DOCSLIB.ORG

Implications for Classroom Teaching, Teacher Learning And

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Implications for Classroom Teaching, Teacher Learning And CRAZY BY DESIGN BRAIN RESEARCH AND ADOLESCENCE: IMPLICATIONS FOR CLASSROOM TEACHING, TEACHER LEARNING AND POSSIBILITIES OF TEACHER RESEARCH Submitted by Donna Plumridge Bachelor of Education, University of Western Sydney Master of Education – Educational Administration, University of Western Sydney A portfolio submitted in total fulfilment of the requirements of the degree of Doctor of Education Centre for Educational Research School of Education Western Sydney University August 2018 ACKNOWLEDGEMENTS The completion of this doctorate would not have been possible without the encouragement and support of many people. I would like to acknowledge and thank my supervisors, Professor Wayne Sawyer, Associate Professor Mary Mooney and Dr Danielle Tracey for their patience when I lacked confidence, wisdom when I was lost or confused, encouragement when I doubted and guidance to overcome problems. I would like to acknowledge and thank the students and teachers involved in the Purple High School action research team for trusting me with their time and for sharing their learning with me. I would like to acknowledge Marion, Cathy, Samantha and Maria and thank my education colleagues. You gave me the confidence, encouragement and energy to complete this research. I would like to acknowledge and thank my family for their patience and understanding. ii STATEMENT OF AUTHENTICATION The work presented in this doctorate is, to the best of my knowledge and belief, original except as acknowledged in the text. I hereby declare that I have not submitted this material, either in full or in part, for a degree at this or any other institution. Donna Plumridge August 2018 iii TABLE OF CONTENTS page List of Tables xvi List of Graphs xviii List of Figures xix List of Photographs xx List of Appendices xxi A Western Sydney University Educational Doctorate xxiii CHAPTER 1 - OVERARCHING STATEMENT 1 Background to the Research 1 Aims of this Research 4 Research Plan 5 Context of the Research - The Researcher 7 Context of the Research - Purple High School 8 Context of the Research - The Teachers 9 Context of the Research - Schooling in Australia 10 Context of the Research - The NSW Education System, Policies and Reforms 11 The Middle Years of Schooling 11 Quality Teaching Model (2003) 12 Melbourne Declaration of Educational Goals for Young Australians (Melbourne Declaration) (2008) 12 NSW Education Reforms 14 Every Student, Every School (2012) 16 Great Teaching, Inspired Learning – A Blueprint for Action (2013) 16 Supported Students, Successful Students (2015) 17 Innovative Education, Successful Students and the Secondary Schools Renewal Project (2015-2016) 17 New Mandatory Teacher Accreditation 17 Schools Excellence Framework (2014) 17 Literacy and Numeracy Strategy (2017-2020) 18 National STEM School Education Strategy (2016-2026) 18 Benefits of the Research 18 Why is it Important for Teachers to Know about Neuroscience? 19 Why Focus on the Brain? 20 How do we Know about the Brain? 22 Why Focus on Adolescence? 23 Existing Classroom-Based Studies 25 Structure of the Portfolio 26 Conclusion 28 Ethics Approval 29 References 30 CHAPTER 2 - SCHOLARLY PAPER 1 - LITERATURE REVIEW OF BRAIN RESEARCH 37 Defining Terms and Practices 38 Neuroscience 38 iv Learning 40 Educational Neuroscience and Neuroeducation 41 Cognitive Neuroscience 42 Mind Brain Education (MBE) 43 Brain-Based Learning 49 The Marriage of Education and Neuroscience 56 A ‘Bridge Too Far’ 57 The Neuroscience-Education Divide 60 Nothing New to Add 62 Communication and Language Barriers 64 Training Hybrid Professionals 64 Two-Way Street 66 Useable Knowledge 67 Current Application of Neuroscience in Education 70 The ‘In-Principle’ Arguments 70 Literature Review Carried Out by Beauchamp and Beauchamp (2012) 71 The Mistress - Neuromythology, Neuroethics and the Seductive Allure of Neuroscience Explanations 73 Neuromyth 1: Learning Styles 76 Neuromyth 2: Hemispheric Laterality - Left Brain/Right Brain Theory 78 Neuromyth 3: Multiple Intelligence Theory 79 Scope of Prevalent Neuromyths 80 Avoiding the Seductive Allure of Neuroscience Explanations 81 Empty-nesters (Gaps, Likelihoods and Future Research Opportunities) 82 Conclusion 84 References 108 CHAPTER 3 - WORKPLACE PROJECT 1 - ‘CRAZY BY DESIGN’ WORKSHOP PACKAGE 119 ‘Crazy by Design’ - A Teacher Learning Workshop Conducted at PHS 121 The Brain 101 … for Teachers 121 How the Brain Learns - The Information Processing Model 121 Essential Understandings of Adolescence 121 Organisation of This Teacher Learning Workshop Package 122 Background Research 123 The Brain 101 … for Teachers 123 The brain 123 The plastic brain 124 Building the brain 124 Brain cells 124 Neurons 125 Glial cells 125 A synapse 126 Myelin 126 The male and female brain 127 The brainstem 128 The cerebellum 128 The cerebrum 129 The cortex 129 v Grey matter and white matter 129 The lobes 130 The limbic system 131 Thalamus and hypothalamus 131 Hippocampus 131 Amygdala 132 What Brain Research Explains About How the Brain Learns 133 The Information Processing Model 135 Information is Collected Through the Senses 136 Limited Capacity for Attention 137 Memory 138 Immediate memory 138 Novelty 139 Working memory 140 Chunking 140 Working memory has a limited timeframe 141 When is important - The serial position, primacy and recency effects 141 Teach new material first 144 Closure 144 Long term memory and storage 145 Sense and meaning 145 Think-time 147 Retrieval 148 Rehearsal 148 Practise 149 Forgetting 150 Retention 151 Feedback 155 Essential Understandings of Adolescence 156 Essential Understanding 1: There is Large Scale Brain Remodelling During Adolescence with the Prefrontal Cortex the Last to Mature 158 Adolescence is a time of large scale brain remodelling 158 Massive remodelling 160 The emotional and rational parts of the brain mature on different timelines 160 Pedagogical practices and learning tools 161 Essential Understanding 2: Adolescent Brains Process Information Differently to the Adult Brain 164 Essential Understanding 3: Adolescents Operate with a Different Sleep Clock 165 Essential Understanding 4: Serotonin and Dopamine Fluctuate During Adolescence 170 Pedagogical Practices and Learning Tools Handbook 172 Conclusion 172 References 176 Section 2: ‘Crazy by Design’ Teacher Learning Package Presenter Notes and PowerPoint Slides 189 Presenter Notes and PowerPoint Slides 190 vi References 233 Section 3: Summary of Workshop Evaluations 246 Participants 246 Question 1 248 Question 2 248 Question 3 248 Question 4 - 15 249 Findings 250 Question 4 250 Question 5 250 Question 6 251 Question 7 251 Question 8 252 Question 9 253 Question 10 253 Question 11 254 Question 12 255 Question 13 256 Question 14 257 Question 15 258 Discussion 258 Knowledge and understanding of the brain 258 Information processing model 259 Essential understandings of adolescence 259 Conclusion 261 References 262 Section 4: ‘Crazy by Design’ Pedagogical Practices and Learning Tools Handbook 264 Summary and Recommendations 278 CHAPTER 4 - SCHOLARLY PAPER 2 - LITERATURE REVIEW OF TEACHER LEARNING 280 What is Teacher Learning? 280 The Nature of Knowledge 283 The SECI Process 284 Churchman’s Systems of Inquiry 286 Aristotle’s Intellectual Virtues 287 Knowledge in Education 288 The Nature of Knowledge and its Relationship with Research 289 Teacher knowledge as a ‘Computer Database’ 291 Teacher knowledge as ‘Craft’ 292 Teacher knowledge as ‘Complexity’ 292 Teacher knowledge as ‘Change’ 292 The Purpose of Teacher Learning 293 Professional Development or Professional Learning? 294 Professional Development 295 vii Professional Learning 296 Participation in professional learning 297 The Confusion Between Professional Development and Professional Learning 299 Criteria for Quality Teacher Learning 301 The Characteristics of Quality and Effective Teacher Learning Adopted in the PHS Research Project 311 Focus on Improving Student Learning Outcomes 311 Evidence-Informed (Data Driven) and Research-Based 313 Relevant, Cohesive and Situated 314 Active and Inquiry Based 314 Collaborative 315 Timely and Sustainable 317 Criteria for Effective Teacher Learning Leadership 318 How an Instructional Leader and Learner Influences Teacher Learning 319 How a Leader Influences Teacher Learning by Creating a Learning Environment 319 How a Leader Influences Teacher Learning by Designing, Delivering and Selecting the Content of Teacher Learning 320 How a Leader Influences Teacher Learning Through Evaluating Teacher Implications 322 Conclusion 323 References 324 CHAPTER 5 - WORKPLACE PROJECT 2 – PURPLE HIGH SCHOOL ACTION RESEARCH REPORT(S) 330 Defining Action Research 331 Participants 331 Students 332 The Teacher’s Research 333 Case Study of Teacher C 336 Spiral 1: Action Research Cycle 1 - 4 September 2012 336 Action Research Cycle 2 - 21 September 2012 338 Action Research Cycle 3 - 4 October 2012 340 Action Research Cycle 4 - 7 December 2012 341 Spiral 2: Action Research Cycle 1 - 22 February 2013 343 Co-designed Peer Observation Lesson 1 - 26 March 2013 346 Action Research Cycle 2 - 26 March 2013 347 Co-designed Peer Observation Lesson 2 - 17 May 2013 347 Action Research Cycle 3 - 17 May 2013 348 Action Research Cycle 4 - 13 June 2013 349 Data Collection 352 Discussion 352 Teacher A 352 Teacher B 354 Teacher C 355 Findings from Teacher Research 357 My Research on Using Action Research as a Teacher Learning Methodology 358 Supplementary Teacher Learning at PHS 361 viii Where are we now? - Situational analysis 361 Where do we want to be? - Establishing
Load more

Recommended publications
  • Learning by Doing in a Criminal Intelligence Course
    Journal of Strategic Security Volume 6 Number 5 Volume 6, No. 3, Fall 2013 Supplement: Ninth Annual IAFIE Article 28 Conference: Expanding the Frontiers of Intelligence Education The Method to our Madness: Learning by Doing in a Criminal Intelligence Course H. Dale Nute Florida State University Panama City John Andrews Florida State University Panama City Follow this and additional works at: https://scholarcommons.usf.edu/jss pp. 267-280 Recommended Citation Nute, H. Dale and John Andrews. "The Method to our Madness: Learning by Doing in a Criminal Intelligence Course." Journal of Strategic Security 6, no. 3 Suppl. (2013): 267-280. This Papers is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Journal of Strategic Security by an authorized editor of Scholar Commons. For more information, please contact [email protected]. The Method to our Madness: Learning by Doing in a Criminal Intelligence Course This papers is available in Journal of Strategic Security: https://scholarcommons.usf.edu/jss/vol6/iss5/ 28 Nute and Andrews: The Method to our Madness: Learning by Doing The Method to our Madness: Learning by Doing in a Criminal Intelligence Course H. Dale Nute, John Andrews Florida State University Panama City Introduction Given the opportunity to construct a major in Law Enforcement Intelligence to be delivered both face-to-face and online with the mandate that both delivery systems be equivalent, we began with the premise that everything being done currently was wrong until proven correct. The basic working assumption was that our purpose was to produce professional practitioners, thus the work product of the student is the objective not the delivery of the instructor.
    [Show full text]
  • Toward an Integrative Science of the Brain and Crime
    BioSocieties https://doi.org/10.1057/s41292-019-00167-3 COMMENTARY Mind the gap: toward an integrative science of the brain and crime Eyal Aharoni1 · Nathaniel E. Anderson2 · J. C. Barnes3 · Corey H. Allen4 · Kent A. Kiehl2 © Springer Nature Limited 2019 In the recent article, Criminalizing the brain: Neurocriminology and the production of strategic ignorance, Fallin et al. (2018) argue that most neuroscientists working with antisocial populations are guilty of suppressing, obfuscating, and erasing legiti- mate social explanations for criminal behavior as part of a strategic attempt to tout their reductionist preconceptions of behavior and to advance their own professional, extra-scientifc agendas. While we applaud their call for greater inclusion of social/ contextual factors into neurocriminological research, we fnd that they overstate the case against neurocriminology and understate important eforts by this emerg- ing community to generate signifcant and cross-disciplinary contributions to the understanding of antisocial behavior. Learning to identify and avoid such mischar- acterizations is critical for the pursuit of much-needed interdisciplinary research and collaboration on the prediction, explanation, and remediation of antisocial behavior. By critically evaluating Fallin et al.’s claims, we hope to strike a conciliatory bal- ance, which is more likely to promote integration rather than antagonism between disciplines. Fallin and colleagues correctly describe biosocial criminology as an emerging discipline that integrates historically neglected biological factors and neuroscientifc methods in the study of antisocial behavior. Indeed, this paradigm has demonstrated the value of genetics (Brunner et al. 1993), physiology (Latvala et al. 2015), bio- chemistry (Coccaro et al. 1998), and neuroimaging (Anderson and Kiehl 2012) for * Eyal Aharoni [email protected] 1 Department of Psychology, Georgia State University, P.O.
    [Show full text]
  • Designing with Learning Myths in Mind
    1 Designing with learning myths in mind Jay Sloan-Lynch, PhD Boulder, CO Contact: [email protected] 2 Abstract Education is notorious for its quick embrace of unproven learning and teaching practices. Popular theories like learning styles, multiple intelligences, and hemispheric dominance pervade commercial educational products, teaching curricula, and professional development programs, despite their scientifically dubious status. And recent surveys of educators, across a wide range of countries and cultures, reveal endorsement levels approaching or exceeding 85% for many of these learning myths. Extending this work, we employed Bayesian estimation to estimate endorsement levels for several popular learning myths among an increasingly influential and growing segment in education: instructional designers. While our findings suggest slightly lower myth endorsement levels among instructional designers, our data and model still predict overall endorsement levels for several popular learning myths to be greater than 70% with .90 probability. Given the continued popularity of learning myths, despite more than a decade of concerted debunking efforts, we conclude this article with some observations that may suggest a more fruitful way forward when it comes to challenging their enduring appeal. Keywords: learning styles; neuromyths; learning myths; instructional design; Bayesian ​ estimation 3 Designing with learning myths in mind For decades, learning scientists have lamented the failure of education research to meaningfully impact the practice of education. Studies consistently show a lack of awareness on the part of students and educators regarding effective learning strategies and instructional methods (see, e.g., Bjork, Dunlosky, & Kornell, 2013; Karpicke, Butler, & Roediger, 2009; Kornell & Bjork, 2007). Additionally, the popularity of empirically unsupported learning myths continue to hinder the expansion of evidence-informed practice in education (Dekker, Lee, Howard-Jones, & Jolles, 2012; De Bruyckere, Kirschner, & Hulshof, 2015).
    [Show full text]
  • Doing by Learning: the Introduction of Activity Based Learning Aids Into
    Doing by Learning The introduction of activity based learning aids into undergraduate legal professional practice courses. ABSTRACT This paper seeks to explore the value of activity-based learning in Higher Education classrooms for students of law. The authors were keen to introduce activities and learning aids that would not only enhance the learner’s experience, but also cultivate better learner retention levels, while keeping adult evening learners alert and engaged. The authors initially outline the learning aids that were developed and implemented in their efforts to enhance the modules taught on a legal practice course. The success or otherwise of these activities is then considered through the analysis of data collected from the students who took part in various activities, across a range of modules. The method of data collected was by way of both questionnaire to provide quantitative feedback and also one to one interviews/questionnaires for more qualitative feedback. The literature review looks at the development of research in the area of activity-based learning in higher education generally, and the paper seeks to draw contrasts and comparisons with the efforts of other authors, while acknowledging the findings which the authors could incorporate in future modules. For example, the authors hope to identify how best to utilise activities in light of the ‘students attention clock’. The paper concludes with a discussion on the findings of the submission in view of the data analysed and the review of literature and best practice in the field. The authors will also consider future work which would be appropriate to the area.
    [Show full text]
  • The Ten Deadly Sins 29 in Education
    VI CAUTIONARY TALES THE TEN DEADLY SINS 29 IN EDUCATION QUOTE “This isn’t right. This isn’t even wrong”.1 This book is about a particular tradition, a tradition which focuses on how to cultivate the best conditions which foster learning. By “learning” we mean a change in long-term memory (Kirschner, Sweller, & Clarke, 2006). Any attempt to do this which ignores the cognitive architecture of the brain is unlikely to be successful and may even hinder long-term learning. For many teachers on the frontline, the advice they have been given has been based on folk wisdom, vague abstract theory and approaches that conform to Wolfgang Pauli’s famous quip: “This isn’t right. This isn’t even wrong”. One aim of this book is to empower teachers to be able to not only evaluate what they are advised to do but to provide a strong evidence base from which they can refine and reflect on their own practice and create the best conditions under which their students can flourish. The Christian teaching, attributed to the Desert Fathers, speaks of seven cardinal or deadly sins that we need to overcome to live a virtuous life: pride, greed, lust, envy, gluttony, wrath, and sloth. In this final chapter we very briefly describe what we feel are the ten deadly sins of education. Giving in to those sins is often tempting, but if you do you’ll be guilty of implementing evidence-uninformed education and flying in the face of evidence. 1. The learning pyramid The learning pyramid (see Figure 29.1) is a seemingly useful model that reflects the effectiveness of different forms of teaching.
    [Show full text]
  • Methods Used in the Educational Process: a Theoretical and Empirical Perspective
    Methods used in the Educational Process: A Theoretical and Empirical Perspective Cristina Ilie Goga, Ionut Șerban To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v8-i4/4023 DOI: 10.6007/IJARBSS/v8-i4/4023 Received: 04 Apr 2018, Revised: 26 Apr 2018, Accepted: 30 April 2018 Published Online: 02 May 2018 In-Text Citation: (Goga & Șerban, 2018) To Cite this Article: Goga, C. I., & Șerban, I. (2018). Methods used in the Educational Process: A Theoretical and Empirical Perspective. International Journal of Academic Research in Business and Social Sciences, 8(4), 412– 426. Copyright: © 2018 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 8, No. 4, April 2018, Pg. 412 – 426 http://hrmars.com/index.php/pages/detail/IJARBSS JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics International Journal of Academic Research in Business and Social Sciences Vol. 8 , No. 4, April 2018, E-ISSN: 2222-6990 © 2018 HRMARS Methods used in the Educational Process: A Theoretical and Empirical Perspective Cristina Ilie Goga, Ionut Șerban University of Craiova, Romania Email: [email protected], [email protected] Abstract In the context of an evolving and developing educational system based on a social reality, the diversification of the curriculum in higher education, and not only, required the introduction of new modern teaching and learning methods and techniques without renouncing at the most valuable classical ones.
    [Show full text]
  • Education: the Three Disciplines of Educational Neuroscience
    MARIAN UNIVERSITY Indianapolis ® School of Education and Exercise Science The Three Disciplines of Educational Neuroscience Educational neuroscience is the discipline that combines neuroscience, pedagogy, and psychology bringing the current research from how the brain learns, behaves, and relates to instructional practices in the classroom. Every class, assignment, and experience shapes the human brain. Understanding how the brain processes information into learning and knowing more about what it takes for students’ brains to be engaged, responsive, and alert are fundamental to the teaching and learning process. Pedagogy is the study of the art and science of the teaching and learning process. Educators need to Neuroscience is the study of the understand how the environment, brain’s development, structure, and NEUROSCIENCE PEDAGOGY poverty, boredom, support systems, function. The goal of educators is to Brain and Individual education substance abuse, and all emotional, have successful students and one of its functioning and learning social, and cognitive facets affect the ways to promote success in our the brain and how it learns, students is to understand how the NEUROEDUCATION relates, and behaves. Educational learning process occurs. The process Mind, brain, and neuroscience is the active of learning involves changing the education science engagement of purposeful strategies brain. The selection of instructional based on the principles derived techniques and the designing from neuroscience and of lesson plans can be aided educational psychology. by understanding how the brain responds and through applying principles from the neuroscience PSYCHOLOGY Educational psychology is the research in the classrooms. Mind and behavior study of developmental mental processes responsible for cognition and behavior.
    [Show full text]
  • Complex Neural Networks – a Useful Model of Human Learning?
    Complex Neural Networks – A Useful Model of Human Learning? Mark Hardman Canterbury Christ Church University [email protected] Presented at: British Educational Research Association Annual conference University of Warwick 2nd September, 2010 Page | 1 Artificial neural networks are computational systems which are increasingly common and sophisticated. Computational scientists who work with such systems however, often assume that they are simplistic versions of the neural systems within our brains and Cilliers (1998) has gone further in proposing that human learning takes place through the self-organisation of such systems according to the stimuli they receive. This continues a long tradition of using metaphors to machinery in order to describe the human brain and its processes. Unlike other metaphors however, artificial neural networks were originally conceived of in relation to how biological neurons function. As such, does this metaphor allow us to accurately understand brain function? In this paper I wish to consider the level of support this model has from contemporary neuroscience and in doing so evaluate the possible implications for educationalists. A complex neural network may be considered as a series of nodes connected by neurons such that they are highly Figure 1 – A simple neural network interconnected. The use of the term complex here denotes that each node is only responding to signals from the neurons it is directly connected to, yet the system as a whole is able to respond to its environment. Such artificial neural networks are able to respond because they adapt according to Hebb’s law. This states that the more a neural path between two nodes is used, the more efficient that path becomes.
    [Show full text]
  • Brain Intervals & Focused Attention Practice Resources
    WHY DO BRAIN INTERVALS AND FOCUSED ATTENTION PRACTICES WORK ON A SCIENTIFIC LEVEL? van der Kolk, B. (2014). The body keeps score. New York, NY: Penguin Books. Research shows that the brain develops from the bottom up (van der Kolk, 2014, pp. 55-64). When we are born, our brain stem is the only fully developed part of our brain. This is the primitive region of our brain that controls our breathing, our heart rate, our pulse, our temperature, and our balance. Our limbic brain or midbrain is the next to develop, which is the feeling, emotional part of our brain. Our limbic brain activates our fight or flight response when we register a threat, and it thrives on relationships, feeling safe, and positive emotions. The cortex is the third region of our brain, and it is the last to develop. The cortex’s focus is on reasoning, learning, analyzing, planning, and imagining, all things that are really important to students being successful in schools! Most schools are good at taking care of students’ limbic brain and cortex through having RTEX CO rning and lea strong relationships with students as well as Reason encouraging learning and inquiry; however, EM C SYST LIMBI tions nd emo most schools miss activating and caring for the elings a Fe lowest part of students’ brains—the brain stem. STEM as BRAIN s such Caring for our students’ lower brain region is unction nomic f e Auto eart rat g and h especially important because many students reathin b who have experienced adverse childhood experiences have damage to their brains in the parts that were developing the most at the time the trauma happened—the brain stem and the limbic brain.
    [Show full text]
  • Connecting Levels of Analysis in Educational Neuroscience: a Review of Multi-Level
    1 Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-level 2 Structure of Educational Neuroscience with Concrete Examples 3 Hyemin Han1*, Firat Soylu1*, D. Mona Anchan1 4 Educational Psychology Program, University of Alabama, Tuscaloosa, AL, United States 5 6 Corresponding Author: 7 Hyemin Han1 8 9 Email address: [email protected] 10 11 *These authors contributed equally to this work. The authors’ names are listed 12 alphabetically. 2 13 Abstract 14 In its origins educational neuroscience has started as an endeavor to discuss 15 implications of neuroscience studies for education. However, it is now on its way to 16 become a transdisciplinary field, incorporating findings, theoretical frameworks and 17 methodologies from education, and cognitive and brain sciences. Given the differences and 18 diversity in the originating disciplines, it has been a challenge for educational neuroscience 19 to integrate both theoretical and methodological perspective in education and neuroscience 20 in a coherent way. We present a multi-level framework for educational neuroscience, 21 which argues for integration of multiple levels of analysis, some originating in brain and 22 cognitive sciences, others in education, as a roadmap for the future of educational 23 neuroscience with concrete examples in mathematical learning and moral education. 24 Keywords: educational neuroscience; multi-level theoretical framework; 25 neuroimaging; meta-analysis; educational intervention 26 27 Educational neuroscience is a vast and emerging field that incorporates methods 28 and perspectives from brain and cognitive sciences, learning sciences, and educational 29 psychology, among others. In its origins educational neuroscience started as an initiative 30 to discuss implications of neuroscience findings for education.
    [Show full text]
  • Neuroscience & the Classroom: Making Connections
    Annenberg Learner Course Guide Neuroscience & the Classroom: Making Connections A multimedia course for educators examining exciting developments in the field of neuroscience, and how new understandings about the brain and learning can transform classroom practice. Produced by the Harvard-Smithsonian Center for Astrophysics Neuroscience & the Classroon: Making Connections is produced by the Harvard-Smithsonian Center for Astrophysics © 2011 Annenberg Foundation All rights reserved. ISBN: 1-57680-893-9 Funding for Neuroscience & the Classroon: Making Connections is provided by Annenberg Learner Annenberg Learner (a unit of the Annenberg Foundation) advances excellent teaching by funding and distributing multimedia educational resources (video, print, and Web based) to improve teaching methods and subject-matter expertise. Resources are distributed to schools and noncommercial community agencies, as well as colleges and universities, for workshops, institutes, and course use. Annenberg Learner makes its entire video collection available via broadband through www.learner.org. This Web site also houses interactive activities, downloadable guides, and resources coordinated with each video series. To purchase video series and guides or learn more about other courses and workshops contact us by phone or email or visit us on the Web. 1-800-LEARNER® [email protected] www.learner.org Table of Contents Course Overview................................................................................1 Introduction: The Art and Science of Teaching................................9
    [Show full text]
  • Insight from Neuroscience Findings for Better Instructional Learning
    Journal for the Education of Gifted Young Scientists, 7(2), 341-352, June 2019 e-ISSN: 2149- 360X http://jegys.org Review Article Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning Muhammad Syawal AMRAN1, Saemah RAHMAN1, Shahlan SURAT1 & Abu Yazid Abu BAKAR1 Received: 2 May 2019 Accepted: 13 June 2019 Abstract Educational Neuroscience (EN) also known as Mind and Brain Education is a multifaceted interdisciplinary effort to bridging the gap between neuroscience and educational research. There is growing interest in the contributions of neuroscience to educational practice because applying neuroscientific research to classroom is a new and exciting endeavour to promote better learning. This article will discuss critically the emerging of education and neuroscience field and how its take place in education setting. Besides that, we illustrated the frameworks of educational neuroscience that bridge between two diverse perspectives of learning that related each other. We also reflect challenges and practices among the teachers and researchers in education and how neuroscientific approaches can complement educational practices. This article also will further show that, ideally, research efforts in neuroscience and education should be reciprocal. We suggest that a better understanding of neuroscience may offer significant advantages for educators. In this context, we have considered insight in neuroscience of education research specifically emotions and its links to cognitive processing. Therefore scientist and educators need to collaborate to build a strong research foundation of neuroscience and education that underpin emotions in learning. We believed this article will provide meaningful inputs for teachers and researchers to improve learning instruction and enhance student’s performance.
    [Show full text]