Among educators, scientists and policymakers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.
Introducing Neuroeducational Research provides a meaningful bridge between two diverse perspectives on learning. It proposes that any such bridge must serve two goals that are critically related to each other: it must enrich both scientific and educational understanding. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterize this new field, and these are examined and illustrated here through empirical research. Throughout the book, Paul Howard-Jones:
explores 'neuromyths' and their impact on educational research;
highlights the opportunities to combine biological, social and experiential evidence in understanding how we learn;
argues against a 'brain-based' natural science of education;
introduces clearly the concept of an interdisciplinary neuroeducational approach;
builds a methodology for conducting neuroeducational research;
draws on case studies and empirical findings to illustrate how a neuroeducational approach can provide a fuller picture of how we learn.
Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authenticcontexts; educators, scientists and policymakers alike.
Acknowledgements ix
Introduction x
Part I Contexts 1
1 What has neuroscience got to do with education? 3
2 Neuromyths 20
3 Educators on the brain, neuroscientists on education 37
4 Neuroscience and education in dialogue 59
Part II Neuroeducational research 77
5 A multi-perspective understanding of learning 79
6 Methodology in neuroeducational research 98
7 Neuroeducational ethics 122
8 Neuroeducational research cast study A: Creativity 138
9 Neuroeducational research case study B: Learning games 164
Part III The future 183
10 Neuroscience, education and the future 185
Appendix 1 Some neuronatomy 197
Appendix 2 Glossary 200
Notes 203
References 206
Index 229
Overview
Among educators, scientists and policymakers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.
Introducing ...