The neuroscience of learning: implications for education
After two decades of debate about the scientific plausibility and the possibility of legitimate applied contributions to teaching and learning, the field of educational neuroscience currently emerges with sound theoretical foundations, a clear agenda for empirical research, and reaps the benefits from improvements in brain-imaging techniques and methodology. This symposium articulates a collection of examples/directions in how (cognitive and affective) neuroscience can inform education and teaching. The symposium is centered around the idea that a better understanding of learning at the biological level can refine our (cognitive) theories of learning and consequently improves pedagogical interventions.
The four presentations articulate cognitive features of a learning task with underlying brain processes. Collectively, the papers illustrate how, when behavioral data is insufficient because relevant information cannot be obtained because operations are not manifested in behavior or are not obtained at the appropriate time scale, brain-imaging data can contribute new insights in modeling cognition, which in turn can inform the design and empirical validation of interventions.
Participants
Nienke van Atteveldt, Nikki Lee, Lydia Krabbendam
Jérôme Prado
Brecht Polspoel, Lien Peters, Bert De Smedt
Julien Mercier, Pierre Chalfoun, Babak Khosravifar
