The Learning Sciences in China: Historical Development and Future Trends

Purpose: This study charts the developmental history of the learning sciences (LS) in China and analyzes the direction of its future development. Design/Approach/Methods: 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. Findings: 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. Originality/Value: 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.