| Edition |
1st ed. |
| Description |
xxi, 438 pages : illustrations ; 26 cm. |
| Series |
A Norton book in education
|
|
Norton books in education.
|
| Note |
"A Norton professional book." |
| Bibliography |
Includes bibliographical references (pages 341-430) and index. |
| Contents |
What MBE science is and is not -- Evidence-based solutions for the classroom: MBE science defined -- A new look at old problems in education: a brief history of the science of learning -- Sorting the science from the myths: establishing goals and standards -- The scientifically substantiated art of teaching, part 1: lessons from research -- The scientifically substantiated art of teaching, part 2: human survival and life skills -- The laboratory in the classroom: the most studied academic fields -- Evidence-based solutions for the classroom: how MBE science offers useable knowledge to teachers -- Development of the teacher practitioner. |
| Summary |
Establishing the parameters and goals of the new field of mind, brain, and education science, this work explains the new transdisciplinary academic field that has grown out of the intersection of neuroscience, education, and psychology. The trend in "brain-based teaching" has been growing for the past twenty years and has exploded in the past five to become the most authoritative pedagogy for best learning results. Aimed at teachers, teacher trainers and policy makers, and anyone interested in the future of education in America and beyond, it responds to the clamor for help in identifying what information could and should apply in classrooms with confidence, and what information is simply commercial hype. Combining a review of the literature, as well as interviews with over twenty thought leaders in the field from six different countries, this book describes the birth and future of this new discipline. It also looks at the foundations, standards, and history of the field, outlining the ways that new information should be judged. Well-established information is separated from "neuromyths" to help teachers split the wheat from the chaff in classroom planning, instruction and teaching methodology. |
| Subject |
Learning, Psychology of.
|
|
Learning, Psychology of. |
|
Cognitive learning.
|
|
Cognitive learning. |
|
Teaching -- Psychological aspects.
|
|
Teaching -- Psychological aspects. |
|
Brain.
|
|
Brain. |
| ISBN |
9780393706079 hardcover |
|
0393706079 |
|
