附註:Includes bibliographical references (pages 261-276) and index.
How do people learn? -- The neurological basis of self-regulation -- Brain maturation, intellectual development and descriptive concept construction -- Brain maturation, intellectual development and theoretical concept construction -- Creative thinking, analogy and a neural model of analogical reasoning -- The role of analogies and reasoning skill in theoretical concept construction and change -- Intellectual development during the college years : is there a fifth stage? -- What kinds of scientific concepts exist? -- Psychological and neurological models of scientific discovery -- Rejecting nature of science misconceptions by preservice teachers -- Implications for the nature of knowledge and instruction.
摘要:The Neurological Basis of Learning, Development and Discovery is unique in that it *links neural physiology and neural network theory with cognition and instructional practice; *grounds the current emphasis on inquiry and constructivism in epistemological, philosophical and developmental theory; *links neural network theory, learning theory, conceptual change theory, and scientific discovery to classroom practice; *provides examples of scientifically-based research in education as a guide for science and math educators and graduate students; *has examples of lessons that can teach discipline-specific concepts as well as provoke the development of general reasoning/argumentative skills; *can be used in graduate-level courses in science education and in-service courses for science teachers.
