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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ273188
Record Type: CIJE
Publication Date: 1982-Dec
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Physiological Studies of the Brain: Implications for Science Teaching.
Esler, William K.
Journal of Research in Science Teaching, v19 n9 p795-803 Dec 1982
Speculates that physiological changes resulting from repeated, long-term stimulation in human and laboratory animal brains are related to short- and long-term memory processes. Describes a physiological-based model which may explain many current learning theory principles and can serve as a foundation for developing new learning theories based on brain physiology. (Author/JN)
Descriptors: Elementary School Science, Elementary Secondary Education, Learning Theories, Long Term Memory, Memory, Models, Neurology, Physiology, Science Education, Science Instruction, Secondary School Science, Short Term Memory
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Brain