Points of View: On the Implications of Neuroscience Research for Science Teaching and Learning: Are There Any?

Kajian Model Pembelajaran: Pendekatan Cognitive Apprenticeship Model Case Based Reasoning Dalam Pembelajaran Matematika

“…Kemahiran matematika memiliki pengertian bahwa peserta didik dapat menggunakan ide, generalisasi, keterampilan yang diajarkan untuk menyelidiki, menganalisis, menjustifikasi suatu strategi dan situasi melalui proses mengajukan pertanyaan (questioning), menjelaskan alasan secara logis (explaining reasoning), membandingkan metode (comparing methods), dan memecahkan masalah (solving problems) baik untuk tujuan menyelesaikan masalah matematika atau digunakan dalam situasi kehidupan nyata [4]. Pemecahan masalah termasuk dalam cognitive concern, selain attention, memory, language, dan learning, yang dalam praktik pemahirannya memerlukan planning, reasoning, dan decision making [5] [6]. Memokuskan pada kemampuan reasoning dan decision making, keduanya merupakan kemampuan kognitif tingkat tinggi yang masih menjadi tema penyelidikan dan penelitian secara intensif oleh pendidik, psikolog bahkan filsuf dalam kurun waktu tiga puluh tahun terakhir [7][8] [9].…”

Handbook of Early Childhood Special Education

“…This major shift has certainly not come to fruition, and the direct relevance of neuroscience research to education remains in question (Busso & Pollack, 2014 ;Pincham et al, 2014 ). Those leery of linking neuroscience with education have presented well-reasoned arguments for their position, pointing to issues such as unresolved differences in the units of analysis between the fi elds, such as the inherent practical and theoretical challenges involved in extrapolating molecules to classrooms (Bruer, 2006 ). The position of Bruer and others has been that neuroscience may be more appropriately partnered with cognitive psychology , with applied educational research too conceptually distal.…”

“…Incredibly, simply including an image of a brain in a scientifi c report signifi cantly increases its perceived credibility among readers (McCabe & Castel, 2008 ). Overstated results easily become part of a cascade of misinformation , made fact through repetition, and into policy and practice by individuals far removed from scientifi c research (Bruer, 2006 ). Similarly, neuroscience has been exploited for fi nancial gain by those offering products or approaches "based on neuroscience" to a trusting public.…”

“…Similarly, neuroscience has been exploited for fi nancial gain by those offering products or approaches "based on neuroscience" to a trusting public. In education in particular, the guise of neuroscience has been associated with numerous ill-conceived fads and pervasive myths detrimental to practice such as left vs. right brain learning styles and reifi cation of "use it or lose it" sensitive periods (Bruer, 2006 ;Busso & Pollack, 2014 ;Goswami, 2006 ). In short, there are many instances where the impact of neuroscience on education has been oversold, vastly misunderstood, and even abused outright.…”

Schematic pedagogy: supporting one child's learning at home and in a group

“…Neuroscientific studies have contributed to a greater understanding of how the young brain develops (Catherwood 1999;Blakemore and Frith 2005;Goswami 2006) and although there remains some scepticism regarding the direct implications of neuroscience for education (Hannon 2003;Bruer 2006), neuroscientific research highlights the importance of learning in the early years. Alongside these, psychological studies which have explored young children's development and learning processes in the early years have continued to draw attention to this vital time for learning (Rogoff 1990;Gopnik, Meltzoff, and Kuhl 2001;Siraj-Blatchford et al 2002;Siraj-Blatchford et al 2003;Rinaldi 2005).…”