Abstract
This paper reviews the birth, growth and future issues in learning sciences, an ever-
growing discipline of human learning research. In the former part of this paper, we trace
three groups of researchers who dealt with learning in real classrooms based on their
own cognitive studies in 1970s through 1980s. Their trajectories demonstrate the learn-
ing sciences as a natural outgrowth of cognitive science as well as a good test field of
learning in reality. In the latter part, we discuss current moves of the learning sciences,
and identify three issues: (1) how to change and realize our visions of “learning goals,”
(2) how to use technology in order to keep records of learning, and (3) how to help
everybody make the new version of “learning sciences” as a core common science of all.
As an example to deal with the issues simultaneously, we introduce teacher-researcher-
government partnerships that create knowledge constructive classrooms, from which
every participant can learn to revise her or his vision of goals and learning.
