentation that are used by historians

Example from Science (National Science Education Standards): –Engage in authentic practices of scientific inquiry (do like the scientists do): constructing explanations and justify those explanations –Start with a driving question, use discipline-specific methods to propose hypothetical answers to the question and to gather and evaluate evidence for and against competing hypotheses –Scientists use concrete, visual models…students should too –“Situativity” of knowledge Patterns of participation in collaborative activity change over time (e.g., Guided Participation from Rogoff)….research focus on how children learn in groups

Foundations of the Learning Sciences Constructivism Cognitive Science –Representation –Cognitive bases of expertise –Reflection –Problem solving –Thinking

Educational Technology Sociocultural studies Nature of Knowledge Work

Processes involved in Learning Transition from Novice to Expert Performance Using Prior Knowledge (children’s theories about the world) Promoting better learning –Scaffolding –Externalization & Articulation –Reflection –Building from Concrete to Abstract Knowledge

Project-based Learning (Krajcik & Blumenfeld, 2006) Learn by doing and applying ideas Engage in real-world activities that are similar to the activities that adult professionals engage in A form of Situated Learning, based on constructivist findings; generalizes better to new problems Establish driving questions, propose hypotheses and explanations, discuss ideas, challenge ideas, try new ideas [cognitive tools such as graphs]

Driving questions need to be: feasible, worthwhile, contextualized, meaningful, ethical Research has demonstrated that students in project-based learning classrooms get higher scores than in traditional Classrooms; promotes Habits of Mind and elicits a desire to learn Example: UIUC University Primary School