“…Although none of the participants referred to special kinds of cognitive loads, they considered them in their teachinglearning process. Studies propose that learning tasks ranging from easy to difficult, educational environments varying from low to high fidelity, pre-training in the features of important concepts, and principles that reduce the lessons into learner-controlled segments can result in intrinsic load management (15,(40)(41)(42)(43)(44)(45). Moreover, preserving the concepts' incoherence and essential content delivering without redundancy are among the extraneous load reducing strategies.…”
Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the "General teaching model". "Mentorship" was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner's brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problemoriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation.
“…Although none of the participants referred to special kinds of cognitive loads, they considered them in their teachinglearning process. Studies propose that learning tasks ranging from easy to difficult, educational environments varying from low to high fidelity, pre-training in the features of important concepts, and principles that reduce the lessons into learner-controlled segments can result in intrinsic load management (15,(40)(41)(42)(43)(44)(45). Moreover, preserving the concepts' incoherence and essential content delivering without redundancy are among the extraneous load reducing strategies.…”
Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the "General teaching model". "Mentorship" was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner's brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problemoriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation.
“…say that these authors ‘… offer science educators some neuroscience‐backed information as a foundation to develop results‐oriented curricula and teaching methods’ (Anderson, Love and Tsai, , p. 471). In his own article in this special issue Anderson writes: The opportunity for merging neurosciences with modern digital technology design theory and best delivery practices is clearly significant and likely to be highly productive in advancing the efficacy of these learning environments’ (Anderson, , p. 476).…”
Section: More Fundamental Criticismmentioning
confidence: 99%
“…The opportunity for merging neurosciences with modern digital technology design theory and best delivery practices is clearly significant and likely to be highly productive in advancing the efficacy of these learning environments’ (Anderson, , p. 476).…”
For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation (and neuroethics)—there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub‐discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various problems are listed: the assumption that ‘visual proof’ of brain activity is supposedly given; the correlational nature of this kind of research; the nature of the concepts that are used; the lack of addressing and possibly influencing the neurological mechanism; and finally the need for other insights in educational contexts. Following Bakhurst and others, a number of crucially relevant philosophical issues are highlighted. It is argued that though there are cases where neuroscience insights may be helpful, these are scarce. In general, it is concluded, not a lot may be expected from this discipline for education and educational research. A reminder is offered that the promise of neurophilia may be just another neuromyth, which needs to be addressed by philosophy and education.
“…Beginning with an overview of the theoretical development, Anderson (2014) proposes a neuroeducational perspective on science and mathematics learning and points out the challenges in building this construct from different disciplines. Then, five eye-tracking empirical studies explore reading comprehension and problem solving in relation to several different contexts.…”
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