Andere Kunden interessierten sich auch für
![Scientific Dialogues: Intended for the Instruction and Entertainment of Young People: In Which the First Principles of Natural and Experimen]( "Scientific Dialogues: Intended for the Instruction and Entertainment of Young People: In Which the First Principles of Natural and Experimen")
Scientific Dialogues: Intended for the Instruction and Entertainment of Young People: In Which the First Principles of Natural and Experimen39,99 €![The Intellectual Observer]( "The Intellectual Observer")
The Intellectual Observer43,99 €![The Natural World and Science Education in the United States]( "The Natural World and Science Education in the United States")
The Natural World and Science Education in the United States66,99 €![First Lessons in Numbers in the Natural Order]( "First Lessons in Numbers in the Natural Order")
First Lessons in Numbers in the Natural Order33,99 €![The Structure of Knowledge Using Natural Patterns]( "The Structure of Knowledge Using Natural Patterns")
The Structure of Knowledge Using Natural Patterns68,99 €![The Natural World and Science Education in the United States]( "The Natural World and Science Education in the United States")
The Natural World and Science Education in the United States21,99 €![Tools and development of practical guides with didactic resources]( "Tools and development of practical guides with didactic resources")
Tools and development of practical guides with didactic resources26,99 €
This book is concerned with philosophical and physiological aspects of educational activities in the times of a global crisis that has three aspects: (1) a civilisation crisis caused by accelerated technological development, (2) a biosphere-ecological crisis, and (3) the crisis of anthropocentric world view. The authors believe that to meet the educational challenges of the future it is necessary to take a systematic and scientifically grounded approach to teaching. In our book we present neurological and physiological findings that are relevant to understanding the process of learning, its limitations, and the contexts in which learning proceeds quickly, or grinds to a halt. Various types of learning and the associated physiological responses are presented, and the consequences for the design of learning programs and environments are discussed.