BIROn - Birkbeck Institutional Research Online

    Educational neuroscience: progress and prospects

    Thomas, Michael S.C. and Ansari, Daniel and Knowland, Victoria (2018) Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry , ISSN 0021-9630. (In Press)

    [img]
    Preview
    Text
    23591a.pdf - Published Version of Record
    Available under License Creative Commons Attribution.

    Download (476kB) | Preview

    Abstract

    Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy, and to understand the effects of education on the brain. Neuroscience and education can interact directly, by virtue of considering the brain as a biological organ that needs to be in the optimal condition to learn (‘brain health’); or indirectly, as neuroscience shapes psychological theory and psychology influences education. In this article, we trace the origins of educational neuroscience, its main areas of research activity, and the principal challenges it faces as a translational field. We consider how a pure psychology approach that ignores neuroscience is at risk of being misleading for educators. We address the major criticisms of the field, respectively comprising a priori arguments against the relevance of neuroscience to education, reservations with the current practical operation of the field, and doubts about the viability of neuroscience methods for diagnosing disorders or predicting individual differences. We consider future prospects of the field and ethical issues it raises. Finally, we discuss the challenge of responding to the (welcome) desire of education policymakers to include neuroscience evidence in their policymaking, while ensuring recommendations do not exceed the limitations of current basic science.

    Metadata

    Item Type: Article
    Additional Information: This is the peer reviewed version of the article, which has been published in final form at the link above. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
    Keyword(s) / Subject(s): Educational neuroscience, translation, intervention, policy, neuromyths
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Educational Neuroscience, Centre for
    Depositing User: Michael Thomas
    Date Deposited: 20 Aug 2018 08:34
    Last Modified: 27 Jul 2019 12:21
    URI: http://eprints.bbk.ac.uk/id/eprint/23591

    Statistics

    Downloads
    Activity Overview
    56Downloads
    143Hits

    Additional statistics are available via IRStats2.

    Archive Staff Only (login required)

    Edit/View Item Edit/View Item