Professor Paul Howard-Jones
This report considers the current resurgence of educational interest in the brain, arguing that education can benefit from neuroscientific insights into how we develop and learn. It highlights the need for improved collaboration between neuroscience, psychology and education, and how this may help educators engage with scientific research.
Exploring why neuroscientists are becoming increasingly interested in how the brain functions in complex environments, such as the classroom, the authors argue that education is set to become an interesting area of challenge for cognitive neuroscience as it attempts to transfer concepts between neuroscience and education.
Arguing that such attempts need to be informed by expertise from both fields it concludes by saying that neuroscience has a fundamental and increasing relevance to education that, together with related psychological perspectives, needs to be cautiously explored.
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