Understanding the Brain

Understanding the Brain

Towards a New Learning Science You do not have access to this content

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Author(s):
OECD
Publication Date :
04 Sep 2002
Pages :
116
ISBN :
9789264174986 (PDF) ; 9789264197343 (print)
DOI :
10.1787/9789264174986-en

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This book examines how new scientific developments in understanding how the brain works can help educators and educational policy makers develop new and more efficient methods for teaching and developing educational policies.  This new "science of learning" is providing insights into how to improve reading and mathematical skills and highlights the significance of the distinction between nature and nurture in learning and brain development.  The book focuses on the importance of developing a trans-disciplinary approach where teachers, the medical profession, and scientists work together.

Table of Contents

Acknowledgements
Introduction
PART I. PREMISES BY CHRISTOPHER BALL 
Chapter 1. The Education Context
-Why and Who
-What and When
-How and Where
Chapter 2. How Cognitive Neuroscience Can Inform Education Policies and Practices
-What Cognitive Neuroscience Can Tell
-The Education Policies
PART II. COGNITIVE NEUROSCIENCE MEETS EDUCATION BY ANTHONY E. KELLY
Chapter 3. The Three Fora
-Brain Mechanisms and Early Learning: The New York Forum
-Brain Mechanisms and Youth Learning: The Granada Forum
-Brain Mechanisms and Learning in Ageing: The Tokyo Forum
Chapter 4. Learning Seen from the Neuroscientific Approach
-Principles of Brain Organisation and Neural Information Processing
--Neurons, Mental States, Knowledge, and Learning
--Functional Organisation
-Research Tools, Methodologies, and Educational Implications: the Impact of Brain Imaging
-Literacy and Numeracy
--Language Learning
--Reading Skills
--Mathematical Skills
-Emotions and Learning
--The Emotional Brain
--Emotional Regulation and Imagery
--Effortful Control: An Educational Variable
-The Lifelong Learning Brain
--Ageing and Illness: Alzheimer's Disease and Senile Depression
--Fitness and Cognitive Vitality
--Plasticity and Lifelong Learning
-Neuromythologies
--Separating Science from Speculation
--Hemisphere Dominance or Specialisation
--Synaptic Development, "Enriched" Environments, and "Critical" Periods
PART III. CONCLUSION BY CHRISTOPHER BALL 
Chapter 5. The Way Ahead
-Towards a New Learning Science Based on a Trans-Disciplinary Approach?
-The Next Steps: Research Networks
--Research Types and Methodology
--Three Research Areas
--Three Research Networks: Structure and Expected Outcomes
Annex: Agendas of the Three Forums
References
Glossary
Index