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A neurocognitive perspective on current learning theory and science instructional strategies
Author(s) -
Anderson O. Roger
Publication year - 1997
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199701)81:1<67::aid-sce4>3.0.co;2-#
Subject(s) - perspective (graphical) , neurocognitive , mathematics education , learning theory , psychology , science education , philosophy of science , epistemology , cognition , cognitive science , computer science , philosophy , artificial intelligence , neuroscience
Current thought in neuropsychology, philosophy of cognition, and science education is synthesized to provide a perspective on modern learning theory and instruction, especially in relation to some emergent ideas in science education reform. A critical analysis of current philosophical perspectives suggests that older dualistic views and those based solely on biological structural‐functional analyses may be insufficient to explain an active role of the learner in information processing as included in modern learning theories. An approach emphasizing correlations and patterns in neurocognitive processing of information is suggested. Ten principles of modern neurocognitive science are presented as a context for an analysis of some current models of learning and instruction in science education, categorized generally as “learner‐centered.” Issues addressed include information processing, constructional processes in memory, self‐regulation, problem‐solving, and the role of multimodal instructional strategies in enhancing learning. © 1997 John Wiley & Sons, Inc. Sci Ed 81:67–89, 1997.