Developing Minds in the Digital Age

Foreword
Acknowledgements
Executive Summary
	Interplay between the learner and the environment
	Science of learning in design and use of technology for learning
	Implications for research, education practice and policy: Opportunities and challenges
Chapter 1.  Introduction
	Why science of learning? Why now?
	Overview of book organisation:
	Key themes and findings
		Interplay between the learner and the environment
		Science of learning in design and use of technology for learning
	Implications for research, education practice and policy: Opportunities and challenges
		Part I. Interplay between the learner and the environment
Part I. Interplay between the learner and the environment
	Chapter 2.  Neuroscience and education: How early brain development affects school
		Basic science: Infants are linguistic geniuses
		Basic science: How infants learn language
		Basic science: Language input
		Science of the bilingual brain
		Interventions that utilise evidence-based practices to enhance early language learning
			Intervention Science: Parent “Coaching” to Enhance Language Learning
		Intervention science: Creating bilingual children during the sensitive period
		Policy implications and the future success of our children
		References
	Chapter 3.  How stereotypes shape children’s STEM identity and learning
		Establishing a conceptual framework
			Stereotypes and self-concepts
			Explicit and implicit cognition
			Beliefs and attitudes
		Development of maths stereotypes and self-concepts in elementary school children
			Rationale
			Evidence
			Why it matters
		Cross-cultural studies on children’s maths stereotypes and self-concepts: Singapore
			Rationale
			Evidence
			Why it matters
		What can be done? Bridging between psychological science and education
			Translational impact
		References
	Chapter 4.  Race and education: How inequality matters for learning
		Racial inequality in schools
			Defining racialised learning pathways
		An example from research
		Mechanisms that contribute to and disrupt unequal racialised learning pathways
			Mechanisms that contribute
			Mechanisms that disrupt
		Conclusion
		Policy implications
		References
	Chapter 5.  The role of anxiety and motivation in students’ maths and science achievement
		Performance anxiety
		Motivation
		The role of teachers and parents in students’ attitudes and performance
			Teachers
			Parents
		Interventions to reduce performance anxiety and increase motivation
			Student-centred attitude interventions
			Parent-centred attitude interventions
		Future directions
		Policy implications
		References
	Chapter 6.  Designing effective number input: Lessons from cognitive science
		The role of early input
		Interventions
		Efficacy studies: Interventions in controlled laboratory settings
		Effectiveness studies: Interventions in the wild
		Policy implications
		References
	Chapter 7.  Gesture as a window onto the science of learning
		Context
		Part I: Gesture and learning
		Part II: Experimental manipulation of gesture
		Part III: Mechanisms of gesture
			Gesture as a spatial tool
			Gesture and speech integration
			Gesture and the motor system
		Part IV: Policy implications
		References
			Part II. Learning with technology
Part II. Learning with technology
	Chapter 8.  Technologies for spatial learning
		Context statement
		Spatial technologies
		Sketch understanding
			What is sketch understanding?
			CogSketch
			Sketch Worksheets
		Geographic information systems (GIS)
			GIS in education
			Systematic research on the effectiveness of GIS
		Conclusions
		Policy implications
		References
	Chapter 9.  Digital media as a catalyst for joint attention and learning
		Global portraits of access to digital content and networked devices
		Powerful uses of technology for joint engagement and learning
			Extending and deepening children’s interests.
			Aligning home and school settings
			Co-creating with technology
			Supports for parents
			Empowering educators as brokers
			Informing technology developers
		References
	Chapter 10.  Designing joint engagements with media to support young children’s science learning
		Context
		Early science and educational media
		Possibilities and challenges of supporting early science learning
		Leveraging educational media and technology for early learning
		A theory of Designed Joint Engagements with Media (DJEM)
		Classroom enactment of the DJEM approach
		Technology and research implications
		Policy implications
		References
	Chapter 11.  Social components of technology and implications of social interactions on learning
		Introduction
		Social components of technology in learning and behaviour
		Designing a relationship between a human and a “thing”
		Recursive feedback during Learning-by-Teaching
		Robotics programming in education
		Policy implications
		References
	Chapter 12.  Teaching basic experimental design with an intelligent tutor
		Introduction
		Science inquiry support
		TED Tutor: Overview
		Policy Implications
		References
	Chapter 13.  Practical learning research at scale
		Practical learning science challenges
		Scaled applications of learning by doing with feedback
		The Knowledge Learning Instruction (KLI) framework
		Scaling practical learning research
		Scaling deep content analytics
		Scaling iterative course improvement
		Policy implications
		References
	Chapter 14.  Scaling up ambitious learning practices
		Introduction
		Historical perspective
		Technology support for collaboration
		Into the future: Fostering collaboration on Massive Open Online Courses (MOOCs)
		Conclusions and current directions
			Policy Implications
		Note
		References
	Chapter 15.  Music, cognition and education
		Music in education
		The question of transfer
		The universal language?
		Implementation of music and the socio-cultural environment
		Music and STEM education
		Policy implications
		References
	Chapter 16.  Shapes, blocks, puzzles and origami: From spatial play to STEM learning
		Shapes, blocks, puzzle and origami: From spatial play to STEM learning
		Spatial skills and science, technology, engineering and mathematics (STEM)
		Improving spatial learning
		Playful learning as a promising pedagogy
			Playful activities
				Shapes
				Blocks
				Puzzles
				Origami
			Techniques for supporting spatial development during play
				Spatial language
				Gestures
		Future directions
		Conclusion: Maximising benefits of spatial play
		Policy implications
		References
	Chapter 17.  Research-practice partnerships in STEM informal learning environments
		The importance of informal learning environments
		Models for research-practice partnerships in informal learning environments
		STEM learning outside the science centre
		Feedback loops in research-practice partnerships
		What is needed to encourage more research-practice partnerships?
		Policy implications
		References
	Chapter 18.  How the science of learning is changing science assessment
		Origins of testing practices.
		Learning sciences perspective on the nature of science expertise
		Implications for assessing science proficiency
		The importance of technology advances
		Example of a technology-based science assessment task
		Role of technology-based learning environments for supporting learning and assessment
		Implications for large-scale testing and assessment systems
		Challenges remain
		New opportunities
		Policy implications
		References
			Part III. Global convergence in science of learning: International perspective
Part III. Global convergence in science of learning: International perspective
	Chapter 19.  The Science of Learning Strategic Research Theme at the University of Hong Kong
		Introduction
		Need for educational policy and practice to be underpinned by interdisciplinary research beyond the educational sciences
		A complex system model of learning as multilevel and interconnected
		Research subthemes building on strengths in the faculty and university
			Subtheme 1:
			Subtheme 2:
			Subtheme 3:
		Strategies to leverage international, national and local opportunities
			Brown bag seminars and meeting of the minds series
			Engaging and soliciting faculty and university leadership support to build crucial research infrastructures and human resource expertise
		What has been achieved so far
		Looking into the future
		Notes
		References
	Chapter 20.  Science for Education network: The Brazilian proposal
		Conceptual baselines: The present
			Translational science needs to target education
			The quality of basic education in Brazil is far below international average
		A new scenario ahead: The future
			A research network in benefit of education
		Conclusion
		Notes
		References
	Chapter 21.  The Australian Science of Learning Research Centre
		Introduction
		History of educational research
		Australian SLRC
		Minding the gap
		Conclusion
		References
	Chapter 22.  Does the science of learning matter?
		Science of learning: Why now?
		Education versus learning
			Example 1 – Learning Chinese
			Example 2 – Teaching of Tort Law
		Gist of learning
		Concluding: Scaling up
Presentation of the editors
	Patricia K. Kuhl
	Soo-Siang Lim
	Sonia Guerriero
	Dirk Van Damme
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