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Index
Cover Praise Title Page Copyright Contents Acknowledgments Foreword by Judy Willis Preface Introduction Chapter 1. A Celebration
What MBE Science Is and Is Not Who Should Read this Book
Chapter 2. Evidence-Based Solutions for the Classroom: MBE Science Defined
Definining Our Terms A Rose By Any Other Name? Teaching versus Learning in MBE Science Academic Discipline or Professional Field? Applying MBE Science Conceptual Debates in the Discipline Neuroscience Can Inform Pedagogy Pedagogy Can Inform Psychology Psychology Can Inform Neuroscience Psychology Can Inform Pedagogy Pedagogy Can Inform Neuroscience Neuroscience Can Inform Psychology MBE Science is State-of-the-Art, Yet Nothing New The Five Well-Established Concepts of MBE Science Suggested Reading
Chapter 3. A New Look at Old Problems in Education: A Brief History of the Science of Learning
From the Egyptians to the Greeks to the 1100s: The Roots of FormaL Education The 10th–11th Centuries: The Senses and Learning From the Physical Body to the Learning Brain The 18th and 19th Centuries: Widespread Formal Education Localizationism The 1900s–1950s: Neurons That Fire Together Wire Together 1960s–1970s–1980: Enriched Environments? The Early 1990s: The Decade of the Brain Late 1990s: Healthy Skepticism of the Emerging Discipline of MBE Science The 2000s: (Mis)Interpretations of Neuroscience in Education Suggested Reading
Chapter 4. Sorting the Science from the Myths: Establishing Goals and Standards
Goals in the New Discipline New Standards for Education How New Standards Alert Us to Neuromyths Distinguishing Good Information from Bad Does The Use of the Socratic Method Complement MBE Standards? Suggested Reading
Chapter 5. The Scientifically Substantiated Art of Teaching, Part 1: Lessons from Research
Who is Studied and Why What is Studied and Why How Studies are Conducted Which Dimensions are Studied Suggested Reading
Chapter 6. The Scientifically Substantiated Art of Teaching, Part 2: Human Survival and Life Skills
Affect, Empathy, Emotions, and Motivation Executive Functions and Decision-Making Facial Recognition and Voice Interpretation Memory Attention Social Cognition Spatial Sequential Management Time Management or Temporal Sequential Organization Suggested Reading
Chapter 7. The Laboratory in the Classroom: The Most Studied Academic Fields
The Challenge: Diagnosis Language Math Other Subjects Suggested Reading
Chapter 8. Evidence-Based Solutions for the Classroom: How MBE Science Offers Uneable Knowledge to Teachers
What Great Teachers Do and Why It Works Principles Useable Knowledge Suggested Reading
Chapter 9. Conclusions
Development of the Teacher Practitioner Shared Vocabulary
Glossary Appendix A. Institutions, Associations, Academic Programs, Research Centers, and Publications Related to MBE Appendix B. Glossary of Contributors to MBE Science References
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