Forging a new path for Educational Neuroscience: An international young-researcher perspective on combining neuroscience and educational practices

Hannah L. Pincham, Anna A. Matejko, Andreas Obersteiner, Clare Killikelly, Karina P. Abrahao, Silvia Benavides-Varela, Florence C. Gabriel, Joana R. Rato, Laura Vuillier

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)28-31
Number of pages4
JournalTrends in Neuroscience and Education
Volume3
Issue number1
DOIs
StatePublished - Mar 2014

Keywords

  • Education
  • Neuroscience
  • Professional practice

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