Thinking about mechanisms is crucial to connecting neuroscience and education

  title={Thinking about mechanisms is crucial to connecting neuroscience and education},
  author={Donna Coch and Daniel Ansari},

Connecting Education and Cognitive Neuroscience: Where will the journey take us?

In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on

Neuroscience and Education: Issues and Challenges for Curriculum

Abstract The burgeoning knowledge of the human brain generated by the proliferation of new brain imaging technology from in recent decades has posed questions about the potential for this new

How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding

This work discusses how prior knowledge in understanding plays a strategic role in both medical education and cognitive neuroscience and how this may result in a common language about learning, more educationally focused scientific inquiry, and multidisciplinary research projects.

The practical and principled problems with educational neuroscience.

  • J. Bowers
  • Psychology, Education
    Psychological review
  • 2016
It is shown that there are no current examples of neuroscience motivating new and effective teaching methods, and it is argued that neuroscience is unlikely to improve teaching in the future.

The Future of Educational Neuroscience

The primary goal of the emerging field of educational neuroscience and the broader movement called Mind, Brain, and Education is to join biology with cognitive science, development, and education so

Reflections on Neuroscience in Teacher Education

ABSTRACT The majority of teacher preparation programs do not address neuroscience in their curricula. This is curious, as learning occurs in the brain in context and teachers fundamentally foster and

Mind, Brain, and Education: A Transdisciplinary Field

The emerging field of mind, brain, and education (MBE) is grappling with core issues associated with its identity, scope, and method. This article examines some of the most pressing issues that

A Paradigm Shift in Classroom Learning Practices to Propose Methods Aligned with a Neuroeducation Conceptual Framework

The overall purpose of this study was to propose an alignment between the research reported in the literature on language acquisition and language function and how that research is represented in current literacy practices and recommend neuroscience and language theory become part of future teacher education programs for future systemic change.

Neuroscientific Possibilities for Mainstream Educators

Neuroscience is a new and unfamiliar field of science for educators, yet it may hold information of great importance to the development of new teaching approaches and practices and in some cases



Pedagogy Meets Neuroscience

There is a danger that new efforts to incorporate research in this area into education could be stymied by falsely raising the hopes of the public and policy-makers, and there is the further danger that people will ignore the importance of empirical research in the fields of educational and instructional science, psychology, and information technology.

Understanding the Brain: the Birth of a Learning Science New insights on learning through cognitive and brain science

Wu Ting-Fang After two decades of pioneering work in brain research, the education community has started to realise that “understanding the brain” can help to open new pathways to improve educational

Educators’ Views on the Role of Neuroscience in Education: Findings From a Study of UK and International Perspectives

This report summarizes fi ndings from a study of educators ' views on the role of the brain in education. Responses were sought using questionnaires ( n = 189), fol- lowed by a smaller number of

Better reading through brain research

Scientific Learning Corporation sells software based on research showing that intensive training can improve auditory processing deficits that may underlie reading difficulties such as dyslexia, and reports that children with reading problems can make language gains of 1 to 2 years after regularly training with the software for a month or two.

Doctoral Preparation of Scientifically Based Education Researchers

Finding improved ways to train education researchers has taken on new urgency as federal legislation such as the No Child Left Behind Act of 2001 and the Education Sciences Reform Act of 2002 call

Evidence-Based Education Policies: Transforming Educational Practice and Research

At the dawn of the 21st century, educational research is finally entering the 20th century. The use of randomized experiments that transformed medicine, agriculture, and technology in the 20th

Science, policy, and practice: three cultures in search of a shared mission.

An investment in effective "cross-cultural" translation offers a potent strategy for enhancing both the generation of new research and the application of cutting-edge knowledge to make a difference in the lives of children and their families.

From research to policy and back.

  • A. Huston
  • Political Science
    Child development
  • 2008
Developmental scientists can contribute to better science policy and better social policy by strengthening the scientific quality of their evidence and communicating research-based knowledge more effectively.

Bringing neuroscience to the classroom

  • Education
  • 2005
Is the US National Science Foundation jumping the gun with its plans for education?

A cure for dyslexia?

A company is promoting behavioral exercises as a cure for dyslexia. Scientists worry that evaluation of the program is compromised by design flaws and conflicts of interest and that responses to