Neuroscience in Education: The good, the bad, and the ugly

Paperback | May 22, 2012

EditorSergio Della Sala, Mike Anderson

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In the past ten years, there has been growing interest in applying our knowledge of the human brain to the field of education - including reading, learning, language, and mathematics. This has resulted in the development of a number of new practices in education - some good, some bad, andsome just crazy. Hence we have had theories suggesting that listening to Mozart can boost intelligence, foot massages can help unruly pupils, fish oil can boost brain power, even the idea that breathing through your left nostril can enhance creativity! Sadly, there is a gap between what neuroscientists or cognitive psychologists know about brain/mind functions and the supposedly scientific theory underlying the practices used daily in our schools. So what has caused this wholescale embrace of neuroscience in the classroom - a well-intentioned, butnaive misunderstanding of how science works, ideological reasons, or financial incentives? Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, and geneticists to critically review some of these new developments, examining the science behind these practices, the validity of the theories on which they are based, and whether they work.It will be fascinating reading for anyone involved in education, including psychologists, teachers, and policy makers.

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In the past ten years, there has been growing interest in applying our knowledge of the human brain to the field of education - including reading, learning, language, and mathematics. This has resulted in the development of a number of new practices in education - some good, some bad, andsome just crazy. Hence we have had theories sug...

Sergio Della Sala is a trained Clinical Neurologist, Professor of Human Cognitive Neuroscience in the Psychology Department at the University of Edinburgh, UK and is holding an adjunct chair at the Psychology Department of the University of Western Australia. He is a Fellow of the British Psychological Society, of the Association for P...

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Format:PaperbackDimensions:378 pages, 9.69 × 6.73 × 0.68 inPublished:May 22, 2012Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:019960049X

ISBN - 13:9780199600496

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Table of Contents

Introductions1. Mike Anderson and Sergio Della Sala: Neuroscience in Education: An (opinionated) Introduction2. Miriam Beauchamp and Catherine Beauchamp: Understanding the neuroscience and education connection: Themes emerging from a review of the literatureTheoretical approaches for developing the good, removing the bad and giving the ugly a makeover in neuroscience and education3. Donna Coch and Daniel Ansari: Constructing connection: the evolving field of mind, brain, and education4. Usha Goswami: Principles of Learning, Implications for Teaching? Cognitive Neuroscience and the ClassroomThe contribution of cognitive neuroscience to understanding domains of learning5. Jane Ashby and Keith Rayner: Reading in alphabetic writing systems: Evidence from cognitive neuroscience6. Xavier Seron: Can teachers count on mathematical neurosciences?7. Nelson Cowan: Working Memory: The seat of learning and comprehension8. Henry Roediger III, Bridgid Finn, and Yana Weinstein: Applications of cognitive science to educationThe influence of neurogenetics on education9. Yulia Kovas and Robert Plomin: Genetics and genomics: Good, bad and ugly10. Elena Grigorenko: Genetic sciences for developmentalists: An example of reading ability and disability11. Tim Bates: Genetically-informed models for school and teachingMisuse of Neuroscience in the classroom12. Max Coltheart and Genevieve McArthur: Neuroscience, education and educational efficacy research13. Michael Corballis: Educational double-think14. Rob McIntosh and Stuart Ritchie: Rose-tinted? The use of coloured filters to treat reading difficulties15. Stuart Ritchie, Eric Chudler, and Sergio Della Sala: Don't try this at school: The attraction of 'alternative' educational techniquesCurrent conjectures from educational neuroscience16. Michael W. Connell, Zachary Stein, and Howard Gardner: Bridging between brain science and educational practice with Design Patterns17. Christiane Spiel, Barbara Schober, Petra Wagner, and Monika Finsterwald: Assuring successful lifelong learning - can neuroscience provide the key?Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition18. Simon Baron-Cohen, Ofer Golan, Emma Ashwin: Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition19. Domenico Parisi: Schools and the new ecology of the human mind20. Hideaki Koizumi: Brain-Science and Education in JapanFinal remarks21. Paul Howard-Jones: The good, the bad and the ugly in neuroscience and education - an educator's perspective22. Mike Anderson and Mary Oliver: Of all the conferences in all the towns in all the world, what in heaven's name brought us to neuroeducation?