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

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9780199600496: Neuroscience in Education: The good, the bad, and the ugly

In the past ten years, there has been growing interest in applying our knowledge of the functioning 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 and some just crazy.

The 'good' is nearly always sound cognitive research that has clear implications for educational practice.

The 'bad' is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse.

The 'ugly' is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other.

Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists 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 teachers, psychologists, neuroscientists, and policy makers as well as interested parents.

Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.

L'autore:


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 Psychological Science and of the Royal Society of Edinburgh, and Editor of Cortex. His research focuses on memory and memory impairments and on the cognitive deficits associated with brain damage.

Mike Anderson is a Professor of Psychology and Director of the Neurocognitive Development Unit in the School of Psychology at the University of Western Australia. His research is based around his theory of intelligence and development and focuses most recently on the influence of the developing brain on intellectual functions in children.

Contenuti:

  • Introductions
  • 1: Mike Anderson and Sergio Della Sala: Neuroscience in Education: An (opinionated) Introduction
  • 2: Miriam Beauchamp and Catherine Beauchamp: Understanding the neuroscience and education connection: Themes emerging from a review of the literature
  • Theoretical approaches for developing the good, removing the bad and giving the ugly a makeover in neuroscience and education
  • 3: Donna Coch and Daniel Ansari: Constructing connection: the evolving field of mind, brain, and education
  • 4: Usha Goswami: Principles of Learning, Implications for Teaching? Cognitive Neuroscience and the Classroom
  • The contribution of cognitive neuroscience to understanding domains of learning
  • 5: Jane Ashby and Keith Rayner: Reading in alphabetic writing systems: Evidence from cognitive neuroscience
  • 6: Xavier Seron: Can teachers count on mathematical neurosciences?
  • 7: Nelson Cowan: Working Memory: The seat of learning and comprehension
  • 8: Henry Roediger III, Bridgid Finn, and Yana Weinstein: Applications of cognitive science to education
  • The influence of neurogenetics on education
  • 9: Yulia Kovas and Robert Plomin: Genetics and genomics: Good, bad and ugly
  • 10: Elena Grigorenko: Genetic sciences for developmentalists: An example of reading ability and disability
  • 11: Tim Bates: Genetically-informed models for school and teaching
  • Misuse of Neuroscience in the classroom
  • 12: Max Coltheart and Genevieve McArthur: Neuroscience, education and educational efficacy research
  • 13: Michael Corballis: Educational double-think
  • 14: Rob McIntosh and Stuart Ritchie: Rose-tinted? The use of coloured filters to treat reading difficulties
  • 15: Stuart Ritchie, Eric Chudler, and Sergio Della Sala: Don't try this at school: The attraction of 'alternative' educational techniques
  • Current conjectures from educational neuroscience
  • 16: Michael W. Connell, Zachary Stein, and Howard Gardner: Bridging between brain science and educational practice with Design Patterns
  • 17: 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 recognition
  • 18: Simon Baron-Cohen, Ofer Golan, Emma Ashwin: Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition
  • 19: Domenico Parisi: Schools and the new ecology of the human mind
  • 20: Hideaki Koizumi: Brain-Science and Education in Japan
  • Final remarks
  • 21: Paul Howard-Jones: The good, the bad and the ugly in neuroscience and education - an educator's perspective
  • 22: 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?

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Editore: Oxford University Press, United Kingdom (2012)
ISBN 10: 019960049X ISBN 13: 9780199600496
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Descrizione libro Oxford University Press, United Kingdom, 2012. Paperback. Condizione libro: New. 246 x 172 mm. Language: English . Brand New Book. In the past ten years, there has been growing interest in applying our knowledge of the functioning 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 and some just crazy. The good is nearly always sound cognitive research that has clear implications for educational practice. The bad is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The ugly is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other. Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists 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 teachers, psychologists, neuroscientists, and policy makers as well as interested parents. Codice libro della libreria AOP9780199600496

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Editore: Oxford University Press, United Kingdom (2012)
ISBN 10: 019960049X ISBN 13: 9780199600496
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Descrizione libro Oxford University Press, United Kingdom, 2012. Paperback. Condizione libro: New. 246 x 172 mm. Language: English . Brand New Book. In the past ten years, there has been growing interest in applying our knowledge of the functioning 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 and some just crazy. The good is nearly always sound cognitive research that has clear implications for educational practice. The bad is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The ugly is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other. Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists 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 teachers, psychologists, neuroscientists, and policy makers as well as interested parents. Codice libro della libreria AOP9780199600496

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Descrizione libro Oxford University Press. PAPERBACK. Condizione libro: New. 019960049X Brand new, paperback, Neuroscience in Education: The good, the bad, and the ugly. We ship almost daily. Codice libro della libreria SKU1007185

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Descrizione libro Oxford University Press. Paperback. Condizione libro: new. BRAND NEW, Neuroscience in Education: The Good, the Bad, and the Ugly, Sergio Della Sala, Mike Anderson, In the past ten years, there has been growing interest in applying our knowledge of the functioning 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 and some just crazy. The 'good' is nearly always sound cognitive research that has clear implications for educational practice. The 'bad' is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The 'ugly' is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other. Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists 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 teachers, psychologists, neuroscientists, and policy makers as well as interested parents. Codice libro della libreria B9780199600496

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Descrizione libro 2012. Paperback. Condizione libro: New. 171mm x 246mm x 22mm. Paperback. In the past ten years, there has been growing interest in applying our knowledge of the functioning of the human brain to the field of education-including reading, learning, language and m.Shipping may be from multiple locations in the US or from the UK, depending on stock availability. 408 pages. 0.716. Codice libro della libreria 9780199600496

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