The influence of neuroscientific findings on educators of adults
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Authors
Maggio, Elizabeth
Issue Date
2009
Type
Capstone
Language
en
Keywords
Psychology
Alternative Title
Abstract
The purpose of this study is to consider the influence of cognitive neuroscientific findings on the way educators of adults think about their work, approach the development of curriculum and interact with their students. Exploring the way in which educators perceive the learning process and approach teaching required an examination of the subjective experience of the participants. The researcher chose grounded theory, a qualitative method of research (Creswell, 1998), as the most appropriate method because it reflected, "A commitment to understanding the ways in which reality is socially constructed" (Richards & Morse, 2007, p. 59). The methodology is flexible enough to allow each educator's reality to be shared individually while allowing categories, similarities and differences to emerge from an analysis of the information from each sample of educators (Creswell).