The Neurological Basis of Learning, Development and Discovery: Implications for Science and Mathematics Instruction: 18 (Contemporary Trends and Issues in Science Education) - Hardcover

Lawson, Anton E.

Hardcover

ISBN 10: 1402011806 ISBN 13: 9781402011801

Verlag: Springer, 2003

Inhaltsangabe

A goal of mine ever since becoming an educational researcher has been to help construct a sound theory to guide instructional practice. For far too long, educational practice has suffered because we have lacked firm instructional guidelines, which in my view should be based on sound psychological theory, which in turn should be based on sound neurological theory. In other words, teachers need to know how to teach and that "how-to-teach" should be based solidly on how people learn and how their brains function. As you will see in this book, my answer to the question of how people learn is that we all learn by spontaneously generating and testing ideas. Idea generating involves analogies and testing requires comparing predicted consequences with actual consequences. We learn this way because the brain is essentially an idea generating and testing machine. But there is more to it than this. The very process ofgenerating and testing ideas results not only in the construction of ideas that work (i. e. , the learning of useful declarative knowledge), but also in improved skill in learning (i. e. , the development of improved procedural knowledge).

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Reseña del editor

The Neurological Basis of Learning, Development and Discovery is unique in that it
*links neural physiology and neural network theory with cognition and instructional practice;
*grounds the current emphasis on inquiry and constructivism in epistemological, philosophical and developmental theory;
*links neural network theory, learning theory, conceptual change theory, and scientific discovery to classroom practice;
*provides examples of scientifically-based research in education as a guide for science and math educators and graduate students;
*has examples of lessons that can teach discipline-specific concepts as well as provoke the development of general reasoning/argumentative skills;
*can be used in graduate-level courses in science education and in-service courses for science teachers.

Details zur Ausgabe

• Verlag: Springer
• Erscheinungsdatum: 2003
• Sprache: Englisch
• ISBN 10: 1402011806
• ISBN 13: 9781402011801
• Einband: Tapa dura
• Anzahl der Seiten: 308
• Kontakt zum Hersteller: Nicht verfügbar