Literaturnachweis - Detailanzeige
| Autor/in | Anderson, O. Roger |
|---|---|
| Titel | A Neurocognitive Perspective on Current Learning Theory and Science Instructional Strategies. |
| Quelle | In: Science education, 81 (1997) 1, S. 67-89Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Denkprozess; Gedächtnis; Kognition; Psychologie; Verstehen; Lernprozess; Neurobiologie; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Philosophie |
| Abstract | Current thought in neuropsychology, philosophy of cognition, and science education is synthesized to provide a perspective on modern learning theory and instruction, especially in relation to some emergent ideas in science education reform. A critical analysis of current philosophical perspectives suggests that older dualistic views and those based solely on biological structural- functional analyses may be insufficient to explain an active role of the learner in information processing as included in modern learning theories. An approach emphasizing correlations and patterns in neurocognitive processing of information is suggested. Ten principles of modern neurocognitive science are presented as a context for an analysis of some current models of learning and instruction in science education, categorized generally as "learner-centered". Issues addressed include information processing, constructional processes in memory, self-regulation, problem-solving, and the role of multimodal instructional strategies in enhancing learning. (Autorenreferat übernommen. Copyright John Wiley & Sons, Inc.). |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 1999_(CD) |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
