Principles of learning, implications for teaching: A cognitive neuroscience perspective

Journal of Philosophy of Education 42 (3-4):381-399 (2008)
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Abstract

Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of 'brain science' for the classroom has proved controversial with some educators, perhaps because of distrust of the applicability of so-called 'medical models' to education. Nevertheless, the brain is the main organ of learning, and so a deeper understanding of the brain would appear highly relevant to education. Modern science is revealing the crucial role of biology in every aspect of human experience and performance. This does not mean that biology determines outcomes. Rather, there is a complex interplay between biology and environments. Improved knowledge about how the brain learns should assist educators in creating optimal learning environments. Neuroscience can also identify 'biomarkers' of educational risk, and provide new methodologies to test the effects of educational interventions.

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References found in this work

The Number Sense: How the Mind Creates Mathematics.Stanislas Dehaene - 1999 - British Journal of Educational Studies 47 (2):201-203.
Language, embodiment, and the cognitive niche.Andy Clark - 2006 - Trends in Cognitive Sciences 10 (8):370-374.
Cognition and Categorization.Eleanor Rosch & Barbara Bloom Lloyd (eds.) - 1978 - Lawrence Elbaum Associates.

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