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Auteur D. ANSARI |
Documents disponibles écrits par cet auteur (1)
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Annual Research Review: Educational neuroscience: progress and prospects / M. S. C. THOMAS in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)
[article]
Titre : Annual Research Review: Educational neuroscience: progress and prospects Type de document : Texte imprimé et/ou numérique Auteurs : M. S. C. THOMAS, Auteur ; D. ANSARI, Auteur ; V. C. P. KNOWLAND, Auteur Article en page(s) : p.477-492 Langues : Anglais (eng) Mots-clés : Educational neuroscience intervention neuromyths policy translation Index. décimale : PER Périodiques Résumé : Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. Neuroscience and education can interact directly, by virtue of considering the brain as a biological organ that needs to be in the optimal condition to learn ('brain health'); or indirectly, as neuroscience shapes psychological theory and psychology influences education. In this article, we trace the origins of educational neuroscience, its main areas of research activity and the principal challenges it faces as a translational field. We consider how a pure psychology approach that ignores neuroscience is at risk of being misleading for educators. We address the major criticisms of the field comprising, respectively, a priori arguments against the relevance of neuroscience to education, reservations with the current practical operation of the field, and doubts about the viability of neuroscience methods for diagnosing disorders or predicting individual differences. We consider future prospects of the field and ethical issues it raises. Finally, we discuss the challenge of responding to the (welcome) desire of education policymakers to include neuroscience evidence in their policymaking, while ensuring recommendations do not exceed the limitations of current basic science. En ligne : https://dx.doi.org/10.1111/jcpp.12973 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388
in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.477-492[article] Annual Research Review: Educational neuroscience: progress and prospects [Texte imprimé et/ou numérique] / M. S. C. THOMAS, Auteur ; D. ANSARI, Auteur ; V. C. P. KNOWLAND, Auteur . - p.477-492.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.477-492
Mots-clés : Educational neuroscience intervention neuromyths policy translation Index. décimale : PER Périodiques Résumé : Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. Neuroscience and education can interact directly, by virtue of considering the brain as a biological organ that needs to be in the optimal condition to learn ('brain health'); or indirectly, as neuroscience shapes psychological theory and psychology influences education. In this article, we trace the origins of educational neuroscience, its main areas of research activity and the principal challenges it faces as a translational field. We consider how a pure psychology approach that ignores neuroscience is at risk of being misleading for educators. We address the major criticisms of the field comprising, respectively, a priori arguments against the relevance of neuroscience to education, reservations with the current practical operation of the field, and doubts about the viability of neuroscience methods for diagnosing disorders or predicting individual differences. We consider future prospects of the field and ethical issues it raises. Finally, we discuss the challenge of responding to the (welcome) desire of education policymakers to include neuroscience evidence in their policymaking, while ensuring recommendations do not exceed the limitations of current basic science. En ligne : https://dx.doi.org/10.1111/jcpp.12973 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388