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 12
... nature and nurture in the promotion of successful learning? Do our genes give us a life sentence? Or can we, for instance, learn to learn faster? Where should we strike the balance between the extremes of genetic determinism and the ...
... nature and nurture in the promotion of successful learning? Do our genes give us a life sentence? Or can we, for instance, learn to learn faster? Where should we strike the balance between the extremes of genetic determinism and the ...
Page 13
... natural development and cultural education, they seem to be different processes. Are they? Is the brain programmed for natural development in some specific ways – and otherwise generally receptive (or not!) to the learning experiences ...
... natural development and cultural education, they seem to be different processes. Are they? Is the brain programmed for natural development in some specific ways – and otherwise generally receptive (or not!) to the learning experiences ...
Page 15
... natural maturation of our emotions or is it a question of their education or training? What are we to make of the paradox that while the theory of IQ seems implausible, it is apparently measurable –while “emotional intelligence” is not ...
... natural maturation of our emotions or is it a question of their education or training? What are we to make of the paradox that while the theory of IQ seems implausible, it is apparently measurable –while “emotional intelligence” is not ...
Page 22
... nature of the brain, how the brain learns, etc.),... and what else? Such a “curriculum of essentials” would leave plenty of room and time for the faster learners to explore other subjects and range widely, while slower learners would at ...
... nature of the brain, how the brain learns, etc.),... and what else? Such a “curriculum of essentials” would leave plenty of room and time for the faster learners to explore other subjects and range widely, while slower learners would at ...
Page 23
... nature, in the human mind and in society”). It is a very 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 ...
... nature, in the human mind and in society”). It is a very 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 ...
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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