The Neurological Basis of Learning, Development and Discovery Implications for Science and Mathematics Instruction /
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 th...
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| Format: | Electronic |
| Language: | English |
| Published: |
Dordrecht :
Springer Netherlands,
2003.
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| Series: | Science & Technology Education Library,
18 |
| Subjects: | |
| Online Access: | View fulltext via EzAccess |
Table of Contents:
- How do People Learn?
- The Neurological Basis of Self-Regulation
- Brain Maturation, Intellectual Development and Descriptive Concept Construction
- Brain Maturation, Intellectual Development and Theoretical Concept Construction
- Creative Thinking, Analogy and a Neural Model of Analogical Reasoning
- The Role Analogies and Reasoning Skill in Theoretical Concept Construction and Change
- Intellectual Development During the College Years: Is There a Fifth Stage?
- What Kinds of Scientific Concepts Exist?
- Psychological and Neurological Models of Scientific Discovery
- Rejecting Nature of Science Misconceptions by Preservice Teachers
- Implications for the Nature of Knowledge and Instruction.