Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives

IF 0.4 0 RELIGION Religion & Education Pub Date : 2021-01-12 DOI:10.1093/obo/9780199756810-0267
Pooja Saxena, R. M. Sedas, K. Peppler
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引用次数: 1

Abstract

The learning sciences, informed by a diversity of fields such as cognitive science, anthropology, education, and sociology, has a long history with design while engaging in the study of learning in real-world, non-simplified contexts. From its genesis approximately thirty years ago, the learning sciences as a field has grown to encompass the study of learning from different lenses, as well as to advance theories of learning through the design and study of new technologies and environments. Within the realm of the learning sciences, the concept of design and design thinking is of great consequence as it helps us understand how teaching and learning happen in the rapidly changing 21st-century knowledge society, as well as can be used to inform the design of effective, innovative, and equitable interventions. Design thinking in the learning sciences can be made manifest in activities ranging from iterative curriculum design, to researching affordances and constraints of tools, techniques, and learning environments, to appropriating design concepts in both physical and digital spaces. It also sheds light on how the socio-material histories of materials inform learning and participation. This bibliography focuses on learner-centered design principles and how various research methodologies (e.g., participatory design and design-based research) contribute to appropriating design thinking into learning, teaching, and pedagogical processes. The evolution of this field is interwoven in the powers of design.
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设计思维和学习科学:理论、实践和经验观点
学习科学由认知科学、人类学、教育学和社会学等多种领域组成,在研究现实世界中非简化情境下的学习时,与设计有着悠久的历史。从大约30年前的起源开始,学习科学作为一个领域已经发展到包括从不同角度研究学习,以及通过设计和研究新技术和环境来推进学习理论。在学习科学的领域内,设计和设计思维的概念非常重要,因为它帮助我们理解在快速变化的21世纪知识社会中,教学是如何发生的,也可以用来为有效、创新和公平的干预措施的设计提供信息。学习科学中的设计思维可以体现在各种活动中,从迭代课程设计,到研究工具、技术和学习环境的能力和约束,再到在物理和数字空间中运用设计概念。它还揭示了材料的社会物质历史如何为学习和参与提供信息。本参考书目侧重于以学习者为中心的设计原则,以及各种研究方法(例如,参与式设计和基于设计的研究)如何有助于将设计思维纳入学习、教学和教学过程。这个领域的发展与设计的力量交织在一起。
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来源期刊
CiteScore
1.30
自引率
0.00%
发文量
16
期刊最新文献
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