The Future of Educational Neuroscience

155 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.

Neuromyths among Teachers and Student Teachers. (2015, unknown): “…relatively new field of educational neuroscience is facing a number of issues (see, e.g., Willingham, 2009), it must develop on the basis of a two-way dialogue between researchers and practitioners in order to raise research questions relevant to multiple learning situations (Fischer et al., 2010).”
Handbook of Research on Learning and Instruction (2011, background): “Feedback includes information from sources that are internal to the performer (e.g., se nsory or kinesthetic) and typically available during the performance.”
Neuromyths in education: what is fact and what is fiction for Portuguese teachers? (2013, background): “Moreover, a political drive for investment in teacher professionalisation in Portugal has led to constant performance evaluations and encouraged educators to enrol in training courses for credits (e.g. Flores and Shiroma 2003).”