Neuroscience and education: bridging the gap
Is there a communication gap between neuroscience and education, and does it matter?
Translating evidence from neuroscience into classroom practice can be problematic for many reasons (Howard-Jones, 2014). Research may have been carried out in lab conditions rather than a classroom setting, and findings are not always transferable to the classroom.
Teachers and researchers have different approaches to looking at learning and some of the terms used in the science of learning can have a different meaning in education. For example, “attention” and even “learning” can have quite different definitions in the two fields (Howard-Jones, 2010). These differences in language can be a barrier and lead to misunderstandings.
The Science of Learning is a relatively new field which brings together research from neuroscience, psychology, educational research and other related disciplines to bridge the gap. The idea is that by working together a more complete picture of how learning happens will emerge.
This week we will look at some of the consequences of this communication gap: neuromyths.
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