Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
4 references
-
- Vol 3 TE: App C
conceptual changecognitive apprenticeshipscaffoldingknowledge buildingmetacognitioncollaborative learningdesign-based researchdisciplinary practicesEdited book Evidence summaryAt a glance
Sawyer’s handbook presents the learning sciences as an interdisciplinary, design-oriented field concerned with how people learn in classrooms, communities, workplaces, and technology-rich settings.
Key ideas
Across cognitive, sociocultural, and computational traditions, chapters emphasize that robust learning involves organized knowledge, participation in meaningful practices, collaboration, metacognition, and the ability to use understanding in new situations. The field studies learning as it unfolds and also designs environments intended to improve it, often through iterative design-based research. Core topics include conceptual change, cognitive apprenticeship, scaffolding, discourse, knowledge building, collaborative learning, disciplinary practices, assessment, informal learning, and educational technology. The handbook rejects a simple opposition between instruction and discovery: effective environments provide structure, representations, feedback, and guidance while learners actively explain, inquire, create, and regulate.
Why it matters
Its practical contribution is a set of complementary theories and methods for connecting fine-grained learning processes with the redesign of curricula, tools, classrooms, and educational systems.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 2 RE: Chapter 14, App D, App E
- Vol 3 RE: Chapters 2, 13
conceptual changecognitive apprenticeshipscaffoldingknowledge buildingmetacognitioncollaborative learningdesign-based researchdisciplinary practicesEdited book Evidence summaryAt a glance
Sawyer’s handbook presents the learning sciences as an interdisciplinary, design-oriented field concerned with how people learn in classrooms, communities, workplaces, and technology-rich settings.
Key ideas
Across cognitive, sociocultural, and computational traditions, chapters emphasize that robust learning involves organized knowledge, participation in meaningful practices, collaboration, metacognition, and the ability to use understanding in new situations. The field studies learning as it unfolds and also designs environments intended to improve it, often through iterative design-based research. Core topics include conceptual change, cognitive apprenticeship, scaffolding, discourse, knowledge building, collaborative learning, disciplinary practices, assessment, informal learning, and educational technology. The handbook rejects a simple opposition between instruction and discovery: effective environments provide structure, representations, feedback, and guidance while learners actively explain, inquire, create, and regulate.
Why it matters
Its practical contribution is a set of complementary theories and methods for connecting fine-grained learning processes with the redesign of curricula, tools, classrooms, and educational systems.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 5 RE: Chapter 8
self-regulated learningmetacognitionsocially shared regulationco-regulationself-regulation developmentcontextual variationlearning technologiesBook chapter Evidence summaryAt a glance
Schunk and Greene introduce the handbook by tracing how self-regulated learning developed from behavioural, cognitive, metacognitive, social-cognitive, motivational, and sociocultural traditions. They frame self-regulation as learners’ active management of cognition, motivation, affect, behaviour, and context in pursuit of goals, while emphasizing that regulation changes across tasks, settings, technologies, cultures, and stages of development.
Key ideas
The chapter maps the volume’s major domains: foundational processes, disciplinary and performance contexts, technology-supported learning, methods and assessment, and individual and group differences. It also highlights co-regulation and socially shared regulation, showing that learner autonomy does not imply learning in isolation. As an introductory synthesis, the chapter organizes theories and research agendas rather than testing a single model. Its practical implication is to avoid treating self-regulation as a fixed personal trait or generic study skill.
Why it matters
Educators should consider the learner, task, domain, social environment, feedback, and opportunities to practice monitoring and control, and researchers should match measures closely to the processes and contexts their theories claim to explain.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 4 RE: Chapters 4, 7
- Vol 4 TE: App C
- Vol 5 TE: App C
metacognitionself-regulated learninglearning strategy regulationreflective practiceexam wrapperslearning journalsexpert thinkingJournal article Evidence summaryAt a glance
Tanner argues that students should be explicitly taught to think about and regulate their learning rather than expected to discover effective approaches unaided. Metacognition includes awareness of one’s knowledge and strategies and regulation through planning, monitoring, and evaluating.
Key ideas
The article offers practical prompts that can be embedded before, during, and after learning: identifying prior knowledge and goals, predicting difficulties, explaining reasoning, checking understanding, noticing confusion, comparing strategies, analysing errors, and planning changes. Activities include reflective exam wrappers, learning journals, minute papers, explicit discussion of study strategies, modelling an expert’s thinking, and asking students to connect evidence with claims. The goal is not reflection as an extra assignment but recurring attention to how learning decisions affect outcomes. Students may initially lack vocabulary, accuracy, or willingness to report difficulties, so prompts need modelling, psychological safety, feedback, and repeated use.
Why it matters
For science educators, active learning should be “minds-on” as well as hands-on: instructors can make disciplinary thinking visible and create cycles in which learners choose a strategy, observe its consequences, and deliberately adjust.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway