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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ456442
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Some Interrelationships between Constructivist Models of Learning and Current Neurobiological Theory, with Implications for Science Education.
Anderson, O. Roger
Journal of Research in Science Teaching, v29 n10 p1037-58 Dec 1992
This paper examines how some fundamental mechanisms of nervous system activity can explain human information processing and the acquisition of knowledge and provides additional theoretical support for constructivist applications to science education reform. The implications for scientific epistemology and conceptual change processes in science education are discussed. (Author/MVL)
Descriptors: Cognitive Processes, Educational Change, Epistemology, Higher Education, Learning, Learning Processes, Learning Theories, Neurology, Neuropsychology, Science Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Constructivist Theory; Neurobiology