Brain-Compatible Science by Margaret Angermeyer Mangan

By Margaret Angermeyer Mangan

Gain clean insights for educating, studying, and assessing wisdom of serious technology ideas in the course of the exploration of research-based practices for technology education.

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We must then provide students with the opportunity and support to develop a more accurate set of beliefs on which to build true scientific understandings. (Crockett, 2004, p. 37) Student understanding is constructed through thoughtful discussion and careful assessment. Many misconceptions appear when students are asked to explain how the Earth, Moon, Sun, and stars relate to each other. To raise their level of understanding, students begin by comparing four ancient models of the Earth, explaining how the Earth, Moon, Sun, and stars relate and interact.

Nine Essential Classroom Strategies Mid-continent Research for Education and Learning (McREL) researchers have identified nine brain-compatible, instructional strategies that are most likely to improve student achievement across all content areas and grade levels. Many of these strategies featured in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock (2001), will be explained more thoroughly throughout the book Brain-Compatible Science, Second Edition.

Students construct their own meaning by reflecting on and integrating new science knowledge with the old. As concepts “construct,” broader and more inclusive concepts develop. In one of their 12 mind/ 53 brain principles (see Introduction), the Caines (2006) stated that learning involves both conscious and unconscious processes as understanding continues to construct in the brain long after the original learning experience. Teachers need to present material in different ways, using real-life examples to make learning meaningful.

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