Overall concepts based on science of learning research:

• Learning with understanding provides the ability of a learner to transfer (to other contexts) that understanding, more so than simply memorization of facts alone;

• Learning is based on/built on pre-existing knowledge. A learner has to challenge/or build upon his/her existing preconceived knowledge and beliefs when learning;

• Learning requires active cognitive challenges;

• Learning is structured;

• Learning occurs in context;

• Learning is reflective; and

• Learning is social.

The book discusses and examines the differences between patterns recognized by novice and expert learners. The understanding of expertise provides insight into problem solving and the nature of thinking. Chapter 6 is dedicated to the design of learning environments: schools and classrooms must be learner centered, knowledge centered, and assessment centered and community-centered and aligned to mutually support one another. View the book online or listen to a podcast on the topic.

For additional information related to research of STEM (Science, Technology, Engineering, and Mathematics) learning environments and the design and planning of spaces for 21^st century learners (particularly for STEM), an excellent source of information is Project Kaleidoscope (PKAL). Project Kaleidoscope is an informal national alliance exploring, shaping, implementing, and assessing approaches to strengthening undergraduate learning in mathematics and the various fields of science and engineering. http://www.pkal.org/.