Neuroscience in Education: The good, the bad, and the ugly
Sergio Della Sala, Mike Anderson
Oxford University Press, Apr 5, 2012 - Education - 408 pages
In the past ten years, there has been growing interest in applying our knowledge of the functioning of the human brain to the field of education-including reading, learning, language and mathematics. This has resulted in the development of a number of new practices in education-some good, some bad and some just crazy. The 'good' is nearly always sound cognitive research that has clear implications for educational practice. The 'bad' is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The 'ugly' is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other. Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists and geneticists to critically review some of these new developments, examining the science behind these practices, the validity of the theories on which they are based, and whether they work. It will be fascinating reading for anyone involved in education, including teachers, psychologists, neuroscientists, and policy makers as well as interested parents.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Section 2 Theoretical approaches for developing the good removing the bad and giving the ugly a makeover in neuroscience and education
Section 3 The contribution of cognitive neuroscience to understanding domains of learning
Section 4 The influence of neurogenetics on education
Section 5 Misuse of neuroscience in the classroom
Section 6 Current conjectures from educational neuroscience
ability activation adults Ansari applied arithmetic Asperger syndrome associated autism Baron-Cohen basic behaviour Brain Gym Brain Training chapter child classroom Coch cognitive neuroscience cognitive psychology Cognitive Sciences complex context cortex Dehaene design patterns developmental disabilities disorders domains dyscalculia dyslexia educational neuroscience educational practice Educational Psychology educational science effects emotions environment evidence example Experimental explanatory models findings function genes genetic genome Goswami human identify important improve individual differences inﬂuence interaction intervention involved Irlen journal ofExperimental knowledge Kovas language mathematical mechanisms memory mental metacognitive mind neural neuroethics neuroimaging neuronal neuroscience and education neuroscience research neuroscientists numerosities ofExperimental Psychology overlays performance phonics phonological phonological processing Plomin problems programmes Rayner reﬂect relevant Review Roediger role scientific self-regulated learning skilled readers social specific strategies suggest task teachers teaching technologies theory tion treatment triangle model understanding verbal visual stress word recognition