Cognitive Neuroscience and Education: Unravelling the Confusion

Autor/inn/en	Purdy, Noel; Morrison, Hugh
Titel	Cognitive Neuroscience and Education: Unravelling the Confusion
Quelle	In: Oxford Review of Education, 35 (2009) 1, S.99-109 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Stellungnahme; Foreign Countries; Brain; Research Utilization; Scientific Research; Curriculum Development; Neurology; Cognitive Psychology; Cognitive Science; Learning Processes; Educational Principles; Educational Philosophy; Misconceptions; Elementary Secondary Education; Learning Theories; Teaching Methods; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Gehirn; Forschungsumsetzung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Neurologie; Kognitive Psychologie; Kognitionswissenschaft; Learning process; Lernprozess; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Missverständnis; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper critically examines the application of research into cognitive neuroscience to educational contexts. It first considers recent warnings from within the neuroscientific community itself about the limitations of current neuroscientific knowledge and the urgent need to dispel popular "neuromyths" which have become accepted in many classrooms. It also criticises the use of over-simplified neuroscience to add scientific credibility to curricular reform, as has been the case in the rationale behind the recent implementation of the Northern Ireland Revised Curriculum. The paper then draws on the philosophy of Wittgenstein to highlight a further conceptual confusion which often surrounds the application of neuroscience to education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10