Details

Educational Neuroscience


Educational Neuroscience

Initiatives and Emerging Issues
Educational Philosophy and Theory Special Issues, Band 23 1. Aufl.

von: Kathryn E. Patten, Stephen R. Campbell

21,99 €

Verlag: Wiley
Format: PDF
Veröffentl.: 26.08.2011
ISBN/EAN: 9781444345797
Sprache: englisch
Anzahl Seiten: 120

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Beschreibungen

<i>Educational Neuroscience</i> provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions. <ul> <li> <div>Encourages interdisciplinary perspectives in educational neuroscience</div> </li> <li> <div>Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally</div> </li> <li> <div>Promotes a theoretical and empirical base for the subject area</div> </li> <li> <div>Explores a range of methods available to researchers</div> </li> <li> <div>Identifies agencies, organizations, and associations facilitating development in the field</div> </li> <li> <div>Reveals a variety of on-going efforts to establish theories, models, methods, ethics, and a common language</div> </li> </ul>
<b>Notes on Contributors</b> vii <p><b>Foreword<br /> </b><i>Michael A. P</i><i>eters</i> xi</p> <p><b>1 Introduction: Educational Neuroscience<br /> </b><i>Kathryn E. Patten & Stephen R. C</i><i>ampbell</i> 1</p> <p><b>2 Educational Neuroscience: Motivations, methodology, and implications<br /> </b><i>Stephen R. C</i><i>ampbell</i> 7</p> <p><b>3 Can Cognitive Neuroscience Ground a Science of Learning?<br /> </b><i>Anthony E. K</i><i>elly</i> 17</p> <p><b>4 A Multiperspective Approach to Neuroeducational Research<br />  </b> <i>Paul A. Howard-J</i><i>ones</i> 23</p> <p><b>5 What Can Neuroscience Bring to Education?<br /> </b><i>Michel F</i><i>errari</i> 30</p> <p><b>6 Connecting Education and Cognitive Neuroscience: Where will the journey take us?<br /> </b><i>Daniel Ansar1, Donna Coch & Bert De S</i><i>medt</i> 36</p> <p><b>7 Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI studies of the neural correlates of creative intelligence<br /> </b><i>John G</i><i>eake</i> 42</p> <p><b>8 Brain-Science Based Cohort Studies<br /> </b><i>Hideaki K</i><i>oizumi</i> 47</p> <p><b>9 Directions for Mind, Brain, and Education: Methods, Models, and Morality<br /> </b><i>Zachary Stein & Kurt W. F</i><i>ischer</i> 55</p> <p><b>10 The Birth of a Field and the Rebirth of the Laboratory School<br /> </b><i>Marc Schwartz & Jeanne G</i><i>erlach</i> 66</p> <p><b>11 Mathematics Education and Neurosciences: Towards interdisciplinary insights into the development of young children’s mathematical abilities<br /> </b><i>Fenna Van N</i><i>es</i> 74</p> <p><b>12 Neuroscience and the Teaching of Mathematics<br /> </b><i>Kerry Lee & Swee Fong N</i><i>g</i> 80</p> <p><b>13 The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy<br /> </b><i>Kathryn E. P</i><i>atten</i> 86</p> <p><b>14 Implications of Affective and Social Neuroscience for Educational Theory<br /> </b><i>Mary Helen Immordino-Y</i><i>ang</i> 97</p> <p><b>Index</b> 103</p>
<b>Kathryn E. Patten</b>, Ph.D., teaches English Literature and Psychology; and is also the Outreach Coordinator for the Educational Neuroscience Laboratory, a.k.a. the ENGRAMMETRON, at Simon Fraser University. <p><b>Stephen R. Campbell</b>, Ph.D., is Associate Professor of Education, co-Director of the David Wheeler Institute for Research in Mathematics Education, and Director of the Educational Neuroscience Laboratory, a.k.a., the ENGRAMMETRON, at Simon Fraser University.</p>
<i>Educational Neuroscience</i> provides an overview of a wide range of recent initiatives in educational neuroscience implicating and pertaining to mind, brain, and education. Contributions from top researchers in the field examine a variety of concerns, issues, and directions pertaining and relating to educational neuroscience and mind, brain, and education more generally, focusing on three main areas: <ul> <li> <div>motivations, aims, and prospects</div> </li> <li> <div>theories, methods, and collaborations</div> </li> <li> <div>challenges, results, and implications</div> </li> </ul> <p>Chapters promote interdisciplinary perspectives and further establishment of theoretical and empirical bases for research and scholarship bridging Education and the Neurosciences. Though not exhaustive, these chapters identify various parties, agencies, organizations, and initiatives involved in facilitating and furthering development in the field, providing a compendium of on-going efforts to help establish theories, models, methods, ethics, and common language.</p>

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