The idea is to develop an initiative that seeks to use survey data on the teaching and learning abilities to give ballast to new educational practices and policies, while cutting-edge research are carried out in various areas of knowledge, there is a gap between what is produced in academia and education policies.
Can you use concepts with translational research, which bridges the gap between scientific findings and human development? Can the research be better work with statistics whose production is potentially applicable to education?
Are neuroscience studies on memory and learning positive for new educational practices?
Very true statement by Professor Ronán Michael Conroy (The trouble with education is that it's an ideological, not a scientific discipline.). Neuroscience studies can be directed one way or another by those who finance research. I think, all of us here at Research Gate, would like the studies to aim at human development & improvement of educational practices. However, what we like is not necessarily what will be implemented. May be some "crazy" power-seekers will direct the research to what increases or maintains their domination.
On our days more and more studies are focused on the field of Neuroscience. Specifically, if you concentrate on behavioral neuroscience studies you will see that there are many aspects that can affect learning/memory function as well as attention. Diet (e.g. bluberries, see Carey AN et al, 2014), neonatal handling (see Zhang et al, 2012) etc are some of these neuroprotective factors.
Therefore, neuroscience studies for all these functions are very much in need, in order to develop drugs which will ameliorate memory function in patients with Alzheimer's Disease (and other neurodegenerative diseases) or attention for children with ADHD etc.
I would say yes and no. Yes there are some hypotheses and research paradigms in neuroscience which convey implications for the practical use in pedagogics and education, especially in the research areas of learning and memory. There are some publications about this topic. And no, because the specivity versus unspecifity problem as well as the mereological error are virulent. I think we have to admit that neuroscience is mainly basic research whereas education is a rather practical discipline. The gap you mentioned is a complex of problems also discussed in other fields (e.g. psychotherapy).
We should draw practical conclusions from neuroscientific research cautiously and probably prefer to construct domain specific research designs to answer educational questions. In my opinion current neuroscience may help in the building of theories and explanations. But for evaluation or for educational pragmatics empirical results and other experiences from educational research are even more relevant.
Regards Thomas
I think that neuroscience has been invaluable in finally demolishing any credibility that minimally guided learning approaches might have had.
http://psycnet.apa.org/journals/amp/59/1/14/
The trouble with education is that it's an ideological, not a scientific discipline. Educational theory has, for much of its existence, been no more than fad.
Yes dear @Marcelo, I think that neuroscience studies on memory and learning is positive for new educational practices.
Very true statement by Professor Ronán Michael Conroy (The trouble with education is that it's an ideological, not a scientific discipline.). Neuroscience studies can be directed one way or another by those who finance research. I think, all of us here at Research Gate, would like the studies to aim at human development & improvement of educational practices. However, what we like is not necessarily what will be implemented. May be some "crazy" power-seekers will direct the research to what increases or maintains their domination.
- Badges
- Science topic
- Similar topics
- Education