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NEUROSCIENCE
2025
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Abstract
Neuroscience or Neuroscience is a scientific discipline that examines and studies the nervous system which focuses on the human brain and optimizing its function in improving students' learning abilities. This article discusses the concept of neuroscience, its aims and implications in the world of education. In the educational context, neuroscience offers and provides an understanding of how space and the learning process can occur through the working mechanisms of the brain. In essence, education through a neuroscience lens encourages students' motor skills to improve learning quality while keeping brain activity stable and optimal.
Related papers
Where Is Educational Neuroscience?
Educational Neuroscience, 2016
Educational neuroscience is a relatively new field. Where is it in relation to other research domains, such as education research, the psychology of learning, and the neuroscience of learning? Document co-citation analysis reveals that these research fields are tenuously connected. Currently, educational neuroscience sits between subfields of neuroscientific and psychological research but remains distant from issues and topics that are prominent in the education research literature. Part of the problem is that the educational neuroscience literature is a meta-scientific literature, more about the promise and pitfalls of applying neuroscience to education than it is about applications of neuroscience to education. The psychology literature retains a fundamental role in linking educational neuroscience, education research, and neuroscience into an integrated learning research enterprise.
A model for bridging the gap between neuroscience and education
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.
Educational Neuroscience in Academic Environment. A Conceptual Review
Technium Social Sciences Journal, 2023
Neuroscience uses cellular and molecular biology, anatomy and physiology, human behavior and cognition, and other disciplines to map the brain at a mechanistic level. Mapping all the cell-to-cell communication networksthe brain circuits that process all thoughts, emotions, and behaviorsis one of the most significant challenges of contemporary neuroscience. Neuroplasticity, the brain's capacity to form new neural connections and circuits, is the starting point and foundation of any learning process. Neuroscience can serve as a foundation for education in the same way that biology serves as a foundation for medicine, meaning that each field retains its creativity but cannot violate the laws of the other. This work examines the relationship between neuroscience and educational practice, focusing on how teachers and school psychologists can use potential research findings from these fields to bridge the gap between them.
Neuroscience and education: from research to practice
| Cognitive neuroscience is making rapid strides in areas highly relevant to education. However, there is a gulf between current science and direct classroom applications. Most scientists would argue that filling the gulf is premature. Nevertheless, at present, teachers are at the receiving end of numerous 'brainbased learning' packages. Some of these contain alarming amounts of misinformation, yet such packages are being used in many schools. What, if anything, can neuroscientists do to help good neuroscience into education?
The Next frontier – Neuroscience of Education
Postmodern Openings, 2014
The recent advances in neuroscience and the educational research may work together-a neuroscientific perspective adds a new dimension to the study of learning, and educational knowledge could direct the neuroscience research towards relevant areas. Researchers and educators may work together to identify educationally-relevant research goals and discuss potential implications of research results. Educational neuroscience is necessary for defining a real science of learning. This could be entitled the "neuroscience of education", based on some of the current issues associated with bioinformatics or neuroinformatics and fMR imaging. The neuroimaging methods could be a valuable tool in the process of understanding the cortical processes that undergo learning.
Contributions of Neuroscience to Educational Praxis: A Systematic Review
Emerging Science Journal
Objectives: In education, neuroscience is an interdisciplinary research field. It seeks to improve educational practice by applying brain research findings. Additional findings from the scientific fields of education, psychology, and neurophysiology aim to enhance the learning process and improve educational practices. The application of neuroscience to education involves neuroscientific and psychological knowledge. Methods/Analysis: In this systematic literature review, the final studies included in the analysis table are decided by searching databases according to predefined inclusion criteria. The PRISMA approach was utilized to study the relationship between neuroscience and the educational process and to optimize the educational process based on the relevant data. Findings: The review's findings emphasize the significance of integrating neuroscience into educational praxis and challenges and raise ethical concerns regarding its implementation in educational contexts. Novelt...
Neuroscience and Education: Promises and Pitfalls
Asia Pacific Journal of Education, 2003
Notice: Changes introduced as a result of publishing processes such as copy-editing and formatting may not be reflected in this document. For a definitive version of this work, please refer to the published source.
NEUROSCIENCE FOR LEARNING AND DEVELOPMENT
In a world of accelerating change, our ability to develop new skills, knowledge, and mindsets is crucial for our success-which is why the focus of this book is a crucial theme of our era. Stella Collins provides crucial insights into the interdisciplinary understanding of Neuroscience and learning. She combines the fascinating science of the brain, with practical applications to improving education. This book is a must-read for any educator, trainer, EdTech founder or any human passionate about learning." Raya Bidshahri, Founder & Chief Executive Officer, School of Humanity
Neuroscience and education: myths and messages
For several decades, myths about the brain — neuromyths — have persisted in schools and colleges, often being used to justify ineffective approaches to teaching. Many of these myths are biased distortions of scientific fact. Cultural conditions, such as differences in terminology and language, have contributed to a ‘gap’ between neuroscience and education that has shielded these distortions from scrutiny. In recent years, scientific communications across this gap have increased, although the messages are often distorted by the same conditions and biases as those responsible for neuromyths. In the future, the establishment of a new field of inquiry that is dedicated to bridging neuroscience and education may help to inform and to improve these communications.
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