Cambridge Handbook of Learning Sciences. Chapter 1: A Bibliography

Citation:

Sawyer, R. K. (2006). Introduction: The new science of learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 1–16). Cambridge University Press.

Annotation:

In this chapter of the book, Sawyer (2006) explore the different types of learnings and the science of learning itself. Sawyer goes on to explain that instruction began with people being taught tasks with an emphasis in memorization referred to as instructionism. Sawyer then goes on to talk about how this method of teaching, or learning, is not working for the current world labor market because the work of today requires more critical thinking and problem solving as well as the creation of novel products and ideas to solve modern day problems. In this, he presents the idea of constructivist processes highlighting the importance of context and interaction in learning. He reviews the different applications of earlier learning models to more recent ones as a way to help teachers in all capacities engage learners more adequately and initiate deep learning.

The chapter does a good job describing learning and the lack of direct research done to study the way learning happens compared to the way that teaching has historically been done. He mentions the different disciplines associated with the science of learning, from psychology to technology sciences, and then synthesizing them to explain the theoretical frameworks in which learning sciences was founded. The chapter itself is easy to follow and thorough in its explanation by illustrating the differences between the learning sciences and traditional methods without using overly complicated terms or comparisons. The chapter also address the different types of teachers that can use the handbook to create better outcomes for learners in various environments, from classrooms to administrators to parents to researchers.

Given the role that Allegiant has in helping organizations upskill, reskill, and increase the abilities of their staff members Sawyer (2006) resonates strongly with me because learning outcomes are some of the most difficult to quantify. While some may say that leaning new sales skills is the direct cause of the increase in revenue, it can sometimes be negated by an uncontrolled environmental factor like a peak season or a well-received promotion that coincides with the same timeframe. The emphasis on not having a one-size-fits-all learning model is of particular interests because there are so many different active generations in the workforce that have had different experiences with learning. This means that the base level knowledge expected in the past workforce is much more varied in the current day. Generation Z employees may be more difficult to keep engaged with low-tech actiivites while Generation X may be much more successful in this environment. Further, the neurodivergence that comes with more individuals that have pursued higher education working alongside individuals that have been out of the learning environment makes the theories presented by Sawyer (2006) intriguing to say the least.