Investigacion Neuroeducativa Neurociencia Educacion Y Cerebro De Los Contextos A La Practica
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| Author | : Paul Howard-Jones |
| Publisher | : Editorial La Muralla |
| Total Pages | : 362 |
| Release | : 2011-09 |
| Genre | : Education |
| ISBN | : 8471337967 |
Los educadores, los científicos y los planificadores de la educación están cada vez más convencidos de que el campo de la Educación puede beneficiarse del conocimiento del cerebro. Sin embargo, los intentos de combinar la Neurociencia y la Educación se han visto con frecuencia obstaculizados por diferencias cruciales de conceptos, lenguaje y filosofía. En este libro, Paul Howard-Jones examina estas diferencias, basándose en las opiniones de educadores y científicos, para defender un nuevo campo de investigación: la Investigación Neuroeducativa. Investigación neuroeducativa tiende un puente significativo entre dos perspectivas distintas sobre el aprendizaje. Sostiene que ese puente puede servir a dos objetivos críticamente relacionados entre sí: debe enriquecer tanto la interpretación científica como la educativa. Este reto suscita unas cuestiones conceptuales, metodológicas y éticas excepcionales que caracterizarán, inevitablemente, este nuevo campo, y se examinarán e ilustrarán aquí a través de la investigación empírica. A lo largo del libro, Paul Howard-Jones examina los 'neuromitos' y su influencia en el pensamiento educativo, destaca las oportunidades de combinar las pruebas biológicas, sociales y experienciales para comprender cómo aprendemos, defiende una ciencia natural de la educación basada en el conocimiento del cerebro, presenta con toda claridad el concepto de un enfoque neuroeducativo interdisciplinar, crea una metodología para desarrollar la investigación neuroeducativa y aprovecha los estudios monográficos de casos y los descubrimientos empíricos para mostrar cómo puede facilitar el enfoque neuroeducativo un cuadro más completo de nuestra forma de aprender. Este libro presenta un programa destinado a introducir nuestros conocimientos del cerebro en la educación, convirtiéndolo en lectura esencial para todas las personas interesadas por el aprendizaje humano en contextos reales: educadores, científicos y planificadores de la educación.
| Author | : Nic Spaull |
| Publisher | : BRILL |
| Total Pages | : 310 |
| Release | : 2019-05-15 |
| Genre | : Education |
| ISBN | : 9004402373 |
Learning to read and write for meaning and pleasure are arguably the two most important competences that children acquire in primary school. Yet, in 2019 more than one half of children worldwide do not reach this first rung on the literacy ladder. Improving Early Literacy Outcomes aims to address this head-on, by foregrounding the work of more than 40 researchers, most of them living in, and working on, developing countries. Their contributions illuminate, magnify, and discover anew the importance of improving early reading, through precise alignment of curriculum, teaching, and assessment, and with a special focus on some of the most under-studied countries in the world (e.g., Burkina Faso, Niger, and Senegal). Through probing analyses of research, policy, and practice, the book highlights the common experiences of high aspirations repeatedly confronting harsh realities. Sixteen interconnected chapters cast an ever-vigilant and deflationary eye on the temptation to take an unrealistic approach to early literacy, and also caution against lumping all languages, contexts, and policy-challenges into a single heap. This book provides an indispensable guide to policymakers, practitioners, educators, and academics working towards the realisation of the UN Sustainable Development Goals (SDGs). Improving the teaching, learning, and assessment of early grade literacy is key not only to expanding the quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.
| Author | : Paul Howard-Jones |
| Publisher | : Taylor & Francis |
| Total Pages | : 254 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 0415472008 |
In this book, Paul Howard-Jones explores the differences between science and education, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.
| Author | : David A. Sousa |
| Publisher | : Solution Tree Press |
| Total Pages | : 407 |
| Release | : 2010-11-01 |
| Genre | : Education |
| ISBN | : 1935542214 |
Understanding how the brain learns helps teachers do their jobs more effectively. Primary researchers share the latest findings on the learning process and address their implications for educational theory and practice. Explore applications, examples, and suggestions for further thought and research; numerous charts and diagrams; strategies for all subject areas; and new ways of thinking about intelligence, academic ability, and learning disability.
| Author | : Thomas D. Parsons |
| Publisher | : Cambridge University Press |
| Total Pages | : 361 |
| Release | : 2019-11-14 |
| Genre | : Computers |
| ISBN | : 1108428789 |
Explores the ethical issues of cyberpsychology research and praxes, which arise in algorithmically paired people and technologies.
| Author | : Michael Farrell |
| Publisher | : John Wiley & Sons |
| Total Pages | : 328 |
| Release | : 2009-04-03 |
| Genre | : Education |
| ISBN | : 0470744642 |
A unique cross-disciplinary critique of the foundations of Special Education. Covers legal, conceptual, medical, pharmacological, neuropsychological, social, behavioural, cognitive, psychotherapeutic, psycholinguistic, technological and pedagogical foundations Provides examples of how each foundation provides insights or practical contributions to special education generally, and to specific disabilities and disorders in particular Delivers information across all major types of disorder/disability in a single volume, creating a must-have reference for anyone involved in special education training, research or teaching
| Author | : Mahmood Pradhan |
| Publisher | : International Monetary Fund |
| Total Pages | : 45 |
| Release | : 2011-04-20 |
| Genre | : Business & Economics |
| ISBN | : 1463935129 |
Staff Discussion Notes showcase the latest policy-related analysis and research being developed by individual IMF staff and are published to elicit comment and to further debate. These papers are generally brief and written in nontechnical language, and so are aimed at a broad audience interested in economic policy issues. This Web-only series replaced Staff Position Notes in January 2011.
| Author | : Deborah Youdell |
| Publisher | : Routledge |
| Total Pages | : 275 |
| Release | : 2018-10-03 |
| Genre | : Education |
| ISBN | : 1351850024 |
In this groundbreaking text, Youdell and Lindley bring together cutting-edge research from the fields of biology and social science to explore the complex interactions between the diverse processes which impact on education and learning. Transforming the way we think about our students, our classrooms, teaching and learning, Biosocial Education draws on advances in genetics and metabolomics, epigenetics, biochemistry and neuroscience, to illustrate how new understandings of how bodies function can and must inform educational theory, policy and everyday pedagogical practices. Offering detailed insight into new findings in these areas and providing a compelling account of both the implications and limits of this new-found knowledge, the text confronts the mechanisms of interaction between multiple biological and social factors, and explores how educators might mobilize these ‘biosocial’ influences to enhance learning and enable each child to attain educational success. By seeking out transdisciplinary and multi-factor answers to the question of how education works and how children learn, this book lays the foundations for a step-change in the way we approach learning. It is an essential read for researchers, teachers and practitioners involved in educational policy and practice at any level.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 348 |
| Release | : 2009-05-27 |
| Genre | : Education |
| ISBN | : 0309141133 |
Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.
| Author | : Kurt W. Fischer |
| Publisher | : Cambridge University Press |
| Total Pages | : 35 |
| Release | : 2007-05-17 |
| Genre | : Psychology |
| ISBN | : 1139463977 |
One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.
