The Learning Sciences in China: Historical Development and Future Trends

This study charts the developmental history of the learning sciences (LS) in China and analyzes the direction of its future development. An extensive literature review is presented to compile notable events in the development of LS in China over different periods. The findings are then systematically sorted and interpreted. This study maps the LS developmental process across three main periods: prescientific, psychological paradigm, and initial scientific paradigm. China has achieved certain initial developments in LS and has formed collaborative bodies to conduct sustained and in-depth learning research. However, the field remains at a preliminary developmental stage in China. Overall, there is still no sound mechanism for the production of new knowledge, and contributions bearing distinctive Chinese characteristics remain insufficient. This article presents a comprehensive analysis of the development of LS in China. It proposes four main areas for future growth: forming a stable academic community, developing appropriate curriculum and teaching materials, creating an effective mechanism within the discipline for knowledge production, and establishing a local system of discourse for the discipline