New Science of Learning

Exploration in Mind, Brain, and Education

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In an attempt to foster effective learning for the students, educators and researchers have been examining the complex relations between psychological, biological, sociological, and cultural aspects of the educative process. The common goal is to promote deep learning and maximize the potential of next-generation students in constructing knowledge, understanding, supporting, and advancing skills in their chosen fields. In the past decades, scientists and educational researchers are developing a new understanding of how the brain works and gaining knowledge of brain research that can transform how they teach in class. Recent discoveries in non-invasive brain imaging and cognitive neuroscience are providing fresh perspectives and mechanisms of learning. The chapters in this book will portray theoretical frameworks, thought-provoking ideas, and promising efforts in framing new science of learning.

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Issa Saleh, PhD, University of North Florida, USA, is Associate Professor at University of Bahrain, Kingdom of Bahrain. He has published edited volumes in education, including New Science of Learning: Cognition, Computers and Collaboration in Education (Springer, 2010).

Myint Swe Khine, EdD, Curtin University, Australia, currently teaches at the same university. He has published numerous research papers and edited several volumes on education. Recent publications include Handbook of Research on Teacher Education: Innovations and Practices in Asia (Springer, 2022), and Methodology for Multilevel Modeling in Educational Research: Concepts and Applications (Springer, 2022).
Series Editors:
Myint Swe Khine, Curtin University, Australia

International Advisory Board:
Jerry Andriessen, University of Utrecht, The Netherlands
Kanji Akahori, Tokyo Institute of Technology, Japan
Tom Boyles, London Metropolitan University, United Kingdom
Thanasis Daradoumis, University of Catalonia, Spain
Arnold Depickere, Murdoch University, Australia
Roger Hartley, University of Leeds, United Kingdom
Victor Kaptelinin, Umea University, Sweden
Paul Kirschner, Open University of the Netherlands, The Netherlands
Konrad Morgan, University of Bergen, Norway
Richard Oppermann, University of Koblenz-Landau, Germany
Joerg Zumbach, University of Salzburg, Austria
List of Figures and Tables
Notes on Contributors

1 Mind, Brain, and Education: Shaping the Future of Learning
Myint Swe Khine and Issa Saleh

2 The Synthesising Mind
Howard Gardner

3 What Brain Imaging Research and Science of Reading Can Do for Arabic Language Teaching & Learning
Hanada Taha-Thomure

4 Independent Learning and the Essential Role of Feedback
Heather Kanuka

5 Re-discovering the Affective Foundations of Cognition: Implications for Theory and Practice in Education
Kedmon Nyasha Hungwe

6 The Science of Learning Should Include the Study of Habits
Laura Flores Shaw

7 Learning from a Cognitive Neuroscience Perspective
Said Lotfi, Ilham Zerdani and Leila Elouafi

8 Neuroscience of Wisdom: Implications for Education
Kiana Habibagahi, Harley Glassman, Milan Lazic and Michel Ferrari

9 The Neuroscience of Wisdom: A Logic Model
Kiana Habibagahi, Harley Glassman, Milan Lazic and Michel Ferrari

10 A New Science of Teaching
Tracey Tokuhama-Espinosa

11 Science Is Friendship: New Interdisciplinary Education of Disabled Persons
Antonio M. Battro

12 Understanding How the Brain Relates Scientific Concepts and Identifies Misconceptions Using Concept Maps
Ziad Shaker ElJishi

Index
Academics, researchers, teacher trainers, trainee teachers, counsellors, school principals, superintendents, undergraduate and postgraduate students in colleges and universities.
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