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The Neurological Basis of Learning, Development and Discovery: Implications for Science and Mathematics Instruction - Couverture souple
Synopsis
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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Présentation de l'éditeur
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.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
- ÉditeurSpringer
- Date d'édition2010
- ISBN 10 9048162475
- ISBN 13 9789048162475
- ReliureBroché
- Langueanglais
- Nombre de pages304
- Coordonnées du fabricantnon disponible
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The Neurological Basis of Learning, Development and Discovery
Edité par
Springer Netherlands, 2010
ISBN 10 : 9048162475
ISBN 13 : 9789048162475
Neuf
Couverture souple
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. 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 vie. N° de réf. du vendeur 5820097
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The Neurological Basis of Learning, Development and Discovery
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Springer Netherlands Dez 2010, 2010
ISBN 10 : 9048162475
ISBN 13 : 9789048162475
Neuf
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Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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). 304 pp. Englisch. N° de réf. du vendeur 9789048162475
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The Neurological Basis of Learning, Development and Discovery: Implications for Science and Mathematics Instruction (Contemporary Trends and Issues in Science Education)
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The Neurological Basis of Learning, Development and Discovery : Implications for Science and Mathematics Instruction
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Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - 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). N° de réf. du vendeur 9789048162475
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The Neurological Basis of Learning, Development and Discovery
Edité par
Springer Netherlands, Springer Netherlands Dez 2010, 2010
ISBN 10 : 9048162475
ISBN 13 : 9789048162475
Neuf
Taschenbuch
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Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -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).Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 304 pp. Englisch. N° de réf. du vendeur 9789048162475
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The Neurological Basis of Learning, Development and Discovery: Implications for Science and Mathematics Instruction (Contemporary Trends and Issues in Science Education)
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The Neurological Basis of Learning, Development and Discovery: Implications for Science and Mathematics Instruction (Contemporary Trends and Issues in Science Education (18))
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