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ERIC Number: EJ1154872
Record Type: Journal
Publication Date: 2017-Mar
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6811
EISSN: N/A
Optimal Learning in Schools--Theoretical Evidence: Part 3 Individual Differences
Crossland, John
School Science Review, v98 n364 p85-91 Mar 2017
Parts 1 and 2 in this four-part series of articles (Crossland, 2016, 2017) discussed the recent research from neuroscience linked to concepts from cognitive development that brought Piaget's theories into the 21st century and showed the most effective provision towards more optimal learning strategies. Then the discussion moved onto Demetriou's latest thinking that explored the relationship between the developing mind and the developing brain. Part 3 outlines individual differences in learners with further implications for classroom practice leading to additional characteristics of optimal learning in the classroom. [For Part 1, "Optimal Learning in Schools--Theoretical Evidence: Part 1 Piaget's Theoretical Background," see EJ1154880; for Part 2, ""Optimal Learning in Schools--Theoretical Evidence: Part 2 Updating Piaget," see EJ1154870; and for Part 4, ""Optimal Learning in Schools--Theoretical Evidence: Part 4 Metacognition," see EJ1154873.]
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A