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The Neurological Basis of Learning, Development and Discovery

Implications for Science and Mathematics Instruction

  • Book
  • © 2003

Overview

Authors:
  1. Anton E. Lawson

    1. School of Life Sciences, Arizona State University, USA

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Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 18)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xvi
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  2. How do People Learn?

    Pages 1-25

  3. The Neurological Basis of Self-Regulation

    Pages 27-55

  4. Brain Maturation, Intellectual Development and Descriptive Concept Construction

    Pages 57-78

  5. Brain Maturation, Intellectual Development and Theoretical Concept Construction

    Pages 79-98

  6. Creative Thinking, Analogy and a Neural Model of Analogical Reasoning

    Pages 99-118

  7. The Role Analogies and Reasoning Skill in Theoretical Concept Construction and Change

    Pages 119-134

  8. Intellectual Development During the College Years: Is There a Fifth Stage?

    Pages 135-157

  9. What Kinds of Scientific Concepts Exist?

    Pages 159-181

  10. Psychological and Neurological Models of Scientific Discovery

    Pages 183-210

  11. Rejecting Nature of Science Misconceptions by Preservice Teachers

    Pages 211-224

  12. Implications for the Nature of Knowledge and Instruction

    Pages 225-259

  13. Back Matter

    Pages 261-284
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Keywords

About this book

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).

Authors and Affiliations

  • School of Life Sciences, Arizona State University, USA

    Anton E. Lawson

Bibliographic Information

  • Book Title: The Neurological Basis of Learning, Development and Discovery

  • Book Subtitle: Implications for Science and Mathematics Instruction

  • Authors: Anton E. Lawson

  • Series Title: Contemporary Trends and Issues in Science Education

  • DOI: https://doi.org/10.1007/0-306-48206-1

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 2003

  • Hardcover ISBN: 978-1-4020-1180-1Published: 30 April 2003

  • Softcover ISBN: 978-90-481-6247-5Published: 04 December 2010

  • eBook ISBN: 978-0-306-48206-9Published: 11 April 2006

  • Series ISSN: 1878-0482

  • Series E-ISSN: 1878-0784

  • Edition Number: 1

  • Number of Pages: XVI, 285

  • Topics: Science Education, Mathematics Education, Education, general, Learning & Instruction

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