Introducing Neuroeducational Research

Neuroscience, Education and the Brain from Contexts to Practice

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Philosophy & Social Aspects
Cover of the book Introducing Neuroeducational Research by Paul Howard Jones, Taylor and Francis
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Author: Paul Howard Jones ISBN: 9781135270285
Publisher: Taylor and Francis Publication: October 16, 2009
Imprint: Routledge Language: English
Author: Paul Howard Jones
ISBN: 9781135270285
Publisher: Taylor and Francis
Publication: October 16, 2009
Imprint: Routledge
Language: English

Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

Introducing Neuroeducational Research provides a meaningful bridge between two diverse perspectives on learning. It proposes that any such bridge must serve two goals that are critically related to each other: it must enrich both scientific and educational understanding. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterise this new field, and these are examined and illustrated here through empirical research. Throughout the book, Paul Howard-Jones:

  • Explores ‘neuromyths’ and their impact on educational research
  • Highlights the opportunities to combine biological, social and experiential evidence in understanding how we learn
  • Argues against a ‘brain-based’ natural science of education
  • Introduces clearly the concept of an interdisciplinary neuroeducational approach
  • Builds a methodology for conducting neuroeducational research
  • Draws on case studies and empirical findings to illustrate how a neuroeducational approach can provide a fuller picture of how we learn.

Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike.

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Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

Introducing Neuroeducational Research provides a meaningful bridge between two diverse perspectives on learning. It proposes that any such bridge must serve two goals that are critically related to each other: it must enrich both scientific and educational understanding. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterise this new field, and these are examined and illustrated here through empirical research. Throughout the book, Paul Howard-Jones:

Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike.

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