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. |
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Page 12
... concepts like intelligence or ability. While most people are more unsure about these issues than they were twenty years ago, there is no doubt that those who practise the art of education are likely to gain insights into human learning ...
... concepts like intelligence or ability. While most people are more unsure about these issues than they were twenty years ago, there is no doubt that those who practise the art of education are likely to gain insights into human learning ...
Page 19
... concept of emotional intelligence (EI), which further complicates the picture. Whatever else it is, intelligence is undoubtedly complex. Any number of individuals have demonstrated in their own lives and learning that the idea of a ...
... concept of emotional intelligence (EI), which further complicates the picture. Whatever else it is, intelligence is undoubtedly complex. Any number of individuals have demonstrated in their own lives and learning that the idea of a ...
Page 28
... concept of the “experience-dependent development” of the “natural brain”. The journey from genes to behaviour is long and arduous: somewhere near the centre lies the brain, both an expression of genetic material and the source of human ...
... concept of the “experience-dependent development” of the “natural brain”. The journey from genes to behaviour is long and arduous: somewhere near the centre lies the brain, both an expression of genetic material and the source of human ...
Page 35
... displaygeneral/0,3380,EN-document-603-5-no-27-26268-0,FF.html 35 36 between the concepts of brain plasticity and periodicity, the © OECD 2002 Chapter 3. The Three Fora 3.1. Brain mechanisms and early learning: the New York forum.
... displaygeneral/0,3380,EN-document-603-5-no-27-26268-0,FF.html 35 36 between the concepts of brain plasticity and periodicity, the © OECD 2002 Chapter 3. The Three Fora 3.1. Brain mechanisms and early learning: the New York forum.
Page 36
... concepts that describe it. Schools could capitalise more on play, spontaneous exploration, prediction, and feedback, which seem to be so potent in spontaneous home learning. Schools should be providing even the youngest children with ...
... concepts that describe it. Schools could capitalise more on play, spontaneous exploration, prediction, and feedback, which seem to be so potent in spontaneous home learning. Schools should be providing even the youngest children with ...
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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