Neuroscience in Education: The Good, the Bad, and the UglySergio Della Sala, Mike Anderson 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. |
Contents
Section 2 Theoretical approaches for developing the good removing the bad and giving the ugly a makeover in neuroscience and education | 31 |
Section 3 The contribution of cognitive neuroscience to understanding domains of learning | 59 |
Section 4 The influence of neurogenetics on education | 153 |
Section 5 Misuse of neuroscience in the classroom | 213 |
Section 6 Current conjectures from educational neuroscience | 265 |
Section 7 Final remarks | 335 |
Author Index | 363 |
379 | |
Other editions - View all
Neuroscience in Education: The good, the bad, and the ugly Sergio Della Sala,Mike Anderson No preview available - 2012 |
Common terms and phrases
ability achievement activation appear applied approach areas associated attention basic behaviour brain changes chapter child claims classroom cognitive coloured common complex connections contribute developmental difficulties discussion disorders dyslexia early effects emotions et al evidence example Experimental experiments fact field findings function genes genetic human idea identify important improve increase individual instruction interaction interest intervention involved issues Journal knowledge language learning letters limited mathematical meaning measures mechanisms memory mental methods mind models nature neural neuroscience neuroscientists observed particular patterns performance phonological practice presented Press problems processing programmes Psychology questions reading reason recent recognition relevant response Review role scientific skills social spaced specific strategies structure suggest task teachers teaching theory treatment understanding University visual