Erratum to THEORY, METHOD AND PRACTICE OF NEUROSCIENTIFIC FINDINGS IN SCIENCE EDUCATION (Int J of Sci and Math Educ, 10.1007/s10763-013-9482-0);THEORY, METHOD AND PRACTICE OF NEUROSCIENTIFIC FINDINGS IN SCIENCE EDUCATION

International Journal of Science and Mathematics Education

Volumn 12, Issue 3, 2014, Pages 629-646

  Liu, Chia Ju ^a   Chiang, Wen Wei ^a  

^a NATIONAL KAOHSIUNG NORMAL UNIVERSITY   (Taiwan)

Author keywords

brain; educational neuroscience; EEG; ERPs; eye tracking

Indexed keywords

EID: 84901987977     PISSN: 15710068     EISSN: 15731774     Source Type: Journal    
DOI: 10.1007/s10763-014-9523-3     Document Type: Erratum

References (51)

1. Ainley, M. & Ainley, J. (2009). Interest in science: Part of the complex structure of student motivation in science. Paper presented at the 8th Annual Python for Scientific Computing Conference, Pasadena, California.
2. Anderson, O. R. (2009). Neurocognitive theory and constructivism in science education: A review of neurobiological, cognitive and cultural perspectives. Brunei International Journal of Mathematics and Science Education, 1, 1-32.
3. Anderson, O. R. & Contino, J. (2010). A study of teacher-mediated enhancement of students' organization of earth science knowledge using web diagrams as a teaching device. Journal of Science Teacher Education, 21(6), 683-701.
4. Baron-Cohen, S., Knickmeyer, R. C. & Belmonte, M. (2006). Genetic research into autism. Science, 311, 952.
5. Bostrom, N. & Sandberg, A. (2009). Cognitive enhancement: Methods, ethics, regulatory challenges. Science and Engineering Ethics, 15(3), 311-341. doi: 10. 1007/s11948-009-9142-5.
6. Busatto, G. F., Pilowsky, L. S., Costa, D. C., Ell, P. J., David, A. S., Lucey, J. V. & Kerwin, R. W. (1997). Correlation between reduced in vivo benzodiazepine receptor binding and severity of psychotic symptoms in schizophrenia. The American Journal of Psychiatry, 154, 56-63.
7. Buzan, T. & Buzan, B. (1996). The mind map book: How to use radiant thinking to maximize your brain's untapped potential. New York, NY: Plume.
8. Campbell, S. R. (2011). Educational Neuroscience: Motivations, methodology, and implications. Educational Philosophy and Theory, 43(1), 7-16. doi: 10. 1111/j. 1469-5812. 2010. 00701. x.
9. Carew, T. J. & Magsamen, S. H. (2010). Neuroscience and education: An ideal partnership for producing evidence-based solutions to Guide 21(st) Century Learning. Neuron, 67(5), 685-688. doi: 10. 1016/j. neuron. 2010. 08. 028.
10. Chiu, M. H. (2008). Research And InstructioN-Based/Oriented Work (RAINBOW) for conceptual change in science learning- An exampls of students' understanding of gas particles. Paper presented at the National Association for Research in Science Teaching (NARST), Baltimore, MD, USA.
11. Chiu, M. H. & Chung, S. L. (2008). Students' ontological concepts of gas particles via the use of the Research And InstructioN-Based/Oriented Work (RAINBOW) Approach. Paper presented at the 6th International Conference on Conceptual Change, Finland.
12. Davidson, R. J. & Begley, S. (2012). The emotional life of your brain: How its unique patterns affect the way you think, feel, and live-And how you can change them. New York, NY: Hudson Street Press.
13. Dehaene, S., Spelke, E., Pinel, P., Stanescu, R. & Tsivkin, S. (1999). Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science, 284(5416), 970-974.
14. Erk, S., Kiefer, M., Grothe, J., Wunderlich, A. P., Spitzer, M. & Walter, H. (2003). Emotional context modulates subsequent memory effect. Neuroimage, 18(2), 439-447.
15. Fischer, K. W., Immordino-Yang, M. H. & Waber, D. P. (2007). Toward a grounded synthesis of mind, brain, and education for reading disorders: An introduction to the field and this book. In K. W. Fischer, J. H. Bernstein & M. H. Immordino-Yang (Eds.), Mind, brain, and education in reading disorders (pp. 3-15). Cambridge, UK: Cambridge University Press.
16. Geake, J. (2008). Neuromythologies in education. Educational Research, 50(2), 123-133. doi: 10. 1080/00131880802082518.
17. Gilbert, M. (2013). Cognitive function: Mechanisms underlying learning and memory. Making a Speech in Graduate Institute of Science Education and Environmental Education. Kaohsiung, Taiwan: National Kaohsiung Normal University.
18. Hoffman, K. L. & McNaughton, B. L. (2002). Coordinated reactivation of distributed memory traces in primate neocortex. Science, 297(5589), 2070-2073. doi: 10. 1126/science. 1073538.
19. Immordino-Yang, M. H., McColl, A., Damasio, H. & Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences of the United States of America, 106(19), 8021-8026. doi: 10. 1073/pnas. 0810363106.
20. Johnson, D. W., Johnson, R. T. & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15-29. doi: 10. 1007/s10648-006-9038-8.
21. Koizumi, H. (2008). Developing the brain: A functional imaging approach to learning and educational sciences. In A. M. Battro, K. W. Fischer & P. J. Léna (Eds.), The educated brain: Essays in neuroeducation (pp. 166-180). Cambridge: Cambridge University Press.
22. Kraut, M. A., Kremen, S., Segal, J. B., Calhoun, V., Moo, L. R. & Hart, J., Jr. (2002). Object activation from features in the semantic system. Journal of Cognitive Neuroscience, 14(1), 24-36. doi: 10. 1162/089892902317205294.
23. Lawson, A. E. (2003). The neurological basis of learning, development, and discovery: Implications for science and mathematics instruction. Dordrecht, The Netherlands: Kluwer.
24. Lehky, S. R. & Sereno, A. B. (2007). Comparison of shape encoding in primate dorsal and ventral visual pathways. Journal of Neurophysiology, 97(1), 307-319. doi: 10. 1152/jn. 00168. 2006.
25. Liu, B. Y. & Liu, C. J. (2012). Using ERPs to investigate two-dimensional and three-dimensional image recognition. Journal of Research in Education Sciences, 57(2), 1-23.
26. Liu, C. J. (2005-2008). Evaluation and development of creativity sub-program 10: The study composed of elements of the scientific creativity researched by the brain signals. Taiwan (R. O. C.): National Science Council.
27. Liu, C. J. & Hou, I. L. (2009). Explore the influence of prior knowledge on understanding in scientific diagrams through eye tracking. Bulletin of Educational Psychology, 43(Special Issue on Reading), 227-250.
28. Louie, K. & Wilson, M. A. (2001). Temporally structured replay of awake hippocampal ensemble activity during rapid eye movement sleep. Neuron, 29(1), 145-156.
29. Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University Press.
30. Mayer, R. E., Heiser, J. & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.
31. Mayer, R. E. & Johnson, C. I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100(2), 380-386. doi: 10. 1037/0022-0663. 100. 2. 380.
32. McCarthy, B. & McCarthy, D. (2005). Teaching around the 4MAT cycle: Designing instruction for diverse learners with diverse learning styles. Thousand Oaks, CA: Corwin Press.
33. Moreno, R. & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358-368.
34. Perani, D., Fazio, F., Borghese, N. A., Tettamanti, M., Ferrari, S., Decety, J. & Gilardi, M. C. (2001). Different brain correlates for watching real and virtual hand actions. Neuroimage, 14(3), 749-758. doi: 10. 1006/nimg. 2001. 0872.
35. Posner, M. I., Rothbart, M., Farah, M. & Bruer, J. (2001). The developing human brain. Developmental Science, 4, 270-292.
36. Prigge, D. J. (2002). 20 ways to promote brain-based teaching and learning. Intervention in School and Clinic, 37(4), 237-241.
37. Schaverien, L. & Cosgrove, M. (1999). A biological basis for generative learning in technology-and-science: Part I-A theory of learning. International Journal of Science Education, 21(12), 1223-1236.
38. Schunk, D. H. (1998). An educational psychologist's perspective on cognitive neuroscience. Educational Psychology Review, 10, 411-417.
39. Schutz, P. A. & Lanehart, S. J. (2002). Emotions in education. Educational Psychologist, 37, 67-68.
40. Sheckley, B. G. & Bell, S. (2006). Experience, consciousness, and learning: Implications for instruction. In S. Johnson & K. Taylor (Eds.), The neuroscience of adult learning, new directions for adult and continuing education (Vol. 110, pp. 43-52). San Francisco, CA: Jossey-Bass.
41. Snyder, C. R. (2000). Handbook of hope: Theory, measures, and application. San Diego, CA: Academic.
42. Stein, Z. & Fischer, K. W. (2011). Directions for mind, brain, and education: Methods, models, and morality. Educational Philosophy and Theory, 43(1), 56-66. doi: 10. 1111/j. 1469-5812. 2010. 00708. x.
43. Svensson, L., Mullarney, K., Zetterstrom, D. & Grant, P. J. (2008). Collins bird guide. Cork, Ireland: The Collins Press.
44. Temple, E. & Posner, M. I. (1998). Brain mechanisms of quantity are similar in 5-year-olds and adults. Paper presented at the National Academy of Sciences of the U. S. A.
45. Tobin, K. (2009). Difference as a resource for learning and enhancing science education. Cultural Studies of Science Education, 4, 755-760.
46. Tobin, K. (2011). Global reproduction and transformation of science education. Cultural Studies of Science Education, 6, 127-142.
47. Tobin, K. & Ritchie, S. M. (2012). Multi-method, multi-theoretical, multi-level research in the learning sciences. Asia-Pacific Education Researcher, 21(1), 117-129.
48. Turner, J. C., Meyer, D. K., Midgley, C. & Patrick, H. (2003). Teachers' discourse and sixth graders' reported affect and achievement behaviors in two high mastery/high performance mathematics classrooms. The Elementary School Journal, 103, 357-382.
49. Vos, N., van der Meijden, H. & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56(1), 127-137. doi: 10. 1016/j. compedu. 2010. 08. 013.
50. Wittrock, M. C. (1998). Comment on "the educational relevance of research in cognitive neuroscience". Educational Psychology Review, 10(4), 427-429.
51. Zeyer, A. & Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science? International Journal of Science Education, 32(16), 2217-2233. doi: 10. 1080/09500690903585184.