ABSTRACT
The Learning Sciences, as a discipline, exemplifies an integration of multiple disciplines, ideologies, paradigms, and methodologies, both within and beyond educational research. In keeping with the ever-becoming journey toward expansive and transdisciplinary formations of the field, the contributing authors in this section (Abrahamson, Leighton, and Gupta et al.) have aptly pointed out that the study of learning and cognition necessarily needs to transcend narrowly defined cognitive domains of learning. Learning Sciences (LS) is founded on three disciplinary pillars – cognition, sociocultural theory, and design. Drawing on these three disciplinary pillars, design-based research emerged as the LS flagship approach to educational scholarship, an approach where the practice of pedagogical R&D serves as a context for identifying and pursuing research questions germane to the field.
