The Neurological Basis of Learning, Development and Discovery

by Lawson, Anton E.

• ISBN13: 9781402011801
• ISBN10: 1402011806
• Format: Hardcover
• Copyright: 2003-07-01
• Publisher: Kluwer Academic Pub

Summary

This book is for practicing science and math educators and researchers, including graduate students, science and math teachers, and other teachers interested in developing a sound theoretical and empirical basis for curriculum development and instruction grounded in what is known about how the brain works and develops. 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.

Table of Contents

Preface
Acknowledgements
How Do People Learn?	p. 1
The Neurological Basis of Self-Regulation	p. 27
Brain Maturation, Intellectual Development and Descriptive Concept Construction	p. 57
Brain Maturation, Intellectual Development and Theoretical Concept Construction	p. 79
Creative Thinking, Analogy and a Neural Model of Analogical Reasoning	p. 99
The Role of Analogies and Reasoning Skill in Theoretical Concept Construction and Change	p. 119
Intellectual Development During the College Years: Is There a Fifth Stage?	p. 135
What Kinds of Scientific Concepts Exist?	p. 159
Psychological and Neurological Models of Scientific Discovery	p. 183
Rejecting Nature of Science Misconceptions By Preservice Teachers	p. 211
Implications for The Nature of Knowledge and Instruction	p. 225
References	p. 261
Index	p. 277
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