Progress in Application of the Neurosciences to an Understanding of Human Learning: The Challenge of Finding a Middle-Ground Neuroeducational Theory

Autor/in	Anderson, O. Roger
Titel	Progress in Application of the Neurosciences to an Understanding of Human Learning: The Challenge of Finding a Middle-Ground Neuroeducational Theory
Quelle	In: International Journal of Science and Mathematics Education, 12 (2014) 3, S.475-492 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9455-3
Schlagwörter	Neurosciences; Educational Theories; Learning Theories; Scientific Research; Concept Formation; Mathematics; Brain Hemisphere Functions + Suchen Sie Ihr Suchwort? Neuroscience; Neurowissenschaften; Neurowissenschaft; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Concept learning; Begriffsbildung; Mathematik
Abstract	Modern neuroscientific research has substantially enhanced our understanding of the human brain. However, many challenges remain in developing a strong, brain-based theory of human learning, especially in complex environments such as educational settings. Some of the current issues and challenges in our progress toward developing comprehensive neuroscientific-based theories of human learning, particularly in the academic disciplines, are reviewed, beginning with a brief summary of the history of publications in science learning. This is followed by an analysis of some of the large-scale issues and conceptual problems that we currently face in developing a strong, middle-ground "neuroeducational theory" relevant to learning, especially in rather abstract disciplines such as mathematics and science. Finally, some perspectives on possible future strategies and challenges in reaching the goal of a neuroeducational theory are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10