综述:统一学习模式:动机科学、认知科学和神经生物学如何指导最佳教学实践

IF 0.3 4区教育学 Q4 BIOLOGY American Biology Teacher Pub Date : 2011-04-01 DOI:10.1525/ABT.2011.73.4.13.D

Greg Diersen

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引用次数: 1

摘要

统一学习模式:动机科学、认知科学和神经生物学如何指导最佳教学实践。作者:杜安·f·谢尔、大卫·w·布鲁克斯、盖伊·特雷恩、凯瑟琳·m·威尔逊、道格拉斯·f·考夫曼和琳恩·m·赫尔。2009. Springer (ISBN 9789048132140)。211页，精装版。139.00美元。作为一名教师，我渴望深入了解学生是如何学习的，这样我才能更有效率。作为一名理科教师，我对理解的渴望包括对学习理论的研究性解释。我不满足于道听途说，也不相信未经检验的假设。在物理学领域，爱因斯坦寻找大统一理论。在生物学中，细胞理论把整个领域联系在一起。我感觉到这个模型的相似之处。它不是一个理论，而是一个基于该领域研究的模型。《统一学习模式》(The Unified Learning Model, ULM)的作者希望他们的书能满足课堂教师和教学工作者的需求。

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Review: The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices

The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices . By Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman and Lynne M. Herr . 2009. Springer (ISBN 9789048132140). 211 pp. Hardcover. $139.00. As a teacher, I desire a deep understanding of how students learn, so that I can be effective. As a teacher of science, my desire for understanding includes the researched explanations of learning theories. I am not satisfied by anecdotal reference nor convinced without testing a hypothesis. In the field of physics, Einstein searched for a Grand Unified Theory. In biology, cell theory unites the entire field. I sensed similarities trying to be reached with this model. It is not a theory, but a model based on the research in the field. The writers of The Unified Learning Model (ULM) intend their book to satisfy classroom teachers as well as teaching …

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来源期刊

American Biology Teacher BIOLOGY-EDUCATION, SCIENTIFIC DISCIPLINES

CiteScore

0.80

自引率

20.00%

发文量

108

期刊介绍： The American Biology Teacher is an award winning and peer-refereed professional journal for K-16 biology teachers. Articles include topics such as modern biology content, biology teaching strategies for both the classroom and laboratory, field activities, and a wide range of assistance for application and professional development. Each issue features reviews of books, classroom technology products, and "Biology Today." Published 9 times a year, the journal also covers the social and ethical implications of biology and ways to incorporate such concerns into instructional programs.