Tang Brain-Based Learning and Education

Principles and Practice
1. Auflage 2017
ISBN: 978-0-12-810509-2
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 80 Seiten

Brain-Based Learning and Education presents a new type of education that uses brain-based and self-control theory-driven training. Leaving aside the current focus in education on content knowledge, it examines essential character strengths such as selfcontrol, persistence, creativity, attention, memory, and social learning, and relates their relevance to learning. By bridging the research and application gap in education, this text not only covers the latest findings related to learning and teaching but also provides insights for application and practice for brain-based methods in health and education. This integration of neuroscience and education takes us from a deep understanding of brain function to the frontline of the classroom. - Explains an integrative training mechanisms from the behavioral, neuroscientific, and physiological perspectives - Presents brain-based practice methods that can be readily applied to the education system - Addresses additional issues, such as stress, wandering mind, and individuality - Includes stories and findings related to the brain, learning, and teaching

Dr. Tang has an interdisciplinary and cross-cultural background, experience, and expertise in the areas of human neuroscience (e.g., cognitive, affective, social, cultural, and behavioral), health psychology, health science, prevention, and intervention science. His research mainly focuses on how environment or experience (stress, learning, training, culture) affects self-control, emotion regulation, stress resilience, and decision-making and their interaction with genes to influence health and well-being. Additionally, he investigates both conscious and unconscious changes in healthy behavior, habits, and lifestyles. His translational research focuses on the development and implementation of evidence-based interventions to prevent and ameliorate behavioral problems and mental disorders such as ADHD, learning disabilities, substance use, mood disorders, and stress-related disorders over the lifespan. Dr. Tang's interdisciplinary research has received support from NIH, the Office of Naval Research/Department of Defense, and private foundations including the John Templeton Foundation and James Bower Foundation. He has published 9 books and over 360 peer-reviewed articles in different academic journals, including Nature Reviews Neuroscience (NRN), Proceedings of the National Academy of Sciences (PNAS), Trends in Cognitive Sciences (TiCS), Neuroimage, and Human Brain Mapping.

Autoren/Hrsg.

Tang, Yi-Yuan

Inhaltsverzeichnis

1;Front Cover;1
2;Brain-Based Learning and Education;4
3;Copyright Page;5
4;Dedication;6
5;Contents;8
6;List of Figures;10
7;Preface;12
8;Acknowledgments;16
9;1 Challenges and Issues in Education;18
10;2 Brain Networks Involved in Learning and Teaching;24
10.1;2.1 Attention and Self-Control Networks;24
10.2;2.2 Memory Networks;24
10.3;2.3 Emotion Networks;25
10.4;2.4 Reward and Habit Networks;26
10.5;2.5 Social and Self-Referential Networks;27
11;3 Attention and Self-Control in Education;30
11.1;3.1 Attention in Learning and Education;30
11.2;3.2 Self-control in Learning and Education;33
12;4 Curiosity and Creativity Motivate Self-Learning;36
12.1;4.1 Curiosity and Self-learning;36
12.2;4.2 Creativity and Self-learning;37
13;5 Developing Characters Through Neuroscience Findings;42
13.1;5.1 Self-control;42
13.2;5.2 Compassion, Empathy and Emotion Regulation;44
13.3;5.3 How Does Mindfulness Enhance Emotion Regulation, Empathy and Compassion?;45
13.4;5.4 Wisdom;46
13.5;5.5 Wisdom and implicit learning;47
14;6 How the Social Brain Supports Learning and Teaching;50
14.1;6.1 Default Mode Network and Brain Resources;50
14.2;6.2 Social Brain in Learning and Teaching;51
15;7 Healthy Brain Boosts Education Outcomes;54
15.1;7.1 Reducing stress using few hours of mindfulness meditation;54
15.2;7.2 Teacher–student interaction;57
15.3;7.3 Mind-Wandering;59
15.4;7.4 How to Reduce Mind-Wandering and Minimize Its Negative Consequences?;60
16;8 Personalized Education;62
16.1;8.1 Different Learners and Capacities;62
16.2;8.2 Gene, Personality, Environment and Education Outcomes;63
17;9 Insight for Optimal Learning and Education;66
17.1;9.1 Building a New Learning and Education Environment;66
17.2;9.2 Science of Learning and Teaching;67
17.2.1;9.2.1 Multitasking;67
17.2.2;9.2.2 Mind–Body Interaction and Optimal Performance;67
17.2.3;9.2.3 An Optimal and Individualized Curriculum for Talent Development;69
17.2.4;9.2.4 Concept-Based Curriculum;70
17.2.5;9.2.5 Keep Balance Between Technology and Human Nature;70
17.3;9.3 Wisdom as an Ultimate Goal of Education;71
18;References;72
19;Index;78
20;Back Cover;81