The preface introduces the new science of learning, emphasizing interdisciplinary foundations and opportunities. It highlights key concepts such as constructionism, cognitive apprenticeship, and cognitive tutors, which integrate technology into classroom learning. The section on methodologies discusses learner-centered design, design-based research, and methods for guiding inquiry-based learning. It also covers assessing deep understanding and the nature of knowledge, including case-based reasoning and spatial representations. The book explores project-based learning, making authentic practices accessible, and cultivating model-based reasoning in science education. It delves into computer-supported collaborative learning, online communities, and the role of technology in transforming schools. The conclusion reflects on the future of education and the fundamental issues in the learning sciences.The preface introduces the new science of learning, emphasizing interdisciplinary foundations and opportunities. It highlights key concepts such as constructionism, cognitive apprenticeship, and cognitive tutors, which integrate technology into classroom learning. The section on methodologies discusses learner-centered design, design-based research, and methods for guiding inquiry-based learning. It also covers assessing deep understanding and the nature of knowledge, including case-based reasoning and spatial representations. The book explores project-based learning, making authentic practices accessible, and cultivating model-based reasoning in science education. It delves into computer-supported collaborative learning, online communities, and the role of technology in transforming schools. The conclusion reflects on the future of education and the fundamental issues in the learning sciences.