Scientific and pragmatic challenges for bridging education and neuroscience
Abstract/Contents
- Abstract
- Educational neuroscience is an emerging effort to integrate neuroscience methods, particularly functional neuroimaging, with behavioral methods to address issues of learning and instruction. It can be difficult for researchers to evaluate the promise of educational neuroscience due to a lack of cross-disciplinary knowledge. To aid in that evaluation, this paper consolidates common concerns with connecting education and neuroscience. One set of concerns is scientific: it includes in-principle differences in methods, data, theory, and philosophy. The other set of concerns is pragmatic and comprises practical considerations of cost, timing, locus of control, and likely payoffs. We first articulate the concerns and then revisit them, re-interpreting them as potential opportunities. In addition to presenting both sides of the debate, we also provide instances of neuroscience findings and methods that are relevant to education. Our goal is to offer educational researchers a window into contemporary neuroscience so they can begin to think more specifically about the prospects of educational neuroscience.
Description
| Type of resource | text |
|---|---|
| Date created | 2008 |
Creators/Contributors
| Author | Varma, Sashank |
|---|---|
| Author | McCandliss, Bruce D. |
| Author | Schwartz, Daniel L. |
| Publisher | Educational Researcher |
Subjects
| Subject | education |
|---|---|
| Subject | neuroscience |
| Genre | Article |
Bibliographic information
| Related Publication | Varma, S., McCandliss, B. D., & Schwartz, D. L. (2008). Scientific and pragmatic challenges for bridging education and neuroscience. Educational Researcher, 37(3), 140-152. |
|---|---|
| Location | https://purl.stanford.edu/gd915tx1639 |
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- Use and reproduction
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- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Collection
Graduate School of Education Open Archive
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