Neuroscience and education: from research to practice?

By Usha Goswami. Nature Reviews Neuroscience, 2006

619 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2884418e0e93ebb3672930c6e7c70cfa40828a18

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Citations in the corpus

Connecting Education and Cognitive Neuroscience: Where will the journey take us? (2011, background): “In fact, a number of journal publications have reviewed and discussed evidence from cognitive neuroscience that might be relevant to education (Ansari & Coch, 2006; Blakemore & Frith, 2005; Goswami, 2004, 2006; Posner & Rothbart, 2005; Stern, 2005).”
Neuromyths among Teachers and Student Teachers. (2015, neutral): “…years, several authors have emphasized the need to bring experts in both fields together in order to initiate a constructive discussion between them (Ansari & Coch, 2006; Ansari, Coch, & De Smedt, 2011; Fischer, Goswami, & Geake, 2010; Goswami, 2006; Kalra & O’Keeffe, 2011; Tardif & Doudin, 2011).”
Handbook of Research on Learning and Instruction (2011, background): “Blomqvist and her colleagues (2005) found that students made significantly more decisions related to the offensive tactic of maintaining possession of the ball than in other offensive or defensive situations.”
Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1 (2009, background): “…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; Stern, 2005 ).”
The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): “More educational benefit would be likely to come from this than from the pursuit of such popular “neuromyths” as “learning styles,” “right/left laterality,” and “whole-brain learning” (as discussed by Goswami, 2007).”
Evolving Kolb (2015, background): “For example, disproven assumptions (neuromyths) include only using 10% of our brain or being “left or right-brained” (Goswami, 2006; Organisation for Economic Co-Operation and Development [OECD], 2007).”
Educators’ Views on the Role of Neuroscience in Education: Findings From a Study of UK and International Perspectives (2007, background): “…however, that this survey of teachers ' views left us with a clear impression that educators do not want simply to be " told what works " ( Goswami, 2006 ); instead, they wish to know more about the brain and the mind — and to receive this information in a relevant and accessible form —…”
Critical Neuroscience: Linking Neuroscience and Society through Critical Practice (2009, methodology): “5 Here we take up a suggestion made by Cordelia Fine at the Critical Neuroscience workshop in July 2008 at McGill University, Montreal and Usha Goswami (2006). C R I T I C A L N E U R O S C I E N C E j j 67”
Musical training influences linguistic abilities in 8-year-old children: more evidence for brain plasticity. (2009, background): “…and brain activity, the present results should benefit research-based education programs and should help develop new methods to improve the abilities of children with abnormal development (Posner and Rothbart 2005; Schlaug et al. 2005; Goswami 2006; Tallal and Gaab 2006; Santos et al. 2007).”
Deconstructing the seductive allure of neuroscience explanations (2015, neutral): “…ﬁeld of education, unsubstantiated claims about how children’s brains change or fundamental differences between boys’ and girls’ brains can lead to the implementation of educational policies or practices that seem appealing but may not actually beneﬁt the students (see Bruer, 1997; Goswami, 2006).”
Neuromyths in education: what is fact and what is fiction for Portuguese teachers? (2013, background): “For example, in the UK, teachers have received an enormous amount of email propaganda encouraging them to participate in courses to learn how to use brain-training programmes (Goswami 2006).”
Chinese Number Words, Culture, and Mathematics Learning (2010, background): “Although brain research can contribute to our understanding of mathematics learning and teaching, we still have little knowledge of what this research means for education (Goswami, 2006).”