On the Implications of Neuroscience Research for Science Teaching and Learning: Are There Any? A Skeptical Theme and Variations--The Primacy of Psychology in the Science of Learning

Autor/in	Bruer, John T.
Titel	On the Implications of Neuroscience Research for Science Teaching and Learning: Are There Any? A Skeptical Theme and Variations--The Primacy of Psychology in the Science of Learning
Quelle	In: CBE - Life Sciences Education, 5 (2006) 2, S.104-110 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.06-03-0153
Schlagwörter	Stellungnahme; Neurology; Science Education; Theory Practice Relationship; Cognitive Psychology; Relevance (Education); Psychologists; Brain; Learning Processes; Memory; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Neurologie; Naturwissenschaftliche Bildung; Theorie-Praxis-Beziehung; Kognitive Psychologie; Relevance; Relevanz; Psychologist; Psychologe; Psychologin; Gehirn; Learning process; Lernprozess; Gedächtnis; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	The author is skeptical about the implications of neuroscience for education currently and into the near future. His skepticism derives from several concerns, but a common theme runs through all of them: attempts to link neuroscience with education pay insufficient attention to psychology. In this article, the author presents four variations on this theme. First, for those who are committed to developing a science-based pedagogy and solving existing instructional problems, cognitive psychology offers a mother-lode of still largely untapped knowledge. Second, attempts to link developmental neurobiology to brain development and education ignore, or are inconsistent with, what cognitive psychology tells individuals about teaching and learning. Third, cognitive neuroscience is the brain-based discipline that is most likely to generate educationally relevant insights, but cognitive neuroscience presupposes cognitive psychology and, to date, rarely constrains existing cognitive models. And fourth, the methods of cellular and molecular neuroscience are powerful, but it is not always clear that the concepts of learning and memory used by neuroscientists are the same as those used by psychologists, let alone by classroom teachers. (ERIC).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10