Supporting Current Pedagogical Approaches with Neuroscience Research
David Hung, National Institute of Education, Singapore
Journal of Interactive Learning Research Volume 14, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this paper we attempt to appropriate relevant neuroscience research findings and draw possible implications to learning and instruction. In such an attempt, we also complement findings from the cognitive and learning sciences with relevancy from social-cultural perspectives of the mind. In essence, although we recognize that direct links or bridges from neuroscience to learning may still be difficult, we however, conjecture that current pedagogical approaches such as problem-based learning and case-base reasoning are congruent to neuroscience findings. These approaches have roots in theories such as situated cognition where context, problems, activities, emotions, and cognition are interwoven.
Hung, D. (2003). Supporting Current Pedagogical Approaches with Neuroscience Research. Journal of Interactive Learning Research, 14(2), 129-155. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
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