How do we develop a neuroscientific curriculum for teachers?
Whilst neuroimaging experiments (MRI) has deepened our understanding of the brain, most studies prevents a direct application to the field of education.
Returning to an earlier publication on Neuroeducation: Why and how to improve neuroscientific literacy in teachers, there is an excellent section on curriculum.
The research argues that despite the field of neuroeducation existing for about 40 years, there is some lack of progress. The first is that neuromyths are still prevalent. Secondly, cognitive neuroimages are scientifically relevant but cannot be used for direct application in the classroom.
I recall a conversation with Professor Barry Hymer, who suggested one day that “all headteachers will receive a psychological report and an MRI scan with a neuroscientific analysis of the brain function of their pupils” to help target intervention.
