The Neurological Basis of Learning, Development and Discovery. Implications for Science and Mathematics Instruction.

Lawson, Anton E.

ISBN 10: 1402011806 / ISBN 13: 9781402011801

Published by Kluwer Academic Publishers, 2003

About this Item

Links neural physiology and neural network theory with cognition and instructional practice. This book provides examples of scientifically-based research in education as a guide for science and math educators and graduate students. It can be used in graduate-level courses in science education and in-service courses for science teachers. Series: Contemporary Trends and Issues in Science Education. Num Pages: 285 pages, biography. BIC Classification: JNU; MJN; P. Category: (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 234 x 156 x 19. Weight in Grams: 609. . 2003. Hardback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9781402011801

Bibliographic Details

• Title: The Neurological Basis of Learning, Development and Discovery. Implications for Science and Mathematics Instruction.
• Publisher: Kluwer Academic Publishers
• Publication Date: 2003
• Language: English
• ISBN 10: 1402011806
• ISBN 13: 9781402011801
• Binding: Hardcover
• Condition: New

About this title

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).