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Kurt W. Fischer Usha Goswami John Geake the Task Force on the Future of Educational Neuroscience 《Mind, Brain, and Education》2010,4(2):68-80
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 that education can be grounded more solidly in research on learning and teaching. To avoid misdirection, the growing worldwide movement needs to avoid the many myths and distortions in popular conceptions of brain and genetics. It should instead focus on integrating research with practice to create useful evidence that illuminates the brain and genetic bases as well as social and cultural influences on learning and teaching. Scientists and educators need to collaborate to build a strong research foundation for analyzing the “black box” of biological and cognitive processes that underpin learning. 相似文献
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Miriam Rosenberg‐Lee 《Mind, Brain, and Education》2018,12(1):12-22
The promise of educational neuroscience lies in its potential to uncover mechanistic insights into the science of learning. However, to realize that promise, the field must overcome a fundamental difference between the constituent disciplines: neuroscience is primarily concerned with understanding how the brain works; whereas education attempts to change the brain regardless of its workings. Learning is one domain where these orientations align: it is a deep feature of nervous systems and a target outcome of education. This article proposes coupling training studies with neuroimaging to assess the impact of real‐world learning on brain activity patterns, and simultaneously ask fundamental questions about the causal role of specific patterns of brain activity in academic skill acquisition. Finally, planning and implementing these studies requires multiple forms of expertise and collaborating across disciplines, which will contribute to a more cohesive educational neuroscience research community. 相似文献
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Although the field of educational neuroscience has grown in recent years, little research has been conducted on conceptual change and science learning through an educational neuroscience framework. Educational neuroscience is frequently used to study processes of language and mathematics cognition, but is not extensively applied to conceptual change and science learning. This review integrates insights from extant conceptual change educational neuroscience studies to inform the fields of educational psychology and science education. These new insights shed light on the persistence of misconceptions and the roles of error detection, inhibition, executive function, and memory in conceptual change. Future directions for the study of conceptual change and educational neuroscience are discussed. 相似文献
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Kurt W. Fischer 《Mind, Brain, and Education》2009,3(1):3-16
ABSTRACT— The primary goal of the emerging field of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound grounding of education in research. The growing, worldwide movement needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best integration of research with practice, creating a strong infrastructure that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education. Neuroscience and genetics make possible analysis of the "black box" of biological processes that underpin learning. Understanding the biology of abilities and disabilities helps educators and parents to facilitate individual students' learning and development. Cognitive science provides analyses of the mental models/metaphors that pervade meaning making in human cultures, creating tools for avoiding unconscious distortions and crafting effective educational tools. Developmental and learning science produce tools to analyze learning pathways, including both shared patterns and learning differences. To reach the potential of grounding education effectively in research requires improving the infrastructure by creating (a) research schools where practice and science jointly shape educational research, (b) shared databases on learning and development, and (c) a new profession of educational engineers or translators to facilitate connecting research with practice and policy. 相似文献
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Usha Goswami 《Mind, Brain, and Education》2009,3(3):176-184
Neuroscience has the potential to make some very exciting contributions to education and pedagogy. However, it is important to ask whether the insights from neuroscience studies can provide "usable knowledge" for educators. With respect to literacy, for example, current neuroimaging methods allow us to ask research questions about how the brain develops networks of neurons specialized for the act of reading and how literacy is organized in the brain of a reader with developmental dyslexia. Yet quite how these findings can translate to the classroom remains unclear. One of the most exciting possibilities is that neuroscience could deliver "biomarkers" that could identify children with learning difficulties very early in development. In this review, I will illustrate how the field of mind, brain, and education might develop biomarkers by combining educational, cognitive, and neuroscience research paradigms. I will argue that all three kinds of research are necessary to provide usable knowledge for education. 相似文献
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Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees ' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts. 相似文献
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It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to establish potential links with teaching and learning, in an attempt to identify the most appropriate pedagogical support for children with autistic spectrum disorder (ASD). Two key themes have emerged: firstly, neuroscience and education and translation between these disciplines, and secondly, the relevance of these developments for specific groups of learners. This article focuses on early educational intervention and how emerging evidence from neuroscience and collaboration with educators may support future developments for practice for these young learners with ASD. 相似文献
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Rosanne Edelenbosch Frank Kupper Lydia Krabbendam Jacqueline E. W. Broerse 《Mind, Brain, and Education》2015,9(1):40-49
Much attention has been given to “bridging the gap” between neuroscience and educational practice. In order to gain better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the brain‐based learning approach, focusing on boundary‐spanning actors, boundary objects, and boundary work. In 26 semistructured interviews, neuroscientists and education professionals were asked about their perceptions in regard to the gap between science and practice and the role they play in creating, managing, and disrupting this boundary. Neuroscientists and education professionals often hold conflicting views and expectations of both brain‐based learning and of each other. This leads us to argue that there are increased prospects for a neuroscientifically informed learning practice if science and practice work together as equal stakeholders in developing and implementing neuroscience research. 相似文献
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David Perkins 《Mind, Brain, and Education》2009,3(3):170-175
What does contemporary neuroscience offer educational practice? The promise seems immense, as we come to understand better how the brain learns. However, critics caution that only a few concrete implications for practice have emerged, nowhere near a rewrite of the craft of teaching and learning. How then can we understand better the relationship between neuroscience and educational practice? It is argued here that to speak to the classroom neuroscience has to shout across two gaps. The first and most familiar are different levels of explanation. The second concerns the epistemological contrast between explanation theories and action theories, roughly the contrast between basic science on the one hand and engineering science and craft on the other. Just as we do not expect Newton's laws in their fundamental generality to deliver specific designs for pocket watches and grandfather clocks, neither should we expect fundamental neuroscience to radically redesign particular practices of teaching and learning grounded in educational research and experience. 相似文献
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Judy Willis 《The Educational forum》2013,77(4):333-346
How the brain learns to read has been the subject of much neuroscience educational research. Evidence is mounting for identifiable networks of connected neurons that are particularly active during reading processes such as response to visual and auditory stimuli, relating new information to prior knowledge, long-term memory storage, comprehension, and memory retrieval. This article offers strategies that build on current research showing the correlation of brain structure and literacy development, providing interventions for educators. 相似文献
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Linda Ramey‐Gassert 《International Journal of Science Education》2013,35(8):903-912
Providing learning environments that are motivating for female students and male students alike is a challenge for science educators. This overview of the research conducted in science museums provides initial insights into informal educational settings that allow female visitors to have experiences which foster development of science interest and learning. The discussion of the influence of gender on learning experiences in informal science environments raises questions and calls for further research and more comprehensive reporting of research results. Findings related to gender‐equitable learning in settings such as science museums would be beneficial and extend the present knowledge base in science education. 相似文献
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Educational Neuroscience: Defining a New Discipline for the Study of Mental Representations 总被引：1，自引：0，他引：1
ABSTRACT— Is educational neuroscience a “bridge too far”? Here, we argue against this negative assessment. We suggest that one major reason for skepticism within the educational community has been the inadequate definition of the potential role and use of neuroscience research in education. Here, we offer a provisional definition for the emerging discipline of educational neuroscience as the study of the development of mental representations. We define mental representations in terms of neural activity in the brain. We argue that there is a fundamental difference between doing educational neuroscience and using neuroscience research results to inform education. While current neuroscience research results do not translate into direct classroom applications, educational neuroscience can expand our knowledge about learning, for example, by tracking the normative development of mental representations. We illustrate this briefly via mathematical educational neuroscience. Current capabilities and limitations of neuroscience research methods are also considered. 相似文献
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Clara B. Beatley 《Religious education (Chicago, Ill.)》2013,108(4):324-325
This article introduces a relationship between neuroscience and creativity for the sake of religious education. Citing creativity as a process that involves both originality and value, the writing articulates Howard Gardner's interplay between the talent of the person, the internal demands of a discipline, and the quality judgment of the field. The article explores creativity expressed both within the field of neuroscience, with the beginning of the neurocentric era, and continuing with contemporary use of technology. It then surveys neuroscience's own exploration of the fields of creativity and religious experience, with ensuing limitations. The article establishes a dialogue between religious education and neuroscience, demonstrating how religious education provides neuroscience theory with grounded practice while also supplying ethical frameworks for neuroscience practice. It closes asserting that while currently neuroscience primarily endorses sound educational practice, future neuroscientific research should yield fresh horizons demanding ongoing creativity by religious educators. 相似文献
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脑科学从基础研究向应用研究展开,与教育跨学科融合形成了"脑科学与教育"新的研究领域。日本率先在世界上倡导"脑科学与教育"的跨学科研究,并且将脑科学研究作为国家教育发展的一项战略任务,将脑科学的原理运用到教育中去,进行面向教育理论和实践的应用研究。本论文介绍的日本近年来"脑科学与教育"研究的最新进展,对推动我国尚处于起步阶段的脑科学与教育领域研究的发展有一定的启示。 相似文献
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Gerd Schulte-Körne Kerstin U. Ludwig Jennifer el Sharkawy Markus M. Nöthen Bertram Müller-Myhsok Per Hoffmann 《Mind, Brain, and Education》2007,1(4):162-172
ABSTRACT— Our understanding of the causes of a developmental disorder like dyslexia has received recent input from both neuroscience and genetics. The discovery of 4 candidate genes for dyslexia and the identification of neuronal networks engaged when children read and spell are the basis for introducing this knowledge into education. However, the input from educational practitioners as well as empirical knowledge from research on learning also contribute significantly to our understanding of how children acquire the basic skills for learning to read and spell. It is imperative to merge the knowledge acquired from research in the fields of neuroscience, genetics, and empirical education, as well as to understand how the learning brain and instruction interact. Doing so can be seen as a major step in attaining an optimal approach for teaching, reading, and spelling and for finding the best suited and most effective treatment concepts for dyslexic children and adolescents. 相似文献
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Jodi Tommerdahl 《牛津教育评论》2013,39(1):97-109
As the brain sciences make advances in our understanding of how the human brain functions, many educators are looking to findings from the neurosciences to inform classroom teaching methodologies. This paper takes the view that the neurosciences are an excellent source of knowledge regarding learning processes, but also provides a warning regarding the idea that findings from the laboratory can be directly transposed into the classroom. The article proposes a model of five levels which describe different types of knowledge that must all contribute to new teaching methodologies. These include the levels of neuroscience, cognitive neuroscience, psychology, educational theory and testing, and finally the classroom. 相似文献
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Helen St Clair‐Thompson Tina Overton Chris Botton 《Research in Science & Technological Education》2013,31(2):131-148
The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long‐term memory, and the use of long‐term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly. 相似文献
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Moyra Keane 《Cultural Studies of Science Education》2008,3(3):587-621
Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues “yes,” based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative knowledge, we found that culture and worldview are critical to community identity, to visioning educational outcomes, and to learning in school science. Cultural practices may contribute to pedagogy and curriculum; curriculum, in turn, may affirm cultural practices. Further, worldview needs to be understood as an aspect of knowledge creation. By understanding key aspects of an African worldview, science educators can contribute to both meaningful science education and community well-being. By fostering culture and worldview, a rural community can make a unique contribution to science education. 相似文献
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Ranjan Kumar Datta 《Environmental Education Research》2018,24(1):50-66
This auto-ethnographic article explores how land-based education might challenge Western environmental science education (ESE) in an Indigenous community. This learning experience was developed from two perspectives: first, land-based educational stories from Dene First Nation community Elders, knowledge holders, teachers, and students; and second, the author’s critical self‐reflections focusing on how land-based education could offer unlearning, rethinking, relearning, and reclaiming ESE. This auto-ethnography provides particular insights into who we are as environmental educators, the challenges in Western ESE, why land-based education matters, why and how a significant move should be made from Western ESE to land-based ESE, and how land-based education offers a bridge between Western and Indigenous education. 相似文献