Full Description
This book provides an overview of the various 'Science of Learning' (SoL) research projects led by researchers at the National Institute of Education, Nanyang Technological University, Singapore, and international research collaborators. It presents the goals and rationale behind the Science of Learning in Education (SoLE) initiative and examines a spectrum of topics relevant to bolstering our understanding of the science underlying learning. The Science of Learning (SoL) is an advancing field, with proponents extolling its potential impact on educational practice. This book investigates the possible correlations or causal relationships between brain functioning and development, physiology, environment factors, and their impact on learning. It promotes an interdisciplinary approach to understanding biological to behavioural mechanisms of learning that are oriented toward optimizing and maximizing every learner's potential.
Contents
Developments of science of learning in education.- Part 1: Cognition and emotion for learning.- Brain signatures of reading within different types of learners and across written languages: Evidence and implications for education.- The science of mathematics learning: An integrative review of neuroimaging data in developmental dyscalculia.- The neuroscience of emotion and intrinsic motivation.- A strategic mindset for learning and life.- Part 2: Looking beyond the classroom for learning.- Why should reading (books) be preferable to watching (television)?- Optimizing adult guidance to facilitate children's learning: Recent advances in developmental and computational cognitive sciences.- Physical activity as a tool for enhancing learning.- Nutrition to raise childhood cognition.- Part 3: Translating from laboratories to classroom.- Exploring the possibilities of eye-trackers in education.- Cognitive inhibition in the classroom.- Affordances of computational thinking activities in the development of spatial reasoning.- Bridging the research and policy/practice gap: Making a case for a bi-directional approach, multidisciplinary partnerships to tighten the nexus between science of learning and education.
