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Brain Research

Brain Research. Adam Pawelczyk MATH 1314.C03. Schema Theory. Schema – “a representation or construct in our mind of something we have learned” Learning through Schemas - your mind recognizes the situation (information) one way, and then is allowed to build off of that base. Schema (cont.).

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Brain Research

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  1. Brain Research Adam Pawelczyk MATH 1314.C03

  2. Schema Theory • Schema – “a representation or construct in our mind of something we have learned” • Learning through Schemas - your mind recognizes the situation (information) one way, and then is allowed to build off of that base

  3. Schema (cont.) • Humans have a schema or set of schemas for everything they have learned. • One cannot think about something new unless there is a schema that allows for one to think about that topic. How are schemas formed?

  4. Constructivist Theory • Constructivist Theory – learning can only occur through direct interaction with a subject. • As learning occurs, neurons in the brain grow more dendrites, thus increasing the number of synapses.

  5. Constructivist Cont. • The more synapses the faster and more thoroughly the signal can be processed, hence increasing the learning process. Image Source: http://www.gcarlson.com/images/synapse.jpg

  6. Constructivist (cont.) • One can only learn when ACTIVELY INVOLVED with what they are trying to learn. • It is the only time dendrites can grow and synapses can form. • Hence the only time schemas can form. • If learning is to occur, then the situation must be unique. • Learning occurs through trial and error. Image Source: http://www.gcarlson.com/images3/nervecomplex.jpg

  7. Planning Model • Stage 1 • “Stimulates students to activate any related knowledge they already have.” • Stage 2 • “Guides students to start constructing new knowledge on the knowledge stimulated in Stage 1” Image Source: http://tell.fll.purdue.edu/JapanProj/FLClipart/Verbs/think.gif

  8. Planning Model (cont.) • Stage 3 • “Guides students to consolidate the first growth of new knowledge.” • Limited understanding, but essential to learning more complex concepts down the road. • Stage 4 • Students allowed to delve deeper, more complex understanding is formed.

  9. Planning Model (cont.) • Stage 5 • Critical thinking stage • Understanding becomes increasingly complex • Stage 6 • Stage in which understanding is fine tuned • Understanding is improved.

  10. Sources • http://tell.fll.purdue.edu/JapanProj/FLClipart/Verbs/think.gif • http://www.gcarlson.com/images/synapse.jpg • http://www.gcarlson.com/images3/nervecomplex.jpg • “Implications of Brain Research for Students (and Their Teachers)”. AMATYC Conference. Nov. 11, 2005.

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