Why Mind, Brain, and Education? Why Now?

147 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Metacognition in Young Children (2009, background): “In the preface to the fi rst edition entitled “Why Mind, Brain, and Education? Why now?”, the editors (Fischer et al., 2007) suggest that new technology has opened up new possibilities for the development of a new science and practice of learning.”
Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy (2012, background): “The need for translators and for greater collaboration between educators and neuro- and cognitive scientists has been previously described by a number of researchers [18–22].”
Neuromyths in education: what is fact and what is fiction for Portuguese teachers? (2013, background): “While some scientists argue that relating biology to education is premature (e.g. Bruer 1997), others advocate that research in educational contexts will shape discoveries in basic biology and cognitive processes in learning and development (e.g. Fischer et al. 2007).”
Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1 (2009, background): “…exploded far beyond what is merited by the state of the emerging fi eld of MBE and the level of knowledge about how brains and genetics function ( Fischer et al., 2007; Fischer, Immordino-Yang, & Waber, 2007; Goswami, 2006; Hinton, Miyamoto, & della Chiesa, 2008; Katzir & Paré-Blagoev, 2006;…”