Some Interrelationships between Constructivist Models of Learning and Current Neurobiological Theory, with Implications for Science Education.

Anderson, O. Roger

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Peer reviewed

ERIC Number: EJ456442

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

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Some Interrelationships between Constructivist Models of Learning and Current Neurobiological Theory, with Implications for Science Education.

Anderson, O. Roger

Journal of Research in Science Teaching, v29 n10 p1037-58 Dec 1992

This paper examines how some fundamental mechanisms of nervous system activity can explain human information processing and the acquisition of knowledge and provides additional theoretical support for constructivist applications to science education reform. The implications for scientific epistemology and conceptual change processes in science education are discussed. (Author/MVL)

Descriptors: Cognitive Processes, Educational Change, Epistemology, Higher Education, Learning, Learning Processes, Learning Theories, Neurology, Neuropsychology, Science Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A