Developing Minds in the Digital Age

Towards a Science of Learning for 21st Century Education

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This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive and behavioural sciences, education, computer and information sciences, artificial intelligence/machine learning, and engineering. These new developments offer fascinating new perspectives, based on technological advances, which enable a re-examination of longstanding problems in learning, raise new questions, and offer new approaches to the study of learning. This report seeks to catalyse discussions on the implications of these research findings for education practice and policy, and in turn, on how knowledge and experience from real-world education practice and policy could challenge and inform research agendas and theory building.



Research-practice partnerships in STEM informal learning environments

Chapter 17 explores the science, technology, engineering and mathematics (STEM) educational opportunities that emerge when research-practice partnerships (RPPs) involve informal learning environments (ILEs). Specifically, three variants of the Living Laboratory model are described to demonstrate different collaborations that leverage the unique experience that ILEs provide. This chapter suggests that by having local university researchers engage with community educators and the public, a mutually beneficial relationship develops. University partners gain experience with public communication and have an opportunity for data collection. Furthermore, the exposure to local scientists, and the chance to participate in a research experiment offers encouragement for community members of all backgrounds and ages to pursue STEM fields, helping to reduce educational disparities and promote lifelong learning.


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