Neuroscience for Educators: What Are They Seeking, and What Are They Finding?

Abstract

What can neuroscience offer to educators? Much of the debate has focused on whether basic research on the brain can translate into direct applications within the classroom. Accompanying ethical concern has centered on whether neuroeducation has made empty promises to educators. Relatively little investigation has been made into educators' expectations regarding neuroscience research and how they might find it professionally useful. In order to address this question, we conducted semi-structured interviews with 13 educators who were repeat attendees of the Learning & the Brain conferences. Responses suggest that 'brain based' pedagogical strategies are not all that is sought; indeed, respondents were more often drawn to the conference out of curiosity about the brain than a desire to gain new teaching methods. Of those who reported that research had influenced their classroom practice, most did not distinguish between neuroscience and cognitive psychology. Responses indicated that learning about neuroscience can help educators maintain patience, optimism and professionalism with their students, increase their credibility with colleagues and parents, and renew their sense of professional purpose. While not necessarily representative of the entire population, these themes indicate that current research in neuroscience can have real relevance to educators' work. Future ethical discussions of neuroeducation should take into account this broader range of motivations and benefits. Abstract: What can neuroscience offer to educators? Much of the debate has focused on whether basic research on the brain can translate into direct applications within the classroom. Accompanying ethical concern has centered on whether neuroeducation has made empty promises to educators. Relatively little investigation has been made into educators' expectations regarding neuroscience research and how they might find it professionally useful. In order to address this question, we conducted semi-structured interviews with 13 educators who were repeat attendees of the Learning & the Brain conferences. Responses suggest that 'brain based' pedagogical strategies are not all that is sought; indeed, respondents were more often drawn to the conference out of curiosity about the brain than a desire to gain new teaching methods. Of those who reported that research had influenced their classroom practice, most did not distinguish between neuroscience and cognitive psychology. Responses indicated that learning about neuroscience can help educators maintain patience, optimism and professionalism with their students, increase their credibility with colleagues and parents, and renew their sense of professional purpose. While not necessarily representative of the entire population, these themes indicate that current research in neuroscience can have real relevance to educators' work. Future ethical discussions of neuroeducation should take into account this broader range of motivations and benefits.

Extending the seductive allure of neuroscience explanations effect to popular articles about educational topics

“…The failure to replicate the SANE effect for weaker levels of neuroscience framing might also represent a decline effect (Schooler, ). Neuroimaging has become commonplace over the past 20 years, and images of brain activation have become accepted scientific evidence for psychological (and educational) arguments (Hook & Farah, ). Recently, however, a number of recent articles have appeared questioning the reliability and validity of neuroimaging data (Button et al ., ; Eklund, Nichols, & Knutson, ; Vul, Harris, Winkielman, & Pashler, ).…”

Numerical Transcoding Proficiency in 10-Year-Old Schoolchildren is Associated with Gray Matter Inter-Individual Differences: A Voxel-Based Morphometry Study

“…It seems central that studies concerning brain plasticity, such as our study, bring information to the educational community in order to contribute to a better quality of education and an adapted pedagogy. However, direct applications within the classroom were still difficult to consider (Hook and Farah, 2012). …”

Neurophilia: Guiding Educational Research and the Educational Field?

“…Hence for example Hook and Farah argue in Neuroethics ,

Our evidence indicates that educators use neuroscience to maintain patience, optimism and professionalism with their students, to increase their credibility with colleagues and parents, and to reinforce their sense of education as a profession concerned with shaping students’ brain development. None of these motivations presupposes an unrealistic view of neuroscience or neuroeducation (Hook and Farah, , pp. 339–40).

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