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
... social provision of services, and the emerging findings of cognitive neuroscience call into question some of the fundamental building blocks of traditional education – schools, classrooms, teachers (as we understand the profession today) ...
... social provision of services, and the emerging findings of cognitive neuroscience call into question some of the fundamental building blocks of traditional education – schools, classrooms, teachers (as we understand the profession today) ...
Page 14
... social or solitary learners, and so on. As yet, there is no coherent theory of learning styles.6 What can the science of the brain teach us about this question? 8. What is intelligence? IQ theory has dominated education for a century or ...
... social or solitary learners, and so on. As yet, there is no coherent theory of learning styles.6 What can the science of the brain teach us about this question? 8. What is intelligence? IQ theory has dominated education for a century or ...
Page 20
... social advantages of comprehensive education and those who see the educational or social advantages (for the able) of selective education. They are both right, in some sense – though neither side finds it easy to do justice to the ...
... social advantages of comprehensive education and those who see the educational or social advantages (for the able) of selective education. They are both right, in some sense – though neither side finds it easy to do justice to the ...
Page 22
... social skills, values and ethics, learning how to learn (including, of course, elements of cognitive neuroscience: the nature of the brain, how the brain learns, etc.),... and what else? Such a “curriculum of essentials” would leave ...
... social skills, values and ethics, learning how to learn (including, of course, elements of cognitive neuroscience: the nature of the brain, how the brain learns, etc.),... and what else? Such a “curriculum of essentials” would leave ...
Page 25
... social provision for learning, so as to raise the quality, improve the relevance and convenience, and lower the cost. The idea of funding education by means of “learning vouchers” for those intended to benefit, instead of grants to ...
... social provision for learning, so as to raise the quality, improve the relevance and convenience, and lower the cost. The idea of funding education by means of “learning vouchers” for those intended to benefit, instead of grants to ...
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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