Evaluating what Mind, Brain, and Education has taught us about teaching and learning

Abstract

The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, and Education (MBE) science that have potentially impacted the teaching-learning dynamic. Previous research, including a 2007-2008 International Delphi Panel on Mind, Brain, and Education, and a 2017 International Delphi Panel 10-year follow-up (Tokuhama-Espinosa, 2017) served as the primary source of review. The 2019-2020 survey sought to confirm the validity of the 2017 findings as well as to address additional components of teacher practices. Three-hundred and fifty-eight experts were invited to participate, and 112 actually completed the survey. These MBE, Educational Neuroscientists and Neuroeducators came from 30 different counties and were asked nine questions in which there was varying levels of consensus, suggesting a growing global consensus on teacher knowledge that should be incorporated into educator professional development. More research is needed on programs proclaiming to use Mind, Brain, and Education science in comparison with findings from this study in order to validate both current practice as well as explore new areas of teacher education.

Educational restoration: a foundational model inspired by ecological restoration

“…Kensler and Uline (2017) discussed learning as an ecosystem service and presented a detailed model of learning as an “ecological phenomenon involving interactions among the whole child, content and multiple contexts” (p. 166). Our model integrated the research and recommendations from leading learning scientists (Bransford et al , 2000; Dumont et al , 2010; Tokuhama-Espinosa, 2010) with emerging research highlighting the critical role nature plays in human well-being and learning (Hartig et al , 2014; Kuo, 2015; Louv, 2008; Russell et al , 2013). The ecological reference that emerged from this research, is our focus here – whole school sustainability practiced in what are commonly referred to as, green schools.…”

Educational Technology and Its Contributions in Students’ Focus and Attention Regarding Augmented Reality Environments and the Use of Sensors

“…Poor or shallow impressions lead to weak connections, which is easily overwritten and forgotten. In that case, one would have to strengthen such a connection with repetition to maintain learning (Tokuhama-Espinosa, 2008).…”

“…As for the different types of classes, students are looking for more interactive and shorter classes to learn better. They claim to learn more when they attend more dynamic and less time-consuming classes at the beginning of their attention span, having the content taught in an interactive environment (Tokuhama-Espinosa, 2008). Between the processes of class preparation and assimilation of content by the student, many other processes occur and determine the aspects of learning.…”

“…From the psychological point of view, neuroeducation according to Tokuhama-Espinosa (2008) aims to explain learning behaviors. In doing so, neurologists work on this question by checking the brain physically and structurally, while psychologists investigate the mental processes underlying that brain structure.…”

“…The practices depend on the individual because the ability is unique in each brain. Learning is defined by the ability of each brain ever to change according to its previous experiences (Tokuhama-Espinosa, 2008).…”