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001 978-0-387-89512-3
003 DE-He213
005 20251006084430.0
007 cr nn 008mamaa
008 110413s2009 xxu| s |||| 0|eng d
020 _a9780387895123
020 _a99780387895123
024 7 _a10.1007/978-0-387-89512-3
_2doi
082 0 4 _a371.3
_223
100 1 _aBoschloo, Annemarie.
_eauthor.
245 1 0 _aExplorations in Learning and the Brain
_h[electronic resource] :
_bOn the Potential of Cognitive Neuroscience for Educational Science /
_cby Annemarie Boschloo, Theo Leeuwen, Jeroen Merrienboer, Jelle Jolles, Janet Hell, Sarah Manlove, Kathleen Jenks, Tamara Gog, Ton Jong.
264 1 _aBoston, MA :
_bSpringer US,
_c2009.
300 _aviii, 80 p
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aLearning Principles -- Affective Processes in Learning -- (Second) Language Learning and Literacy -- Numeracy and Mathematics Learning -- Learning Problems -- Issues from Neuroscience -- Conclusion.
520 _aThe past decade has witnessed efforts on the part of research, education and policy communities to create a dialogue about the potential relationship between cognitive neuroscience and the science and practice of education. The upsurge of interest in neuroscience in general has given rise to increased attention to the role of the brain in learning. As a result, several major initiatives have been undertaken to examine the viability of bringing the fields closer together. However, much of the debate has been dominated by extremes. Some purport to offer a panacea to many of the problems in education and educational research on the basis of data from cognitive neuroscience while others perceive the gap between the fields as untenable. Explorations in Learning and the Brain takes a different stance in the sense that developments within neuroscience are not the starting point but rather sets off from major questions dominant in educational research, notably instructional systems design and related fields within the educational sciences. The book identifies interfaces between neuro-scientific and educational research, and informs on potentially interesting additions to educational research and viable interdisciplinary ventures. By drawing on empirical findings from both disciplines, the following general questions are addressed: -Which principles, mechanisms and theories studied in educational research can be extended based on findings from cognitive neuroscience? -Which principles, mechanisms and theories studied in cognitive neuroscience might have implications for educational research? -What are these implications and what research questions can be developed? -What form could an interdisciplinary or transdisciplinary research program take?
650 0 _aEDUCATION.
650 0 _aNEUROSCIENCES.
650 1 4 _aEDUCATION.
650 2 4 _aLEARNING & INSTRUCTION.
650 2 4 _aNEUROSCIENCES.
700 1 _aLeeuwen, Theo.
_eauthor.
700 1 _aMerrienboer, Jeroen.
_eauthor.
700 1 _aJolles, Jelle.
_eauthor.
700 1 _aHell, Janet.
_eauthor.
700 1 _aManlove, Sarah.
_eauthor.
700 1 _aJenks, Kathleen.
_eauthor.
700 1 _aGog, Tamara.
_eauthor.
700 1 _aJong, Ton.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780387895116
856 4 0 _uhttp://dx.doi.org/10.1007/978-0-387-89512-3
_zVer el texto completo en las instalaciones del CICY
912 _aZDB-2-SHU
942 _2ddc
_cER
999 _c59455
_d59455