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.



How the science of learning is changing science assessment

Mandated tests exert a strong influence both on what gets taught in schools and on how it gets taught. In the past, conventional multiple-choice tests have inclined educators towards broad content coverage rather than deeper learning in science as well as in other academic subjects. But over the last decade, the prerequisites for a major shift in the nature of science assessments have emerged. New frameworks and standards for science learning, such as the Next Generation Science Standards, are based on conceptions of science proficiency coming out of learning sciences research. In combination with advances in interactive, adaptive digital systems and psychometric modelling, this learning sciences conception of what it means to develop science proficiency is stimulating new ways to capture students’ science ideas, concepts and practices simultaneously in the context of rich, extended scientific investigations.


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