Science of Learning

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

2. National Science FoundationScience of Learning Centers 2008 • Center for Excellence for Learning in Education, Science, and Technology (CELEST) • Center for Learning in Informal and Formal Environments (LIFE) • 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)

3. 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

4. Creating learning environments • The importance of building on a learner’s prior knowledge • The importance of reflection

5. 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

6. 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

7. Foundations of the Learning Sciences • Constructivism • Cognitive Science • Representation • Cognitive bases of expertise • Reflection • Problem solving • Thinking

8. Educational Technology • Sociocultural studies • Nature of Knowledge Work

9. 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

10. 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]

11. 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 Schoolwww.ed.uiuc.edu/ups