Pincham, H.L., Matejko, A., Obersteiner, A., Killikelly, C., Abrahao, K., Benavides-Varela, S., Gabriel, F., Rato, J. and Renshaw-Vuillier, L., 2014. Forging a new path for Educational Neuroscience: An international young-researcher perspective on combining neuroscience and educational practices. Trends in Neuroscience and Education, 3 (1), 28 - 31.
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The use of neuroscience to improve education has been considered by researchers and practitioners alike. However, workable solutions that lead to improvements in research and practice are yet to emerge. As newly qualified educational neuroscientists, our experiences dictate that the progress in this field relies upon ‘Educational Neuroscience’ being recognised as a distinct discipline. We therefore present a four-stage practical approach that concretely describes the role of the educational neuroscientist and details how neuroscientific knowledge can be practically assessed in the classroom. Using this approach, junior scientists will become empowered to replace the ‘bridge’ between education and neuroscience with a stronger, distinct Educational Neuroscience highway that is built in parallel to the existing paths.
|Uncontrolled Keywords:||Professional practice; Education; Neuroscience|
|Group:||Faculty of Science & Technology|
|Deposited By:||Unnamed user with email symplectic@symplectic|
|Deposited On:||24 Oct 2016 08:56|
|Last Modified:||24 Oct 2016 09:10|
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