BRAIN BASED LEARNING

[Name of the institute]

Experts suggested that research on teaching overemphasized the organizational and managerial aspects of teaching and underemphasized the role of content knowledge in teaching situations. He suggested that in exploring the complexities of teacher understanding and transmission of content knowledge, research studies should focus on teachers' understanding of their subject matter and the function of this understanding in children's understanding of content.

According to experts teachers' content knowledge consists of three categories: subject-matter knowledge, pedagogical content knowledge (PCK), and curricular knowledge. Subject-matter knowledge refers not only to the valid and acceptable facts or concepts of the discipline but also to how and why these facts or concepts are organized within the discipline in a specific structure. PCK refers to the unique way of representing and formulating the subject matter that make it comprehensible to others. Curricular knowledge refers to the full range of programs and materials designed for particular subject matters and to the most appropriate application of these curricula or instructional alternatives in instructional situations (Jensen, 2000).

In a recent review of teachers' knowledge construction, experts suggested four conceptions of the nature and characteristics of teachers' knowledge. The first conception refers to teachers' knowledge as practical knowledge. This view of knowledge suggests that practice assists teachers to know what to do, how to do it and how to face and solve the dilemmas and problems that evolves in specific situations. The second conception refers to “teachers' knowledge of personal knowledge. Viewing knowledge as personal means it reflects an individual teacher's biography, values, knowledge, and experiences in the school context.

Learners make links with what they know about the topic. Knowledge change begins here. This action involves several aspects.

Cultures differ in the symbolism they use to represent complex ideas. Western cultures use discrete, atomistic and depersonalized linguistic concepts and abstract ...