1 - 9 of 9 articles
ABSTRACT Much educational neuroscience research investigates connections between cognition, neuroscience, and educational theory and practice without reference to the body. In contrast, proponents of embodied cognition posit that the bodily action and perception play a central role in cognitive...
ABSTRACT There is an emerging consensus that spatial thinking is fundamental to later success in math and science. The goals of this study were to design and evaluate a novel test of three‐dimensional (3D) mental rotation for 4‐ to 8‐year‐old children (N = 165) that uses tangible 3D objects....
ABSTRACT There is considerable interest in the cultivation of student graphic literacy among educators and researchers, especially in the sciences. Previous research, however, has shown that many students manifest difficulties in using diagrammatic representations. One explanation that has been...
ABSTRACT Children with mild intellectual disabilities (MID) appear to have particular problems in understanding the numerical meaning of Arabic digits. Therefore, we developed and evaluated a numerical domino game that specifically targeted the association between these digits and the numerical...
ABSTRACT Much attention has been given to “bridging the gap” between neuroscience and educational practice. In order to gain better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the...
ABSTRACT Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding...
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