Scientific and Pragmatic Challenges for Bridging Education and Neuroscience

Varma, Sashank; McCandliss, Bruce D.; Schwartz, Daniel L.

doi:10.3102/0013189x08317687

Cited by 169 publications

(144 citation statements)

References 61 publications

Supporting

Mentioning

125

Contrasting

Unclassified

Order By: Relevance

“…However, most experts are more cautious about the pragmatic implications of neuroscience for teaching and learning -on the ground.‖ Many call for increased collaboration between neuroscientists and practicing educators before the field of neuroeducation can realize its potential for influencing educational practice (Carew & Magsamen, 2010;Fischer, 2009;Varma, McCandliss & Schwartz, 2008). general level of interest and optimism concerning neuroeducation has been gauged by multiple-choice surveys, we do not know how and why they believe neuroscience to be relevant to education, nor do we have access to the more nuanced understandings they might possess of the neuroscience-education relation that are not captured by checklists and multiple choice questionnaires.…”

Section: Controversial But Popularmentioning

confidence: 99%

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

Hook

Farah

2012

Neuroethics

View full text Add to dashboard Cite

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.

show abstract

Section: Controversial But Popularmentioning

confidence: 99%

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

Hook

Farah

2012

Neuroethics

View full text Add to dashboard Cite

show abstract

“…Öğrenci için en uygun bağlamlar nelerdir? (Butterworth ve Tolmie, 2014) Eğitsel nörobilim, özellikle işlevsel beyin görüntüleme yöntemleri ile davranışsal metotların öğretim ve öğrenme konularını açıklamak için ortaya koydukları bir gayretin sonucudur (Varma, McCandliss ve Schwartz, 2008 (Dehaene, Piazza, Pinel ve Cohen, 2003;Menon, Mackenzie, Rivera ve Reiss, 2002;Rivera, Reiss, Eckert ve Menon, 2005) odaklanmasına karşın daha kompleks matematiksel işlemleri çalışmaya dair bazı teşebbüsler de mevcuttur (Lee, Lim, Yeong, Ng, Venkatraman ve Chee, 2007).…”

Section: Eğitsel Nörobilimunclassified

Matematik öğrenme güçlüğü ve eğitsel nörobilim

Mutlu¹,

Akgün²

2017

Eğitim Bilimlerinde Yenilikler Ve Nitelik Arayışı

View full text Add to dashboard Cite

“…Some papers have provided pertinent guidelines and strategies for research aiming to link the brain and education (Varma, McCandliss, & Schwartz, 2008;Willingham & Lloyd, 2007). However, the fundamental concepts supporting the claim that studying education with neuroscientific tools such as brain imaging is not only possible but also potentially useful for education have not been systematically reviewed yet.…”

Section: Concepts Fondamentaux Permettant D'établir Des Ponts Entre Lmentioning

confidence: 99%

Fundamental Concepts Bridging Education and the Brain

Masson

Foisy

2015

mje

View full text Add to dashboard Cite

Although a number of papers have already discussed the relevance of brain research for education, the fundamental concepts and discoveries connecting education and the brain have not been systematically reviewed yet. In this paper, four of these concepts are presented and evidence concerning each one is reviewed. First, the concept of neuroplasticity is proposed as a sine qua non for linking education and the brain. Then, the concepts of neuronal recycling and inhibition are presented as two fundamental mechanisms of school learning that emphasize the importance of knowing the initial brain structure of learners and, finally, the concept of attention is discussed as a central concept for linking teaching and the brain.Bien qu’un certain nombre d’articles aient déjà discuté de la pertinence des recherches sur le cerveau pour le domaine de l’éducation, les découvertes et les concepts fondamentaux reliant l’éducation et le cerveau n’ont jamais fait l’objet d’une analyse systématique. Dans cet article, quatre de ces concepts sont présentés et, pour chacun de ces concepts, une brève synthèse de la littérature est proposée. Premièrement, le concept de neuroplasticité est proposé comme une condition sine qua non pour établir des liens entre l’éducation et le cerveau. Ensuite, les concepts de recyclage neuronal et d’inhibition sont présentés comme deux mécanismes fondamentaux liés aux apprentissages scolaires qui mettent l’accent sur l’importance de connaître la structure initiale du cerveau des apprenants et, enfin, le concept d’attention est présenté comme un concept central pour établir des liens entre l’enseignement et le cerveau

show abstract

Scientific and Pragmatic Challenges for Bridging Education and Neuroscience

Cited by 169 publications

References 61 publications

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

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

Matematik öğrenme güçlüğü ve eğitsel nörobilim

Fundamental Concepts Bridging Education and the Brain

Contact Info

Product

Resources

About