methodological toolkit, learning sciences qualifies as a "design science", sharing common characteristics with other design sciences that employ design science such as engineering and computer science. Learning sciences is also considered by some as having some degree of overlap with instructional design, although the two communities developed in different ways, at times emphasizing different programs of research. These differences are described in greater detail in a 2004 special issue of Educational Technology in 2004. Design-based research is by no means the only research methodology used in the field. Many other methodologies—including computational modeling, experimental and quasi-experimental research, and non-interventionist ethnographic-style qualitative research methodologies—have long been and continue to be employed in learning sciences. See also Education sciences Pedagogy References Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178 Carr-Chellman, A. & Hoadley, C. (Eds.) Learning sciences and instructional systems: Beginning the dialogue [Special issue]. (2004). Educational Technology, 44(3). Evans, M. A., Packer, M. J., & Sawyer, R. K. (Eds.) (2016). Reflections on the learning sciences: Past, present, and future. New York: Cambridge University Press. Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.)(2018). International handbook of the learning sciences. New York: Routledge. Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (ed.) The Cambridge handbook of the Learning Sciences (first edition) (pp. 79–96), Cambridge, MA: Cambridge University Press. Greeno, J. G., Collins, A. M., & Resnick, L. (1996). Cognition and learning. In D. Berliner and R. Calfee (Eds.) Handbook of Educational Psychology, (pp. 15–46). New York: MacMillan. Lave, J. (1996). The practice of learning: The problem with "context." In S. Chaiklin & J. Lave (Eds.) Understanding practice: Perspectives on activity and context (pp. 3–32). Boston, MA: Cambridge University Press. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. Pea, R. (2016). The prehistory of the learning sciences. In Evans, M. A., Packer, M. P. (Eds.) Reflections on the learning sciences (pp. 32-58). New York: Cambridge University Press. Sawyer, R. K. (2006). The Cambridge handbook of the learning sciences (first edition). New York: Cambridge University Press. Sawyer, R. K. (2014). The Cambridge handbook of the learning sciences (second edition). New York: Cambridge University Press.