Education and Neuroscience

Evidence, Theory and Practical Application

Nonfiction, Reference & Language, Education & Teaching, Special Education, Experimental Methods, Health & Well Being, Medical, Specialties, Internal Medicine, Neuroscience
Cover of the book Education and Neuroscience by , Taylor and Francis
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Author: ISBN: 9781317987680
Publisher: Taylor and Francis Publication: September 13, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781317987680
Publisher: Taylor and Francis
Publication: September 13, 2013
Imprint: Routledge
Language: English

This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously.

This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn.

This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously.

This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn.

This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).

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