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
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Page 19
... complex. Any number of individuals have demonstrated in their own lives and learning that the idea of a level of intelligence fixed and unchangeable over a lifetime is questionable, if not downright silly. Many people, having seemed dim ...
... complex. Any number of individuals have demonstrated in their own lives and learning that the idea of a level of intelligence fixed and unchangeable over a lifetime is questionable, if not downright silly. Many people, having seemed dim ...
Page 23
... complex debate, since “learning to learn” and acquiring any “know-why” cannot be achieved without a minimum of “know-what”. If “it becomes less important to be able to retrieve [information] from one's own brain”, the question about ...
... complex debate, since “learning to learn” and acquiring any “know-why” cannot be achieved without a minimum of “know-what”. If “it becomes less important to be able to retrieve [information] from one's own brain”, the question about ...
Page 28
... complex social milieu in which their students may not share their goals. Their tools typically comprise chalk, talk, and textbooks. It is therefore necessary to be aware of the cultural differences between these two professions, and ...
... complex social milieu in which their students may not share their goals. Their tools typically comprise chalk, talk, and textbooks. It is therefore necessary to be aware of the cultural differences between these two professions, and ...
Page 32
... complex modern society, then the curriculum is likely to become seriously overloaded. Sorting and socialisation are similarly uncomfortable bedfellows. Are schools expected to do too much? Finally, it may be helpful to draw attention to ...
... complex modern society, then the curriculum is likely to become seriously overloaded. Sorting and socialisation are similarly uncomfortable bedfellows. Are schools expected to do too much? Finally, it may be helpful to draw attention to ...
Page 36
... complex environments than to those lacking stimulus or interest. Children develop theories about the world extremely early and revise them in light of experience. The domains of early learning include linguistics, psychology, biology ...
... complex environments than to those lacking stimulus or interest. Children develop theories about the world extremely early and revise them in light of experience. The domains of early learning include linguistics, psychology, biology ...
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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