Educational Neuroscience: Initiatives and Emerging Issues

ISBN-13: 9781444339857 / Angielski / Miękka / 2011 / 120 str.

Kathryn E. Patten; Stephen R. Campbell

Opis

Educational Neuroscience provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions.

• Encourages interdisciplinary perspectives in educational neuroscience
• Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally
• Promotes a theoretical and empirical base for the subject area
• Explores a range of methods available to researchers
• Identifies agencies, organizations, and associations facilitating development in the field
• Reveals a variety of on-going efforts to establish theories, models, methods, ethics, and a common language

Spis treści

Notes on Contributors vii

Foreword
Michael A. Peters xi

1 Introduction: Educational Neuroscience
Kathryn E. Patten & Stephen R. Campbell 1

2 Educational Neuroscience: Motivations, methodology, and implications
Stephen R. Campbell 7

3 Can Cognitive Neuroscience Ground a Science of Learning?
Anthony E. Kelly 17

4 A Multiperspective Approach to Neuroeducational Research
  Paul A. Howard–Jones 23

5 What Can Neuroscience Bring to Education?
Michel Ferrari 30

6 Connecting Education and Cognitive Neuroscience: Where will the journey take us?
Daniel Ansar1, Donna Coch & Bert De Smedt 36

7 Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI studies of the neural correlates of creative intelligence
John Geake 42

8 Brain–Science Based Cohort Studies
Hideaki Koizumi 47

9 Directions for Mind, Brain, and Education: Methods, Models, and Morality
Zachary Stein & Kurt W. Fischer 55

10 The Birth of a Field and the Rebirth of the Laboratory School
Marc Schwartz & Jeanne Gerlach 66

11 Mathematics Education and Neurosciences: Towards interdisciplinary insights into the development of young children s mathematical abilities
Fenna Van Nes 74

12 Neuroscience and the Teaching of Mathematics
Kerry Lee & Swee Fong Ng 80

13 The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy
Kathryn E. Patten 86

14 Implications of Affective and Social Neuroscience for Educational Theory
Mary Helen Immordino–Yang 97

Index 103

O autorze

Kathryn E. Patten, Ph.D., teaches English Literature and Psychology; and is also the Outreach Coordinator for the Educational Neuroscience Laboratory, a.k.a. the ENGRAMMETRON, at Simon Fraser University.

Stephen R. Campbell, Ph.D., is Associate Professor of Education, co–Director of the David Wheeler Institute for Research in Mathematics Education, and Director of the Educational Neuroscience Laboratory, a.k.a., the ENGRAMMETRON, at Simon Fraser University.

Blurb

Educational Neuroscience provides an overview of a wide range of recent initiatives in educational neuroscience implicating and pertaining to mind, brain, and education. Contributions from top researchers in the field examine a variety of concerns, issues, and directions pertaining and relating to educational neuroscience and mind, brain, and education more generally, focusing on three main areas:

• motivations, aims, and prospects
• theories, methods, and collaborations
• challenges, results, and implications

Chapters promote interdisciplinary perspectives and further establishment of theoretical and empirical bases for research and scholarship bridging Education and the Neurosciences. Though not exhaustive, these chapters identify various parties, agencies, organizations, and initiatives involved in facilitating and furthering development in the field, providing a compendium of on–going efforts to help establish theories, models, methods, ethics, and common language.