The Cambridge Handbook of the Learning Sciences, Third Edition

The Cambridge Handbook of the Learning Sciences, 3rd Edition

R. Keith Sawyer, editor (2022). Cambridge University Press
The Cambridge Handbook of the Learning Sciences, first published in 2006 with a second edition in 2014, is the definitive introduction to this interdisciplinary and international field. In this significantly revised third edition, leading scholars incorporate the latest research to provide seminal overviews of the field. Each of the 33 chapters synthesizes research on a core topic. The chapters are organized into six sections: foundations; methodologies; technologies; collaborative learning; learning in the disciplines; and moving learning sciences research into the classroom. The scholarly advances incorporated in this new edition represent the continued innovation and influence of the learning sciences.

Foundations of Embodied Learning book cover

Foundations of Embodied Learning: A Paradigm for Education

Mitchell J. Nathan (2022). Routledge
Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes—direct physical, social, and environmental interactions—are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book’s coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.


Handbook of the Cultural Foundations of Learning

Na'ilah Suad Nasir, Carol D. Lee, Roy Pea, Maxine McKinney de Royston, editors (2020). Routledge
Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.

International Handbook of the Learning Sciences cover

International Handbook of the Learning Sciences

Frank Fischer, Cindy E. Hmelo-Silver, Susan R. Goldman, Peter Reimann, editors (2018). Routledge
The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

Learning Sciences Research for Teaching

Learning Sciences Research for Teaching

Jan van Aalst, Jin Mu, Crina Damşa, Sydney E. Msonde (2022). Routledge
Learning Sciences Research for Teaching provides educators with a fresh understanding of the use and implications of learning sciences scholarship on their studies and professional preparation. Spanning the learning science’s state-of-the-art approaches, achievements, and developments, the book includes robust, accessible coverage of topics such as professional development, quantitative and qualitative data, learning analytics, validity and integrity, and more.


Movement Matters. How Embodied Cognition Informs Teaching and Learning

Edited by Sheila L. Macrine and Jennifer M.B. Fugate (2022). MIT Press
Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy. Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy. The contributors cover a range of content areas, explaining how the principles of embodied cognition can be applied in classroom settings. After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning.