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Sticky learning : how neuroscience supports teaching that's remembered /
Educators are engaging with neuroscientists to reshape classroom practices, content delivery, curriculum design, and physical classroom spaces to enhance students' learning and memory, primarily in elementary and secondary education. Why not in seminary education? An overview of brain-friendly...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Minneapolis :
Fortress Press,
[2014]
|
| Colección: | Seminarium elements.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Inglis, Holly J., |e author. | |
| 245 | 1 | 0 | |a Sticky learning : |b how neuroscience supports teaching that's remembered / |c Holly J. Inglis with Kathy L. Dawson, Rodger Y. Nishioka. |
| 264 | 1 | |a Minneapolis : |b Fortress Press, |c [2014] | |
| 264 | 4 | |c ©2014 | |
| 300 | |a 1 online resource (v, 115 pages) : |b illustrations. | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Seminarium elements | |
| 504 | |a Includes bibliographical references (pages 114-115). | ||
| 505 | 0 | |a Part 1: Where we are. The changing landscape -- part 2: Where we are headed. The nature of learning -- How the brain works -- How memory works -- part 3: The courage to change the things you can. Tips for sticky learning -- The artistic and even risky endeavor of teaching: a narrative response to "Tips for sticky learning" -- What's a teacher to do? -- Reimaging course design: a case study. | |
| 520 | 8 | |a Educators are engaging with neuroscientists to reshape classroom practices, content delivery, curriculum design, and physical classroom spaces to enhance students' learning and memory, primarily in elementary and secondary education. Why not in seminary education? An overview of brain-friendly approaches to teaching enables seminary instructors to make concrete modifications in the structure and content of what they teach, making learning more 'sticky.' Inglis's synopsis of the use of neuroscience in the classroom and suggested action is followed by a collaborative dialogue with Dawson and Nishioka. --Book cover. | |
| 588 | 0 | |a Print version record. | |
| 590 | |a JSTOR |b Books at JSTOR Evidence Based Acquisitions | ||
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| 650 | 0 | |a Learning, Psychology of. | |
| 650 | 0 | |a Learning strategies. | |
| 650 | 0 | |a Theology |x Study and teaching. | |
| 650 | 6 | |a Psychologie de l'apprentissage. | |
| 650 | 6 | |a Stratégies d'apprentissage. | |
| 650 | 6 | |a Théologie |x Étude et enseignement. | |
| 650 | 7 | |a MEDICAL |x Physiology. |2 bisacsh | |
| 650 | 7 | |a SCIENCE |x Life Sciences |x Human Anatomy & Physiology. |2 bisacsh | |
| 650 | 7 | |a RELIGION |x Education. |2 bisacsh | |
| 650 | 7 | |a Learning, Psychology of. |2 fast |0 (OCoLC)fst00995009 | |
| 650 | 7 | |a Learning strategies. |2 fast |0 (OCoLC)fst00995007 | |
| 650 | 7 | |a Theology |x Study and teaching. |2 fast |0 (OCoLC)fst01149592 | |
| 700 | 1 | |a Dawson, Kathy L., |e author. | |
| 700 | 1 | |a Nishioka, Rodger Y., |e author. | |
| 776 | 0 | 8 | |i Print version: |a Inglis, Holly J. |t Sticky learning. |d Minneapolis : Fortress Press, [2014] |z 1451488785 |z 9781451488784 |w (OCoLC)881204803 |
| 830 | 0 | |a Seminarium elements. | |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctt9m0v02 |z Texto completo |
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