http://hdl.handle.net/2428/47475 Thu, 23 May 2013 18:51:07 GMT 2013-05-23T18:51:07Z http://hdl.handle.net/2428/49216 Title: Education and neuroscience: evidence, theory and practical application Authors: Howard-Jones, P Description: Between 2005 and 2006, the ESRC-TLRP seminar series ‘Collaborative Frameworks in Neuroscience and Education’ brought together over 400 teachers, neuroscientists, psychologists and policy-makers to discuss the potential for collaborative work that might lead to improved educational and neuroscientific understanding. This Special Issue of Educational Research brings together and examines many of the issues and opportunities highlighted by the seminar series. The Special Issue begin with a provocative article by John Geake scrutinising some of the most popular ideas about the brain to be found in today’s classroom. While they have usually been inspired by something related to neuroscience, any scientific basis has been so seriously misinterpreted, over-interpreted and/or misapplied that they are classified here as ‘neuromyths’. Usha Goswami reviews what we know about the core neural systems involved with learning to read and the biological basis of developmental dyslexia. Goswami demonstrates convincingly that existing studies suggest dyslexia is associated with an under-activation of key networks involved with reading, but also notes the shift during normal development of the brain areas involved with language as they become increasingly left-lateralised in most readers. The third paper by Sashank Varma and Daniel Schwartz ask how should educational neuroscience conceptualise the relation between cognition and brain function in mathematical reasoning. Liane Kaufmann, in her paper, draws attention to developmental differences in the neural mechanisms linking numerical processing and the use of fingers. The contribution by Lauren Stewart and Aaron Williamon provides a pioneering review of literature considering the neural basis of music and issues of cultural context and individual differences. In the final contribution, Howard-Jones, Winfield and Crimmins explore reports on an interdisciplinary attempt to co-construct pedagogical ideas spanning neuroscience and education. The context was drama education, but the findings echo some of the general issues highlighted by other authors in this issue. Attached file: Table of contents with links to each of the TLRP papers and a full-text reproduction of the Editorial (by kind permission of Routledge/Taylor & Francis) Sun, 01 Jun 2008 00:00:00 GMT http://hdl.handle.net/2428/49216 2008-06-01T00:00:00Z http://hdl.handle.net/2428/49038 Title: Educational neuroscience and neuroscientific education: in search of a mutual middle-way Authors: Geake, J Description: Cognitive neuroscientific research into learning, especially literacy and numeracy, is well into its second decade. The potential benefits to education, particularly for SEN, were also noted many years ago (Byrnes & Fox, 1998), viz that cognitive neuroscience might offer new data and a fresh perspective on some hitherto intractable educational problems, for example, why do some children not learn to read as easily as most; why doesn’t every child ‘get’ fractions (O’Boyle & Gill, 1998)? The responses of the education profession, especially in the UK, have been mixed. On the one hand, there are those ageing education academics who, after a lifetime of not understanding and disparaging all science, see no need to change their ways now. On the other hand, there are the ‘brain-based’ enthusiasts who hope that the current fads of left-right thinking, brain gym, etc., will address the complexities and daily challenges of the mixed-ability classroom (Goswami, 2004). A middle-way would seem to involve neuroscientific education for both groups so that education can shape a professionally informative educational neuroscience research agenda of the future. This paper discusses five arguments (Geake, 1998) in favour of the development of an educational neuroscience. Mon, 01 Aug 2005 00:00:00 GMT http://hdl.handle.net/2428/49038 2005-08-01T00:00:00Z http://hdl.handle.net/2428/49036 Title: Collaborative frameworks for neuroscience and education: A Scoping Paper Authors: Howard-Jones, P; Pickering, S Description: This is a discussion document for the ESRC-TLRP Seminar Series “Collaborative Frameworks for Neuroscience and Education”. It seeks to: - Identify issues characterizing the broadest interpretation of the scope of the seminar series. - Begin to raise questions that may be directly addressed through discussions arising from the seminar series and/or evaluated during the series for their tractability and value as potential future research questions A short indicative review of recent instances of neuroscience interacting with education and is divided into 3 areas. The first is “Developmental Disorders”, where neuroscience has made the most significant impact to date, chiefly supported by the interests and motivations of educational psychologists. The second is “Teaching and Learning”, which includes issues of broad interest to those involved with the daily practice of teaching and learning. The third is “Curriculum”, where policy makers and educators have traditionally drawn upon a wide spectrum of factors when determining what should be learnt and when, including those derived from our knowledge of human development. It also contains a brief and speculative appraisal of recent developments that may significant for education in the future. In addition, Section 4 discusses issues with potential theoretical interrelationships between neuroscience and education, which is of undoubted importance to issues of perception discussed in Section 5. Finally, Section 6 touches upon research agendas and the general types of projects that might pursue them. Fri, 01 Apr 2005 00:00:00 GMT http://hdl.handle.net/2428/49036 2005-04-01T00:00:00Z http://hdl.handle.net/2428/12735 Title: Neuroscience and Education: Issues and Opportunities Authors: Howard-Jones, Paul Abstract: This commentary builds on the work of the recent TLRP-ESRC seminar series on Neuroscience and Education, which brought together national and international educational and scientific experts to discuss how these two areas might work together in the future, particularly in regard to collaborative research. By the time of its conclusion in June 2006, over 400 teachers, educational researchers, psychologists and neuroscientists had attended one or more of the events in this series. Each event involved formal discussions about the theoretical and methodological issues arising within this emergent and interdisciplinary field of enquiry, and the opportunities that may lie ahead. Tue, 01 May 2007 00:00:00 GMT http://hdl.handle.net/2428/12735 2007-05-01T00:00:00Z