Access the full text.
Sign up today, get DeepDyve free for 14 days.
ABSTRACT— Is educational neuroscience a “bridge too far”? Here, we argue against this negative assessment. We suggest that one major reason for skepticism within the educational community has been the inadequate definition of the potential role and use of neuroscience research in education. Here, we offer a provisional definition for the emerging discipline of educational neuroscience as the study of the development of mental representations. We define mental representations in terms of neural activity in the brain. We argue that there is a fundamental difference between doing educational neuroscience and using neuroscience research results to inform education. While current neuroscience research results do not translate into direct classroom applications, educational neuroscience can expand our knowledge about learning, for example, by tracking the normative development of mental representations. We illustrate this briefly via mathematical educational neuroscience. Current capabilities and limitations of neuroscience research methods are also considered.
Mind, Brain, and Education – Wiley
Published: Sep 1, 2007
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
To subscribe to email alerts, please log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Reference ManagersExport to EndNote
To get new article updates from a journal on your personalized homepage, please log in first, or sign up for a DeepDyve account if you don’t already have one.