The new science of teaching and learning: using the best of mind, brain, and education science in the classroom
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Teachers College Press
2010
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVII, 190 S. graph. Darst. |
| ISBN: | 9780807750339 9780807750346 |
Internformat
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Datensatz im Suchindex
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| adam_text | CONTENTS FOREWORD BY PAT WOLFE XI PREFACE XIII ACKNOWLEDGMENTS XVII
INTRODUCTION I WHY MIND, BRAIN, AND EDUCATION SCIENCE IS BETTER THAN
BRAIN-BASED LEARNING 2 MY ACCOMPANYING BIASES 4 WHAT THIS BOOK WILL
OFFER 4 PART I: THE SCIENTIFICALLY SUBSTANTIATED ART OF TEACHING CHAPTER
I. THE CASE FOR NEUROSCIENCE IN THE ART OF TEACHING 9 WHY PSYCHOLOGY +
NEUROSCIENCE + EDUCATION = MBE SCIENCE 10 IT IS NOT ENOUGH TO KNOW HOW
WE LEARN, WE MUST KNOW HOW TO TEACH 11 ESTABLISHING MBE SCIENCE 12 WHY
TEACHING AND LEARNING HAVE CHANGED AND WHAT TEACHERS NEED TO KNOW 13
ARGUMENTS FOR AND AGAINST UNITING EDUCATION, PSYCHOLOGY, AND
NEUROSCIENCE 14 THE BASIC PREMISE OF MBE SCIENCE: TEACHING AND
DIAGNOSING LEARNING PROBLEMS IS NOT EASY 16 THREE THEORETICAL AND
CONCEPTUAL VIEWS IN MBE SCIENCE* BRINGING THE PERSPECTIVES TOGETHER 16
THE MBE SCIENCE SAGA 19 CHAPTER 2. USING WHAT WE KNOW AS FACT 23 TRUTHS
AND NEUROMYTHS IN MBE SCIENCE 24 WHAT IS WELL-ESTABLISHED 27 VII VIII
CONTENTS CHAPTER 3. CONSIDERING WHAT TO DO WITH WHAT IS PROBABLY TRUE 34
EMOTIONS AND THEIR IMPACT ON TEACHING AND LEARNING 34 THE LEARNING
ORGANISM 39 SPECIES-RELATED PROCESSES 41 EDUCATION AND TEACHING
PROCESSES 47 THE BACKBONE OF SCIENTIFICALLY BASED TEACHING 52 CHAPTER 4.
EVALUATING THE USAGE OF WHAT IS STILL JUST INTELLIGENT SPECULATION 53
EXISTING MENTAL STRUCTURES 54 CLASSROOM EXPERIENCES 59 MODES OF LEARNING
63 ACTIVITIES, ENVIRONMENTS, AND ENRICHMENT 67 PHYSICAL VERSUS
FUNCTIONAL WORKINGS OF THE BRAIN 71 DIFFERENT POPULATIONS 74 CHAPTER 5.
WEEDING OUT NEUROMYTHS AND MISUNDERSTANDINGS 77 MYTHS ABOUT AND
MISINTERPRETATIONS OF DATA 77 MISUNDERSTANDINGS ABOUT HOW THE BRAIN
WORKS 79 MYTHS ABOUT MEMORY AND LEARNING 80 MYTHS ABOUT BRAIN PROCESSES
81 FOLK MYTHS ABOUT THE BRAIN 82 UNSUBSTANTIATED BELIEFS 84 MYTHS ABOUT
WHERE LEARNING TAKES PLACE 84 KEEPING THE DATA HONEST 85 PART II:
APPLYING MIND, BRAIN, EDUCATION SCIENCE IN THE CLASSROOM CHAPTER 6.
TENETS: APPLYING KNOWLEDGE ABOUT THE INDIVIDUAL NATURE OF LEARNING TO
CLASSROOM TEACHING 89 EMOTIONS AND LEARNING 90 THE PHYSICAL BODY AND THE
LEARNING BRAIN 94 INDIVIDUAL APPROACHES TO LEARNING 96 SUMMARY OF THE
TENETS 98 CHAPTER 7. PRINCIPLES: APPLYING UNIVERSAL CONCEPTS ABOUT THE
BRAIN AND LEARNING TO CLASSROOM TEACHING 99 CORE BELIEFS 99 SURVIVAL
SKILLS OF THE BRAIN 104 CONTENTS IX ATTENTION AND SOCIAL COGNITION 106
MEMORY AND LEARNING PROCESSES 109 THE MIND VERSUS THE BRAIN IN THE
TEACHING AND LEARNING PROCESS 112 SUMMARY OF THE PRINCIPLES 113 CHAPTER
8. TEN INSTRUCTIONAL GUIDELINES IN MBE SCIENCE 114 INSTRUCTIONAL
GUIDELINE 1: ENVIRONMENTS 114 INSTRUCTIONAL GUIDELINE 2: SENSE, MEANING,
AND TRANSFER 116 INSTRUCTIONAL GUIDELINE 3: DIFFERENT TYPES OF MEMORY
PATHWAYS 117 INSTRUCTIONAL GUIDELINE 4: ATTENTION SPANS 118
INSTRUCTIONAL GUIDELINE 5: THE SOCIAL NATURE OF LEARNING 119
INSTRUCTIONAL GUIDELINE 6: THE MIND-BODY CONNECTION 120 INSTRUCTIONAL
GUIDELINE 7: ORCHESTRATION AND MIDWIFING 121 INSTRUCTIONAL GUIDELINE
8: ACTIVE PROCESSES 122 INSTRUCTIONAL GUIDELINE 9: METACOGNITION AND
SELF-REFLECTION 122 INSTRUCTIONAL GUIDELINE 10: LEARNING THROUGHOUT THE
LIFE SPAN 123 SUMMARY OF THE INSTRUCTIONAL GUIDELINES 124 CHAPTER 9. HOW
DO WE DISTINGUISH GOOD INFORMATION FROM BAD IN MBE SCIENCE? 125
CHARACTERISTICS OF A CRITICAL THINKER 126 THE CRITICAL THINKING PROCESS
128 THE ROLE OF REFLECTIVE SKEPTICISM IN CRITICAL THINKING 130 THE
STAGES OF CRITICAL THINKING 131 TOOLS TO JUDGE THE INFORMATION 132
SUMMARY OF THE TOOLS 133 CHAPTER 10. IMPROVING THE FIELD AND MOVING
FORWARD 135 WHAT CAN YOU DO? 135 NEXT STEPS IN THE FUTURE OF MBE SCIENCE
137 FUTURE DEVELOPMENT 139 FINAL THOUGHTS 140 GLOSSARY 143 APPENDIX A:
MEMBERS OF THE DELPHI PANEL AND EXPERT REVIEWERS 151 APPENDIX B:
EXEMPLARY WORKS IN THE FIELD 153 REFERENCES 167 INDEX 181 ABOUT THE
AUTHOR 190
|
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| callnumber-first | L - Education |
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| dewey-ones | 370 - Education |
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| dewey-search | 370.15/23 |
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| discipline | Pädagogik Psychologie |
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| indexdate | 2024-07-09T22:10:51Z |
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| isbn | 9780807750339 9780807750346 |
| language | English |
| lccn | 2009030485 |
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| physical | XVII, 190 S. graph. Darst. |
| publishDate | 2010 |
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| publisher | Teachers College Press |
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| spelling | Tokuhama-Espinosa, Tracey 1963- Verfasser (DE-588)140814566 aut The new science of teaching and learning using the best of mind, brain, and education science in the classroom Tracey Tokuhama-Espinosa New York [u.a.] Teachers College Press 2010 XVII, 190 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Learning, Psychology of Learning Physiological aspects Teaching Cognitive science Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s DE-604 SWB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018962414&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Tokuhama-Espinosa, Tracey 1963- The new science of teaching and learning using the best of mind, brain, and education science in the classroom Learning, Psychology of Learning Physiological aspects Teaching Cognitive science Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4074166-7 |
| title | The new science of teaching and learning using the best of mind, brain, and education science in the classroom |
| title_auth | The new science of teaching and learning using the best of mind, brain, and education science in the classroom |
| title_exact_search | The new science of teaching and learning using the best of mind, brain, and education science in the classroom |
| title_full | The new science of teaching and learning using the best of mind, brain, and education science in the classroom Tracey Tokuhama-Espinosa |
| title_fullStr | The new science of teaching and learning using the best of mind, brain, and education science in the classroom Tracey Tokuhama-Espinosa |
| title_full_unstemmed | The new science of teaching and learning using the best of mind, brain, and education science in the classroom Tracey Tokuhama-Espinosa |
| title_short | The new science of teaching and learning |
| title_sort | the new science of teaching and learning using the best of mind brain and education science in the classroom |
| title_sub | using the best of mind, brain, and education science in the classroom |
| topic | Learning, Psychology of Learning Physiological aspects Teaching Cognitive science Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Learning, Psychology of Learning Physiological aspects Teaching Cognitive science Lernpsychologie |
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