Beschreibung
This book provides the means for every teacher to build a base of understanding in three essential learning sciencesneuroscience, cognitive psychology, and educational researchas a foundation that they will use throughout their careers. By combining all three fields of the learning sciences, it puts the pieces together in one volume, makes them relevant to the work of every teacher and learner, and fills a gap in teacher education texts. The brain-based principles presented show how the brain and mind work in relation to what we know of behavior and learning in the classroom. The foundational information is presented in a series of key concepts the authors call The CORE. Its based on research done expressly for this book by the University of Oregon, College of Education in collaboration with the Columbia University Department of Neuroscience. Using a technique called saturation evaluation to explore a wealth of research-based resources, these groups identified what could reasonably constitute essential understandings of brain science for teachers. The CORE fundamentals are summarized in a framework comprised of seven Guiding Principles, each amplified by a related set of Big Ideas. Concise, accessible, and structured especially for teacher education, Why Neuroscience Matters in the Classroom is understandable and relevant to all teachers, even those who say they are science shy. Learning points introduce the reader to whats to come and Scenarios summarize the material thats covered, including such topics as neural plasticity and the basics of physical change; how nutrition, exercise, and sleep may affect learning; the major roles that emotion, attitude, and stress play in brain function; and more.
Autorenporträt
Kathleen Scalise is an awardwinning associate professor at the University of Oregon who has served nationally and internationally on numerous distinguished projects in science literacy for teachers and students. In 2013, she served a dual appointment as a visiting research scientist with Columbia Universitys Department of Neuroscience and as a visiting scholar with Teachers College at Columbia. Director of the U.S. National Assessment of Educational Progress (NAEP) in Science for ETS, she has served internationally in science literacy and assessment efforts with the Organization for Economic Cooperation and Development (OECD) and the International Association for the Evaluation of Educational Achievement (IEA). She was appointed in 2012 by the U.S. National Academy of Sciences to serve on the National Research Council (NRC) Committee on a Framework for Assessment of Science Proficiency in K12. She is author of numerous scholarly and research publications in STEM education (science, technology, engineering and mathematics). She received the Early Career Teaching Award from the University of Oregon for her excellence in teaching in 2007. She holds K12 teaching credentials in physical sciences and life sciences, a bachelors degree in biochemistry, and the Ph.D. from UC Berkeley (2004). Marie Felde is a veteran writer whose career as a daily journalist, editor, and university communications executive has focused on taking complex, often scientific and technical material and translating it into easy to read information that readers find engaging and useful. As Executive Director of Media Relations at the University of California, Berkeley, she led a team of experienced science and education writers at one of the worlds leading universities highlighting the value of learning and the creation of new knowledge.
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