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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ536630
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
A Neurocognitive Perspective on Current Learning Theory and Science Instructional Strategies.
Anderson, O. Roger
Science Education, v81 n1 p67-89 Jan 1997
Synthesizes current thought in neuropsychology, philosophy of cognition, and science education. Suggests that dualistic views and those based solely on biological structural-functional analyses may be insufficient to explain the active role of the learner. Presents 10 principles of neurocognition as a context for analysis of learner-centered models of instruction. Contains 73 references. (Author/JRH)
Descriptors: Active Learning, Cognitive Development, Educational Change, Educational Strategies, Elementary Secondary Education, Learning Theories, Models, Neuropsychology, Science Instruction
Publication Type: Information Analyses; Opinion Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Learner Centered Instruction; Reform Efforts