ABSTRACT
The medical breakthrough took both scientific discovery and innovations in engineering to produce the drug at scale. This chapter examines some key concepts from the learning sciences. It includes closely related concepts about learning and the human mind (a conceptual model of how people think and learn) and concepts related to the brain (the physical and chemical aspects of the human nervous system that enable thought and learning). Design-based approaches are goal directed and contextualized and often employ frequent, formative assessments as part of iterative design-implement-evaluate-redesign methods. Most adults are already familiar with scaffolding. Parents often scaffold learning for their infants in ways similar to those used by effective educators. Engineers look at everything as a system, and while the learning sciences provide the basis for learning engineering, alone they’re not sufficient.
