Understanding the Brain Towards a New Learning Science: Towards a New Learning ScienceOECD Publishing, Sep 4, 2002 - 110 pages This book examines how new scientific developments in understanding how the brain works can help educators and educational policy makers develop new and more efficient methods for teaching and developing educational policies. This new "science of learning" is providing insights into how to improve reading and mathematical skills and highlights the significance of the distinction between nature and nurture in learning and brain development. The book focuses on the importance of developing a trans-disciplinary approach where teachers, the medical profession, and scientists work together. |
From inside the book
Results 1-5 of 31
Page 7
... Approach............................................... 43 4.1. Principles of brain organisation and neural information processing ....................... 43 4.1.1. Neurons, mental states, knowledge and learning .....
... Approach............................................... 43 4.1. Principles of brain organisation and neural information processing ....................... 43 4.1.1. Neurons, mental states, knowledge and learning .....
Page 8
... ...... 81 5.1. Towards a new learning science based on a trans-disciplinary approach? ........... 81 5.2. The next steps: research networks ..............................................................................
... ...... 81 5.1. Towards a new learning science based on a trans-disciplinary approach? ........... 81 5.2. The next steps: research networks ..............................................................................
Page 12
... approaches lead to differing points of view. No matter. Those who map new lands always use the method of triangulation from several viewpoints. More dangerous are terms like stimulation – common to both disciplines, but not necessarily ...
... approaches lead to differing points of view. No matter. Those who map new lands always use the method of triangulation from several viewpoints. More dangerous are terms like stimulation – common to both disciplines, but not necessarily ...
Page 14
... approaches to the idea of “styles of learning” speak of incremental learners, “endfirst” learners, reflective or experimental learners, learners who favour one or more faculties (like language, number, music, for example), social or ...
... approaches to the idea of “styles of learning” speak of incremental learners, “endfirst” learners, reflective or experimental learners, learners who favour one or more faculties (like language, number, music, for example), social or ...
Page 24
... approach to learning and observe the TILD principle. 1.3. How and where How do people learn best? And where do they best like to learn? Some people like to learn at home, others at work, others at college. The remarkable achievements of ...
... approach to learning and observe the TILD principle. 1.3. How and where How do people learn best? And where do they best like to learn? Some people like to learn at home, others at work, others at college. The remarkable achievements of ...
Other editions - View all
Common terms and phrases
ability able activity adults approach areas associated attention behaviour better brain century challenge changes claims cognitive neuroscience complex concept condition considered continue cortex critical cultural curriculum difficult disciplines disease early effective emerging emotional environment example experience field findings function Granada hemisphere human idea imaging implications important individual Institute intelligence involved issues Japan knowledge language learners learning lifelong learning literacy lobe mathematical mechanisms memory mental method mind nature networks neural neurons neuroscientific normal occur OECD website particular plasticity possible potential practice present Press processes psychology questions reading recent region responsible role scientific scientists sensitive period skills social society spatial specific structure studies subjects successful suggest synapses tasks teaching thinking throughout tion Tokyo trans-disciplinary understanding University York young