The unified learning model. How motivational, cognitive, and neurobiological sciences inform best teaching practices.

Autor/inn/en	Shell, Duane F.; Brooks, David W.; Trainin, Guy; Wilson, Kathleen M.; Kauffman, Douglas F.; Herr, Lynne M.
Titel	The unified learning model. How motivational, cognitive, and neurobiological sciences inform best teaching practices.
Quelle	New York, NY u.a.: Springer Science+Business Media (2010), XI, 212 S. PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	90-481-3214-2; 978-90-481-3214-0
DOI	10.1007/978-90-481-3215-7
Schlagwörter	Wissen; Evaluation; Intelligenz (Soz); Arbeitsgedächtnis; Aufmerksamkeit; Emotion; Fähigkeit; Kognition; Kognitive Entwicklung; Langzeitgedächtnis; Lernpsychologie; Problemlösen; Selbstwirksamkeit; Eltern; Schule; Lehrer; Schüler; Feedback; Lernen; Lernverhalten; Motivation; Wissenserwerb; Wissenstransfer; Lernmethode; Lernziel; Unterrichtsmethode; Unterricht; Gehirn; Hirnforschung; Neurobiologie; Bestandsaufnahme; Leistungsmessung; Modell; Wiederholung; USA
Abstract	This ... synthesis of ideas and concepts from the cognitive, motivation, and neurobiological sciences sets out a unique theory of learning that should be of interest to everyone from education practitioners to neuroscientists. The authors base their Unified Learning Model, or ULM, on three core principles. Firstly, that learning requires working memory allocation (attention). Second, that working memory's capacity for allocation is affected by prior knowledge. And finally, that working memory allocation is directed by motivation. These three principles guide a complete model of learning that synthesizes what is known from research in brain function, cognition, and motivation. ... The book presents a model of learning that the authors offer as scientists rather than educators. They assert that more than enough is known to sustain a "scientific" model of learning. Rather than being a mere review of the literature, this work is a synthesis. Many scholars and teachers will have heard much if not most or even all of the information used to develop the model. What they will not have come across is a model - designed to be both accessible and usable - that puts together the information in just this way. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/3