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.


Designing joint engagements with media to support young children’s science learning

Young children are positively disposed to and a capable of developing sophisticated science, technology, engineering and mathematics (STEM) skills and knowledge. This chapter reviews the literature related to children’s development of early science literacy and how designed joint engagements with media (DJEM) can, by providing rich opportunities for joint attention and academically productive talk, play a powerful role in helping children build strong early science skills and content knowledge. The chapter proposes a theory of designed joint engagement with media based on a classroom enactment of the DJEM approach and unpacks the implications of DJEM on technology development and future research.


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