New Science of Learning : : Exploration in Mind, Brain, and Education.

New Science of Learning : : Exploration in Mind, Brain, and Education.

"In an attempt to foster effective learning for the students, educators and researchers have been examining the complex relations between psychological, biological, sociological, and cultural aspects of the educative process. The common goal is to promote deep learning and maximize the potentia...

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Bibliographic Details
Superior document:Contemporary Approaches to Research in Learning Innovations ; v.14
:
Saleh, Issa M.
TeilnehmendeR:
Khine, Myint Swe.
Place / Publishing House:Toronto : : BRILL,, 2023.
©2023.
Year of Publication:2023
Edition:1st ed.
Language:English
Series:Contemporary Approaches to Research in Learning Innovations
Physical Description:1 online resource (259 pages)
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Table of Contents:
  • Prelims
  • Contents
  • Figures and Tables
  • Notes on Contributors
  • Chapter01
  • Mind, Brain, and Education
  • 1 Introduction
  • 2 Exploration in Mind, Brain, and Education
  • 3 Conclusion
  • References
  • Chapter02
  • The Synthesising Mind
  • 1 Synthesis from Beyond History: A Perspective from the Sciences
  • 2 Connections and Synthesis
  • 3 Syntheses about Human Populations
  • 4 The Contribution of Other Voices to a Synthesizing Mind
  • 4.1 Background
  • 4.2 A Hypothesis
  • Notes
  • References
  • Chapter03
  • What Brain Imaging Research and Science of Reading Can Do for Arabic Language Teaching &amp
  • Learning
  • 1 Introduction: But What Is SOR?
  • 2 What Does International Brain Imaging Research and Science of Reading Research Say?
  • 3 Why Is the Science of Reading Important for Arabic Language?
  • 4 What Does Arabic Language Brain Imaging and Science of Reading Research Say?
  • 4.1 Diglossic Effects in Arabic
  • 4.2 Orthographic Processing in Arabic
  • 4.3 Diacritics in Arabic
  • 4.4 Morphological Processing in Arabic
  • 5 Implications of Science of Reading on Arabic Curriculum Design and Classroom Practices
  • 6 Conclusion
  • References
  • Chapter04
  • Independent Learning and the Essential Role of Feedback
  • 1 Introduction and Overview of the Chapter
  • 2 Independent-Learning
  • 2.1 Theories and Models: Past to Present
  • 3 Independent Learning and the Human Mind: The Learning Sciences
  • 3.1 In Brief
  • 4 Feedback
  • 4.1 Immediate Feedback
  • 5 Concluding Remarks
  • References
  • Chapter05
  • Re-discovering the Affective Foundations of Cognition
  • 1 Introduction
  • 2 The Tripartite Organization of Mental Activities
  • 3 Summary and Discussion
  • 4 Methodological Perspectives
  • 5 Case Studies
  • 5.1 Simone Biles, Gymnast
  • 5.2 Kate Paxton: General Dentist
  • 5.3 Skilled Craftworkers
  • 6 Pedagogical Perspectives
  • 7 Conclusions.
  • References
  • Chapter06
  • The Science of Learning Should Include the Study of Habits
  • 1 Introduction
  • 2 Doing School
  • 2.1 Montessori Teachers Doing School
  • 2.2 Conventional Teachers Doing School
  • 2.3 Students Doing School
  • 2.3.1 Students Doing School in a Montessori Environment
  • 2.3.2 High Schoolers Doing School
  • 2.3.3 Higher Education Students Doing School
  • 2.4 Education Researchers Doing School
  • 3 A Historical View of Habit
  • 4 Dualist Models of Cognition
  • 5 An Enactive (Nondualist) Model of Cognition
  • 6 Enactivism and Habits
  • 7 Implications of Using an Enactive Approach to Examine Habits in Schools
  • 8 Conclusion
  • References
  • Chapter07
  • Learning from a Cognitive Neuroscience Perspective
  • 1 Neuroscience and Neuroeducation Concept
  • 1.1 Structural Characteristics of the Brain
  • 1.2 Advances in Neuroscience and Neuroeducation
  • 2 Characteristics of Learning According to Cognitive Neuroscience
  • 2.1 Definition
  • 2.2 Types of Learning
  • 2.3 Stages of Skill Acquisition According to Cognitive Neuroscience
  • 2.3.1 Trial-and-Error Phase
  • 2.3.2 Consolidation Phase
  • 2.3.3 Automation Phase
  • 2.4 The Principles of Learning
  • 3 Neurophysiological Mechanisms of Learning &amp
  • Pedagogical Implications
  • 3.1 Dopamine
  • 3.2 Serotonin and Acetylcholine
  • 3.3 Oxytocin
  • 3.4 Cortisol and Adrenaline
  • 3.5 Long-Term Potentiation (LTP)
  • 3.6 Blood Glucose
  • 3.7 Lactic Acid
  • 4 Neurocognitive Functions Involved in Learning
  • 4.1 Attention and Learning
  • 4.1.1 Attentional Capacity Functions
  • 4.1.2 Attentional Systems and Differentiated Pedagogical Implications
  • 4.1.2.1 Awareness System
  • 4.1.2.2 Attention Orientation System
  • 4.1.2.3 Executive Control System
  • 4.2 Memory and Learning
  • 4.2.1 Neurophysiological Mechanisms of Memory and Pedagogical Implications.
  • 4.2.2 Memory Systems and Differentiated Pedagogical Implications
  • 4.2.2.1 Working Memory
  • 4.2.2.2 Long-Term Memory
  • 4.2.3 Factors Influencing Memory Systems
  • 4.2.4 Conclusion
  • 4.3 Comprehension and Learning
  • 5 Factors Varying the Efficiency of Learning
  • 5.1 Effect of Awareness, Will and Attention
  • 5.2 Effects of Emotions
  • 5.3 Effects of Sleep
  • 5.4 Effects of Physical Exercise
  • 5.5 Effect of Multi-Sensory Involvement
  • 5.6 Effect of Group Work
  • 5.7 Other Factors Affecting Learning
  • 6 Challenges of Neuroeducation
  • References
  • Chapter08
  • The Neuroscience of Wisdom
  • 1 The Neuroscience of Wisdom
  • 2 Working towards a Convergent Neuroscientific Model of Wisdom
  • 3 Neurocognitive Components
  • 3.1 Salience Detection
  • 3.2 Impulse Control
  • 3.3 Effective Information Integration
  • 3.4 Self-Referential Processes
  • 4 Intrapersonal
  • 4.1 Emotional Homeostasis
  • 4.2 Empathy
  • 4.3 Rational Decision-Making
  • 5 Interpersonal Components
  • 5.1 Tolerance of Divergent Value Systems
  • 5.2 Altruism, Compassion &amp
  • Prosocial Behaviour
  • 6 Lessons from Neurodynamics
  • 7 Neural Networks in the Brain
  • References
  • Chapter09
  • Neuroscience of Wisdom
  • 1 The Neuroscience of Wisdom
  • 1.1 Jeste's Neurobiological Wisdom Model
  • 1.2 Neurocognitive Components
  • 1.2.1 Salience Detection
  • 1.2.2 Impulse Control
  • 1.2.3 Error Detection
  • 1.2.4 Effective Information Integration
  • 1.2.5 Self-Referential Processing
  • 1.3 Intrapersonal
  • 1.3.1 Emotional Homeostasis
  • 1.3.2 Empathy
  • 1.3.3 Decision-Making
  • 1.4 Interpersonal Aspects
  • 1.4.1 Tolerance of Diverse Value Systems
  • 1.4.2 Altruism, Compassion &amp
  • Prosocial Behaviour
  • 1.5 Integrative Model
  • 2 Educating for Wisdom
  • 2.1 Informal Educating for Wisdom through Self-Examination.
  • 2.1.1 Self-Examination through Autobiographical Reasoning and Self-Reflection
  • 2.1.2 Self-Examination through Mindfulness
  • 2.2 Examples of Teaching for Wisdom Connections in Schools Today
  • 2.2.1 Mindfulness in Classrooms
  • 2.2.2 Intergenerational Learning and Storytelling
  • 2.3 Educational Programs That Teach Wisdom
  • 2.3.1 Teaching for Wisdom Connections in K-12: Philosophy for Children
  • 2.3.2 MindUp
  • 2.3.3 Holistic and Contemplative Education
  • 2.3.4 Educating for Wisdom in University Curricula
  • 3 Bringing Wisdom &amp
  • Neuroscience into the Classroom
  • 4 Conclusions
  • References
  • Notes
  • Chapter10
  • A New Science of Teaching
  • 1 Scientific Literacy for Teachers
  • 1.1 Differentiation and Human Variability
  • 1.2 What Evidence Is Good Evidence?
  • 2 Bias in Teacher Literature
  • 2.1 The Learning Sciences' Range of Contributions
  • 3 Transdisciplinarity and Thinking through Holons
  • 4 Translational Communication
  • 5 In Sum: Transdisciplinary, Translational Science
  • 6 A Taxonomy of Evidence for the Learning Sciences: 1990-2020
  • 6.1 Type A: Near Transfer Studies
  • 6.2 Type B: Equivalencies
  • 6.3 Type C: Un-Transferred Studies
  • 6.4 Type D: Complex Design Studies
  • 6.5 Type E: Far Transfer Studies
  • 6.6 Type F: Attitude and Adaptation Studies
  • 6.7 Complex Yet Manageable?
  • 7 A Taxonomy of Evidence for the Learning Sciences: 2022 Onward
  • 8 Summary
  • References
  • Chapter11
  • Science Is Friendship
  • 1 Introduction: Teaching and Learning with People with Disabilities
  • 2 Arts and Sports with a Half Brain
  • 3 One Laptop per Child
  • 4 Architectural Design without Hands
  • 5 Schools for the Deaf
  • 6 A Place to Meet to Expand Education
  • 7 The Teaching Brain: The Socratic Model
  • 8 Homo Sapiens Docens
  • 9 The Teaching Brain in the Digital Era
  • 10 Teaching Disabled and Teaching Gifted Children.
  • 11 Next Steps
  • Notes
  • References
  • Chapter12
  • Understanding How the Brain Relates Scientific Concepts and Identifies Misconceptions Using Concept Maps
  • 1 Introduction
  • 2 Vygotsky's Theory of Concept Development
  • 3 Misconceptions
  • 4 Vygotsky and the Brain
  • 5 Concept Maps and the Brain
  • 6 Pre-service Teachers, Misconceptions, and Concept Maps
  • 7 Vygotsky, Ausubel, and Novak
  • 8 The Benefits of Memorization, a Non-Western Perspective
  • References
  • Index.

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