Literaturnachweis - Detailanzeige
Sonst. Personen | Howard-Jones, Paul (Hrsg.) |
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Titel | Education and neuroscience. Evidence, theory and practical application. |
Quelle | London u.a.: Routledge (2012), 88 S. |
Beigaben | Illustrationen |
Zusatzinformation | Inhaltsverzeichnis |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 0-415-63880-1; 978-0-415-63880-7 |
Schlagwörter | Bildung; Bildungsprozess; Erkennen; Kognition; Kreativität; Lernvoraussetzungen; Gehirn; Hirnforschung; Neurowissenschaften; Rechenschwäche; Musikpädagogik; Mythos; Theaterpädagogik; Neuropsychologie; Kritik |
Abstract | This book brings together contributions from experts in education and the neurosciences at the forefront of interdisciplinary research efforts to build bridges between these two areas. It includes chapters that critically consider the relevance of the sciences of mind and brain to educational areas such as reading, mathematics, music and creativity. These chapters support the notion that there is, indeed, much to justify the growing interest of educators in neuroscience. However, this enthusiasm also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions as well as exploring how educational understanding can be constructed in the future to include concepts from neuroscience more judiciously. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2014/1 |