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| Preface | |
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| Introduction: the new science of learning | |
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| Foundations | |
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| Foundations and opportunities for an interdisciplinary science of learning | |
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| Constructionism | |
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| Cognitive apprenticeship | |
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| Cognitive tutors: technology bringing learning sciences to the classroom | |
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| Learning in activity | |
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| Knowledge building: theory, pedagogy, and technology | |
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| Methodologies | |
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| Learner-centered design: reflections on the past and directions for the future | |
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| The evolution of design studies as methodology | |
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| Design-based research: a methodological toolkit for the learning scientist | |
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| Guiding inquiry-based math learning | |
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| Analyzing collaborative discourse | |
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| Assessing for deep understanding | |
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| The Nature of Knowledge | |
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| Case-based reasoning | |
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| The knowledge integration perspective on learning and instruction | |
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| A history of conceptual change research: threads and fault lines | |
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| Spatial representations and imagery in learning | |
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| Literacy and the learning sciences | |
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| Making Knowledge Visible | |
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| Project-based learning | |
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| Making authentic practices accessible to learners: design challenges and strategies | |
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| BioKIDS: an animated conversation on the development of curricular activity structures for inquiry science | |
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| Cultivating model-based reasoning in science education | |
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| Exploring mathematics through construction and collaboration | |
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| Learning Together | |
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| Computer-supported collaborative learning | |
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| WILD for learning: interacting through new computing devices anytime, anywhere | |
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| Arguing to learn | |
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| Learning in online communities | |
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| Learning Environments | |
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| Motivation and cognitive engagement in learning environments | |
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| Learning as a cultural process: achieving equity through diversity | |
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| Prospects for transforming schools with technology-supported assessment | |
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| Internet use in schools: promise and problems | |
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| Teacher learning research and the learning sciences | |
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| Scaling up: evolving innovations beyond deal settings to challenging contexts of practice | |
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| Conclusion: the schools of the future | |
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| Afterword: after how comes what Seymour Papert | |
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| Epilogue: the fundamental issue in the learning sciences | |
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