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“TEACHING SCIENCE SCIENTIFICALLY: USING COGNITIVE SCIENCE TO ENHANCE STUDENT LEARNING” Deberah Simon Department of Chemistry Center for Teaching and Learning Whitman College 6 November 2007 Contents: “Brain-based” Learning Sleep Theories of Learning Learning Styles and Teaching Styles Student Educational Background K-12, Misconceptions, Affective Behavior, History of Education Theories of Instruction Methods of Instruction Metacognition, Study Skills, Organization of Information Assessment, Objectives, Rubrics Scholarship of Teaching Learning, and Professional Development “BRAIN-BASED” LEARNING Models of the brain: Increasingly, we are becoming aware of the need to incorporate brain-based research into our models of learning and teaching. Various models of our brains architecture have been proposed over the years: The Holistic Brain: The brain is a pattern-seeking, holographic organ. Two Cerebral Hemispheres: The left hemisphere is responsible for linear thought/language; the right is responsible for creativity, holistic thinking, and intuition. Paul MacLeans (1978) model suggests that the brain is a triune organ that evolved to process survival, emotional, and rational functions. Howard Gardner (1983) suggests that our conscious brain functions through multiple forms of intelligence processed in different brain areas (e.g., linguistic, spatial, logical-mathematical, etc.). Gazzaniga (1985) conceives of the brain as a vast number of interconnected, semi-autonomous networks of neurons called modules, each specializing in a limited cognitive function. Neural modules are formed to consolidate activities in order to process complex cognitive functions. /~elc/brain2.html What Does Brain Research Tell Us About Learning? Caine and Caine (1991) present the following conclusions about learning and the brain: 1. Every brain is a uniquely-organized system. 2. The brain is a social organ. 3. The search for meaning is innate. 4. The search for meaning