The Learning Sciences in Conversation: Theories, Methodologies, and Boundary Spaces

The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas – transdisciplinarity, design, cognition, and technology – this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.

Table of Contents:
1. Knowing and Learning in Proleptic Boundary Spaces: Re-Imagining The Learning Sciences Part 1: Conversations on Transdisciplinarity 2. Critical and Emergent Perspectives to Transdisciplinarity in the Learning Sciences 3. Promoting Transdisciplinary Epistemic Dialogue 4. "Speaking Out More in Class" and "Talk[ing] Less and Less about My Goals": A Counter-storytelling of Undergraduate Latina Women’s Critical Race-Gendered Epistemologies as Mathematics Students and Aspiring Engineers 5. Youths’ Relationships with the Land, Each Other, and their Community: A Critical Lens and Engagement with the Transdisciplinary and Heterogeneous 6. Transcending Disciplinarity: An Epilogue for Epistemological, Ontological, and Axiological Expansions Part 2: Conversations on Design 7. Engaging in Design Discourse with Learning Scientists 8. The Premises of Design Research 9. Learning from "Interpretations of Innovation" in the Co-Design of Digital Tools 10. Teachers as Designers in Knowledge Building Innovation Networks 11. Axiology in Learning Design: Centering Value Pluralism in Our Study of Learning Environments 12. Continuing the Design Discourse in the Learning Sciences Part 3: Conversations on Cognition 13. Reframing Cognition as Enactive, Affective, Ethical and Ideological Experiences14. Enactive Perception as Mathematics Learning 15. Affective Phenomena in Learning: The Good, the Bad and the Ugly 16. Assumptions Matter! Epistemological, Ideological, and Axiological Aspects of Assumptions that Undergird Collective Reasoning about Science, Technology, and Society Epilogue: Reflections on Cognition Research in the Learning Sciences Part 4: Conversations on Technology 17. Reimagining Technology in Learning Sciences: Empowering Alternative Discourses 18. Studying Spatial Ability in Virtual Environments: Gender, games and space 19. Beyond Representationalism: Heterogeneity as an Ethical Turn in STEM and Computing Education 20. Making and the Maker Movement in the Learning Sciences 21. Plurality and Technology in the Learning Sciences 22. Refiguring and Transforming the Learning Sciences: A Dialogical Field-in-the-Making…

About the Author :
Marie-Claire Shanahan is Professor in the Learning Sciences and Co-Director of the Mind, Matter & Media Lab and also served as the Research Chair in Science Education and Public Engagement in the Werklund School of Education at the University of Calgary, Canada. Beaumie Kim is Professor in the Learning Sciences in the Werklund School of Education at the University of Calgary, Canada. She is the Founding President of the Network of the Learning Sciences in Canada, established in 2019. Miwa Aoki Takeuchi is Associate Professor in the Learning Sciences in the Werklund School of Education at the University of Calgary, Canada. Takeuchi is on the Board of Directors at the International Society of the Learning Sciences, and is the current President of the Network of the Learning Sciences in Canada. Kim Koh is Professor and Chair of Educational Studies in Learning Sciences in the Werklund School of Education at the University of Calgary, Canada. A. Paulino Preciado-Babb is Associate Professor in the Learning Sciences in the Werklund School of Education and Director of the Math Minds Initiative at the University of Calgary, Canada. Pratim Sengupta is Full Professor in the Learning Sciences in the Werklund School of Education at the University of Calgary, Canada, where he also served as Research Chair for STEM Education. He recently co-authored Voicing Code in STEM: A Dialogical Imagination (open access, MIT Press). He cordirects the Mind, Matter and Media Lab.