The Neurological Basis of Learning, Development and Discovery Implic
A goal of mine ever since becoming an educational researcher has been to help construct a sound theory to guide instructional practice. For far too long, educational practice has suffered because we have lacked firm instructional guidelines, which in my v
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Science & Technology Education Library VOLUME 18 SERIES EDITOR William W. Cobern, Western Michigan University, Kalamazoo, USA FOUNDING EDITOR Ken Tobin, University of Pennsylvania, Philadelphia, USA EDITORIAL BOARD Henry Brown-Acquay, University College of Education of Winneba, Ghana Mariona Espinet, Universitat Autonoma de Barcelona, Spain Gurol Irzik, Bogazici University, Istanbul, Turkey Olugbemiro Jegede, The Open University, Hong Kong Reuven Lazarowitz, Technion, Haifa, Israel Lilia Reyes Herrera, Universidad Autónoma de Columbia, Bogota, Colombia Marrisa Rollnick, College of Science, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway Hsiao-lin Tuan, National Changhua University of Education, Taiwan SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published.
The titles published in this series are listed at the end of this volume.
The Neurological Basis of Learning, Development and Discovery Implications for Science and Mathematics Instruction
by
ANTON E. LAWSON School of Life Sciences, Arizona State University, U.S.A.
KLUWER ACADEMIC PUBLISHERS NEW YORK, BOSTON, DORDRECHT, LONDON, MOSCOW
eBook ISBN: Print ISBN:
0-306-48206-1 1-4020-1180-6
©2003 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print ©2003 Kluwer Academic Publishers Dordrecht All rights reserved
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TO
MATT, BOB, BETSY and KRISTINA
TABLE OF CONTENTS
Preface
ix
Acknowledgements
xv 1
CHAPTER 1
How Do People Learn?
CHAPTER 2
The Neurological Basis of Self-Regulation
27
CHAPTER 3
Brain Maturation, Intellectual Development and Descriptive Concept Construction
57
Brain Maturation, Intellectual Development and Theoretical Concept Construction
79
Creative Thinking, Analogy and a Neural Model of Analogical Reasoning
99
CHAPTER 4
CHAPTER 5
CHAPTER 6
The Role of Analogies and Reasoning Skill in Theoretical Concept Construction and Change
119
Intellectual Development During the College Years: Is There a Fifth Stage?
135
CHAPTER 8
What Kinds of Scientific Concepts Exist?
159
CHAPTER 9
Psychological and Neurological Models of Scientific Discovery
183
CHAPTER 7
CHAPTER 10 Rejecting Nature of Science Misconceptions By Preservice Teachers
211
CHAPTER 11 Implications for The Nature of Knowledge and Instruction
225
References
261
Index
277
PREFACE
A goal of mine ever since becoming an educational researcher has been to help construct a sound theory to guide instructional practice. For far too long, educational practice has suffered
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