On the Implications of Neuroscience Research for Science Teaching and Learning: Are There Any?

Autor/in	Lawson, Anton E.
Titel	On the Implications of Neuroscience Research for Science Teaching and Learning: Are There Any?
Quelle	In: CBE - Life Sciences Education, 5 (2006) 2, S.111-117 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.06-03-0154
Schlagwörter	Stellungnahme; Knowledge Base for Teaching; Neurological Organization; Brain; Molecular Structure; Learning Theories; Constructivism (Learning); Heuristics; Science Education + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Gehirn; Learning theory; Lerntheorie; Heuristik; Naturwissenschaftliche Bildung
Abstract	What, if anything, do teachers need to know about how the brain works to improve teaching and learning? After all, a plumber needs to know how to stop leaks--not the molecular structure of water. And one can learn how to use a computer without knowing how a computer chip works. Likewise, teachers need to know how to help students develop intellectually and learn--not necessarily how their brains work. Nevertheless, it is important for teachers to understand that what is being discovered about how brains work supports constructivist learning theory, which in turn supports inquiry-based teaching. The goal of the present article is to explicate why this is so. The author starts with some of the basics of brain development. The author then discusses the implications of neuroscience research for science teaching and learning. (Contains 4 figures.) (ERIC).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10