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The neurological basis of learning, development, and discovery : implications for science and mathematics instruction

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Cover of 'The neurological basis of learning, development, and discovery : implications for science and mathematics instruction'

Table of Contents

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    Book Overview
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    Chapter 1 How do People Learn?
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    Chapter 2 The Neurological Basis of Self-Regulation
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    Chapter 3 Brain Maturation, Intellectual Development and Descriptive Concept Construction
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    Chapter 4 Brain Maturation, Intellectual Development and Theoretical Concept Construction
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    Chapter 5 Creative Thinking, Analogy and a Neural Model of Analogical Reasoning
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    Chapter 6 The Role Analogies and Reasoning Skill in Theoretical Concept Construction and Change
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    Chapter 7 Intellectual Development During the College Years: Is There a Fifth Stage?
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    Chapter 8 What Kinds of Scientific Concepts Exist?
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    Chapter 9 Psychological and Neurological Models of Scientific Discovery
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    Chapter 10 Rejecting Nature of Science Misconceptions by Preservice Teachers
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    Chapter 11 Implications for the Nature of Knowledge and Instruction
Attention for Chapter 10: Rejecting Nature of Science Misconceptions by Preservice Teachers
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Chapter title
Rejecting Nature of Science Misconceptions by Preservice Teachers
Chapter number 10
Book title
The Neurological Basis of Learning, Development and Discovery
Published by
Springer, Dordrecht, January 2003
DOI 10.1007/0-306-48206-1_10
Book ISBNs
978-1-4020-1180-1, 978-0-306-48206-9
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