剑桥学习科学手册

Cambridge Handbooks in Psychology

by R. Keith Sawyer

《剑桥学习科学手册》主要内容简介：学习科学是研究教与学的一个跨学科领域，涵盖了认知科学、教育心理学、计算机科学、人类学、社会学、神经科学以及其他领域。《剑桥学习科学手册》向我们展示了教育者如何能够利用学习科学来设计更为有效的学习环境，包括学校课堂和非正式学习环境，例如科学中心、校外俱乐部、在线远程学习以及基于计算机的辅导软件等。本手册基于有关儿童如何学习的最新科学研究成果，描述了令人振奋的新的课堂环境。《剑桥学习科学手册》是一本真正的手册，读者可以用本手册来设计未来的学校——这种学校可以为毕业生参与日益基于知识与创新的全球社会做好准备。

Genres: Education, Psychology, Reference, Nonfiction, Academics, Textbooks

781 pages, Paperback

First published April 1, 2005

Reviews

[Leonard Houx · Rating 3 out of 5]

The Cambridge Handbook of the Learning Sciences gives a broad but rigorous view of the diverse themes in 'Learning Science'. Much of their research revolves around new research methods such as design-based research (which iterates as it observes), Microgenetic methods (that seek to find precise moments of learning within a teaching/learning intervention and not afterward) and data mining. Other big themes are collaborative learning, informal learning and technology-based learning. Among these topics, I could not tell you what educational topics this 775-page textbook doesn't include.

What is Learning Science? I can't tell you. The main narrative Learning Science people seem to maintain about themselves, unfortunately, is a hokey critique of 'instructionism', which never seems to go further than some loose epistemological claims. Most of the research papers only mention Learning Science in the most trivial peripheral ways (for example, what contribution their paper might make to Learning Science). I do wonder if the contributors were pressured to explain their work in terms of Learning Science since almost all only to mention learning science in their last three or so paragraphs. It smells of academic tribalism, of someone, somewhere who was able to get some money from an educational agency and – being 'ambitious' – decided to establish something 'programmatic', which is the academic equivalent of starting a secret club when you're five.

That said, the book covers a wide variety of contemporary topics in educational research and all the articles are well written and researched. I am not sure I would recommend it as a textbook, but you could do worse.

[A · Rating 4 out of 5]

Good orientation to the field. The frameworks and techniques are well laid out, helping to understand the landscape for further learning. I particularly appreciated how much attention reflection and articulation get - lots of sharp observations there.
Just wish it dug deeper into note-taking techniques and testing approaches.

[Hezheng Yin · Rating 5 out of 5]

A good overview of learning theory

[David Dâng]

开头对教授主义的抨击真是震耳欲聋。