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Education and Neuroscience

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Anterior Ips
Arithmetic Fact Retrieval
Arithmetic Problem Solving
Category=JM
Category=JNA
Category=JNC
Category=JNF
Category=PSAN
cognitive development
creativity research
DD
developmental
Developmental Dyslexia
Duration Discrimination Task
dyslexia
dyslexia intervention
Educational Neuroscience
EEG Measure
EEG Method
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eq_nobargain
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eq_science
eq_society-politics
Finger Gnosis
frontal
functional
gyrus
IFG
imaging
inferior
Left Middle Frontal Gyrus
Left Posterior Superior Temporal Gyrus
Letter Sound Task
magnetic
mathematical cognition
Mental Number Line
Middle Frontal Regions
multiple
music learning neuroscience
neuromyths in teaching
neuroscience informed pedagogy
Nuclear Magnetic Resonance
Number Magnitude
Number Magnitude Processing
Number Magnitude Representation
Numerical Cognition
Problem Size Effect
RCM
resonance
Symbolic Number Processing
Vice Versa

Product details

  • ISBN 9780415564960
  • Weight: 330g
  • Dimensions: 174 x 246mm
  • Publication Date: 30 Oct 2009
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously.

This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn.

This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).
About
Paul Howard-Jones specialises in interdisciplinary research involving neuroscience and education, publishing in education, philosophy, psychology and neuroscience. His research, whether using educational, psychological or neuroscientific methods, is grounded by considerable past experience in the training and professional development of teachers. In 2005-2006, he coordinated the UK’s ESRC seminar series on Neuroscience and Education, authoring the popular commentary that arose from it. He is also the author of the recently published Introducing Neuroeducational Research: Neuroscience, education and the brain from contexts to practice (2009). He is a passionate contributor to the general debate around neuroscience and education in educational, scientific and public arenas, but his more specific research interests include creativity, educational technology and learning games. He co-ordinates the NeuroEducational Research Network (NEnet) at the Graduate School of Education, University of Bristol, UK.