Towards Greater Collaboration in Educational Neuroscience: Perspectives From the 2018<scp>Earli‐SIG22</scp>Conference

Atteveldt, Nienke van; Peters, Susan; Smedt, Bert De; Dumontheil, Iroise

doi:10.1111/mbe.12250

Cited by 2 publications

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, attention increases activity in the regions of the brain's topographic map that correspond to the focus of the participant's attention. Researchers [17] discovered that "mathematics and science-related tasks frequently require students to visually or cognitively separate the pieces from the whole." This is how the brain directs a person's attention and enhances other cognitive skills, such as working memory.…”

Section: -1-educational Neurosciencementioning

confidence: 99%

Contributions of Neuroscience to Educational Praxis: A Systematic Review

2023

View full text Add to dashboard Cite

Objectives: In education, neuroscience is an interdisciplinary research field. It seeks to improve educational practice by applying brain research findings. Additional findings from the scientific fields of education, psychology, and neurophysiology aim to enhance the learning process and improve educational practices. The application of neuroscience to education involves neuroscientific and psychological knowledge. Methods/Analysis: In this systematic literature review, the final studies included in the analysis table are decided by searching databases according to predefined inclusion criteria. The PRISMA approach was utilized to study the relationship between neuroscience and the educational process and to optimize the educational process based on the relevant data. Findings: The review's findings emphasize the significance of integrating neuroscience into educational praxis and challenges and raise ethical concerns regarding its implementation in educational contexts. Novelty /Improvement: The discipline of educational neuroscience is associated with education, research, and the cognitive neuroscience of learning. Neuroscience can serve as the basis for education in a similar direction that biology serves as the basis for medicine, meaning that each field retains its innovation but cannot contravene the rules of the other. This study examines the relationship between neuroscience and educational praxis as well as how the educational community might bridge this gap to include prospective findings from neuroscientific research. Doi: 10.28991/ESJ-2023-SIED2-012 Full Text: PDF

show abstract

Section: -1-educational Neurosciencementioning

confidence: 99%

Contributions of Neuroscience to Educational Praxis: A Systematic Review

2023

View full text Add to dashboard Cite

show abstract

“…These questions and our approach also contribute to a broader body of literature on the need for translational science in education (e.g., Fischer et al, 2010; Seidenberg et al, 2020; Sousa, 2010; Thomas et al, 2019; van Atteveldt et al, 2020) and the role of Cognitive Neuroscience in education. Among other things, these literatures highlight challenges in communication between scientists and educators and in translating scientific findings into classroom practices (e.g., Seidenberg et al, 2020).…”

mentioning

confidence: 92%

Researcher–practitioner partnerships and in‐school laboratories facilitate translational research in reading

Landi

Kleinman

Agrawal

et al. 2022

Journal Research in Reading

View full text Add to dashboard Cite

Educational neuroscience approaches have helped to elucidate the brain basis of Reading Disability (RD) and of reading intervention response; however, there is often limited translation of this knowledge to the broader scientific and educational communities. Moreover, this work is traditionally lab-based, and thus the underlying theories and research questions are siloed from classroom practices. With growing awareness of the neurobiological origins of RD and increasing popularity of putative 'brain-based' approaches in clinics and classrooms, it is imperative that we create more direct and bidirectional communication between scientists and practitioners. Such direct collaborations can help dispel neuromyths, and lead to increased understanding of the promises and pitfalls of neuroscience approaches. Moreover, direct partnerships between researchers and practitioners can lead to greater ecological validity in study designs to improve upon the translational potential of findings. To this end, we have forged collaborative partnerships, and built cognitive neuroscience laboratories within independent reading disabilities schools. This approach affords frequent and ecologically valid neurobiological assessment as children's reading improves in response to intervention. It also permits the creation of dynamic models of leading and lagging relationships of students' learning, and identification of individual-level predictors of intervention response. The partnerships also provide in-depth knowledge of student characteristics and classroom practices, which, when combined with the data we acquire, may facilitate optimisation of instructional approaches. In this commentary, we discuss the creation of our partnerships, the scientific problem we are addressing (variable response to reading intervention), and the epistemological significance of researcher-practitioner bi-directional learning.

show abstract

Towards Greater Collaboration in Educational Neuroscience: Perspectives From the 2018Earli‐SIG22Conference

Cited by 2 publications

References 25 publications

Contributions of Neuroscience to Educational Praxis: A Systematic Review

Contributions of Neuroscience to Educational Praxis: A Systematic Review

Researcher–practitioner partnerships and in‐school laboratories facilitate translational research in reading

Contact Info

Product

Resources

About