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The Cambridge Handbook of the Learning Sciences
Design-Based Research
edited_book
Author(s):
Sasha Barab
Publication date:
September 23 2014
Publisher:
Cambridge University Press
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Communities of practice
Etienne Wenger
(1998)
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Situated Cognition and the Culture of Learning
J Brown
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Julia A. Collins
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W P Duguid
(1989)
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Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings
Ann Brown
(1992)
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Book Chapter
Publication date:
September 23 2014
Pages
: 151-170
DOI:
10.1017/CBO9781139519526.011
SO-VID:
ffde3393-5cbe-4677-bba0-206e4972d72f
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Book chapters
pp. 1
Introduction
pp. 88
A History of Conceptual Change Research
pp. 109
Cognitive Apprenticeship
pp. 171
Microgenetic Methods
pp. 191
Analyzing Collaboration
pp. 233
A Learning Sciences Perspective on the Design and Use of Assessment in Education
pp. 298
Problem-Based Learning
pp. 319
Complex Systems and the Learning Sciences
pp. 339
Tangible and Full-Body Interfaces in Learning
pp. 377
Videogames and Learning
pp. 21
Foundations of the Learning Sciences
pp. 439
Arguing to Learn
pp. 461
Informal Learning in Museums
pp. 501
Mobile Learning
pp. 522
Learning in Virtual Worlds
pp. 545
Research in Mathematics Education
pp. 587
Learning Historical Concepts
pp. 605
Learning to Be Literate
pp. 626
Arts Education and the Learning Sciences
pp. 649
Learning Sciences and Policy Design and Implementation
pp. 668
Designing for Learning
pp. 686
Learning as a Cultural Process
pp. 707
A Learning Sciences Perspective on Teacher Learning Research
pp. 726
Conclusion
pp. 44
Scaffolding
pp. 63
Metacognition
pp. 128
Learning in Activity
pp. 151
Design-Based Research
pp. 253
Educational Data Mining and Learning Analytics
pp. 275
Project-Based Learning
pp. 358
Embodiment and Embodied Design
pp. 397
Knowledge Building and Knowledge Creation
pp. 418
The Social and Interactive Dimensions of Collaborative Learning
pp. 479
Computer-Supported Collaborative Learning
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