Brain Science and Teaching: A Forty-Year Personal History

Autor/in	Kirby, Linda Faye
Titel	Brain Science and Teaching: A Forty-Year Personal History
Quelle	In: Forum on Public Policy Online, 2016 (2016) 1, (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	Neurosciences; Teacher Education; Teacher Effectiveness; Masters Programs; Brain; Anatomy; Scientific Research; Teacher Education Programs; Measures (Individuals); Science Tests; Scientific Literacy; Statistical Analysis; Hypothesis Testing; Course Content; Science Instruction; Educational Benefits + Suchen Sie Ihr Suchwort? Neuroscience; Neurowissenschaften; Neurowissenschaft; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Magister course; Magisterstudiengang; Gehirn; Anatomie; Messdaten; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Kursprogramm; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsertrag
Abstract	This paper is the sharing of a record, the personal history of an educator pursuing an interest in knowledge of the brain. Over the years, this fascination sparked the idea to create a course for teachers based on brain science, with a twist. Certain course assignments would require teachers to interpret knowledge of the brain in the context of their individual classes. In 2006, I completed a dissertation entitled "The Impact of a Brain Research Course on Knowledge of the Brain and Teacher Efficacy." Over the past ten years, I have continued to teach brain science research to master's level teachers. In this article, I share my observations and insights into the teaching of brain anatomy and function to teachers. The article focuses on the growing attraction of brain science research to educators. In it, I seek to illustrate how learning about the brain has created a positive force in the teaching lives of enrolled students, the learning of their students, the accommodations of curricular requirements, and the culture of the schools in which they operate. I conclude with observations regarding the utility, viability, and desirability of a course in brain research within other teacher preparation programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01