Encyclopedia of the Sciences of Learning
Encyclopedia of the Sciences of Learning
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DOI：
10.1108/09504121211278133
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发表时间：
2013-04
期刊：
影响因子：
--
通讯作者：
Anne Jumonville
中科院分区：
文献类型：
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作者：
Anne Jumonville
《学习科学百科全书》是学习科学这一不断发展和高度引人注目的领域的第一部主要参考著作。它汇集了来自代表研究，教学和实践的跨学科领域的学者的定义条目：生物学，神经科学，心理学，计算机和信息科学，哲学，人类学，社会学，教育以及一系列较窄的技术和应用领域。鉴于越来越多的学术和大众关注人类学习的维度和问题，重要的是要注意，这本百科全书同样花时间在动物和机器学习上;这是一个显着的区别，使它有别于以前出版的教育心理学参考书。它还在撰稿人和主题方面保持国际敏感性，并力求总体上保持客观的基调。当它涉及特定的学习制度、政治和文化时，它主要是为了将特定的学习行为、过程、方法、理论或概念置于情境中。几乎所有条目都包括以下内容：同义词列表、广泛的定义、理论背景、正在进行的和开放的研究问题，参见条目和参考文献列表。这种结构完成了两件主要事情：它统一了一个非常多样化的术语和概念集合，其中大多数是在特定领域的语言和上下文中定义的;它提供了一个明确的学术方法，特别是在提供理论背景和当前研究问题方面。写作论文不是为了消除学科差异或尽量减少行话;相反，每个主题的细节都保持不变。因此，作品的跨学科性质在于条目的选择和交叉引用的使用，而不是条目本身。当然，鉴于交叉引用和同义词在这样的作品中的用处，不幸的是，这些术语没有超链接以增强作品的可访问性。有少数传记条目的基础（主要是西方）教育思想家，哲学家，心理学家，和其他科学家，也有20个条目定义为“基本”或“概述”章节。这些是关于总体主题或方法的条目，例如学习技术，学习评估和动物智力。
The Encyclopedia of the Sciences of Learning is the first major reference work in the growing and highly visible field of learning sciences. It brings together definitional entries from scholars who represent the breath of this interdisciplinary area of study, teaching, and practice: biology, neuroscience, psychology, computer and information science, philosophy, anthropology, sociology, education, and a range of narrower technical and applied fields. Given the increasing amount of scholarly and popular attention to the dimensions and questions of human learning, it is important to note that this encyclopedia devotes equal time to animal and machine learning as well; this is a significant difference that sets it apart from previously‐published reference works on educational psychology. It also maintains an international sensibility in terms of contributors and topics and aims for an objective tone overall. Where it addresses specific institutions, politics and cultures of learning, it does so primarily to contextualize a specific learning behavior, process, method, theory, or concept.Almost all entries include the following components: a list of synonyms, an extensive definition, theoretical background, ongoing and open research questions, see also entries, and a list of references. This structure accomplishes two main things: it unites a very diverse collection of terms and concepts, most of which are defined in field‐specific language and contexts; and it provides an explicitly scholarly approach, especially in the provision of theoretical background and current research questions. Entries are not written in order to smooth out disciplinary differences or minimize jargon; rather, the specifics of each subject remain intact. Thus the interdisciplinary nature of the work is in the selection of entries and use of cross‐references, not within the entries themselves. Of course, given usefulness of cross‐references and synonyms in a work like this, it is unfortunate that those terms are not hyperlinked to enhance the work's accessibility. There are a handful of biographical entries on foundational (mainly western) educational thinkers, philosophers, psychologists, and other scientists, and also 20 entries defined as “fundamental” or “overview” chapters. These are entries on overarching themes or approaches, such as learning technology, assessment in learning, and animal intelligence.