Optimal Learning in Schools--Theoretical Evidence: Part 3 Individual Differences

Autor/in	Crossland, John
Titel	Optimal Learning in Schools--Theoretical Evidence: Part 3 Individual Differences
Quelle	In: School Science Review, 98 (2017) 364, S.85-91 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Science Instruction; Neurosciences; Educational Research; Scientific Research; Cognitive Psychology; Teaching Methods; Evidence Based Practice; Piagetian Theory; Learning Processes; Cognitive Processes; Brain; Elementary Secondary Education; Individual Differences; Memory; Gender Differences + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Neuroscience; Neurowissenschaften; Neurowissenschaft; Bildungsforschung; Pädagogische Forschung; Kognitive Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Gehirn; Individueller Unterschied; Gedächtnis; Geschlechterkonflikt
Abstract	Parts 1 and 2 in this four-part series of articles (Crossland, 2016, 2017) discussed the recent research from neuroscience linked to concepts from cognitive development that brought Piaget's theories into the 21st century and showed the most effective provision towards more optimal learning strategies. Then the discussion moved onto Demetriou's latest thinking that explored the relationship between the developing mind and the developing brain. Part 3 outlines individual differences in learners with further implications for classroom practice leading to additional characteristics of optimal learning in the classroom. [For Part 1, "Optimal Learning in Schools--Theoretical Evidence: Part 1 Piaget's Theoretical Background," see EJ1154880; for Part 2, ""Optimal Learning in Schools--Theoretical Evidence: Part 2 Updating Piaget," see EJ1154870; and for Part 4, ""Optimal Learning in Schools--Theoretical Evidence: Part 4 Metacognition," see EJ1154873.] (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01