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Westminster Institute of Education,
Harcourt Hill Campus,
Oxford OX2 9AT
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Publications on Educational Neuroscience
Mathematical brain functioning
ESRC/TLRP report Neuroscience and Education: Opportunities and
Challenges
http://www.tlrp.org/pub/documents/Neuroscience%20Commentary%20FINAL.pdf
Geake, JG (2006) The neurological
basis of intelligence: A contrast with 'brain-based' education. Education-Line, www.leeds.ac.uk/educol/documents/156074.htm.
Geake, JG (2007) A Brainy School Of The Future? Learning
Matters (in press)
Goswami, U (2006) Neuroscience and education: from research to
practice? Nature Reviews Neuroscience, 7, 406-413
Blakemore, S-J & Frith, U (2005) The Learning Brain:
Lessons for Education, Blackwell Publishing.
British Neuroscience Association & European Dana Alliance
For The Brain (2003) Neuroscience: Science of the Brain:
An Introduction for Young Students. Liverpool, BNA.
OECD (2002) Understanding The Brain: Towards a New Learning
Science. online
OECD (2007) Understanding The Brain: Birth of a Learning
Science. online from March
Dyscalculia
in children: its characteristics and possible interventions.
(Paper presented at OECD Literacy and Numeracy Network Meeting,
El Escorial, Spain, March 2004). Ann Dowker, Department of Experimental
Psychology, University of Oxford. References
for this paper
Geake, J. G. (2004). Cognitive
neuroscience and education: two-way traffic or one-way street?
Westminster Studies in Education, 27(1), 87- 98.
Hansen, P. C., Azzopardi, P., Matthews, P.
M. & Geake, J. G. (2003). Neural
Correlates of Creative Intelligence: An Fmri Study of Fluid Analogies.
Poster at The Society for Neuroscience Annual Conference, New Orleans,
8-12 November.
Geake, J. G., & Cooper, P. W. (2003).
Implications of cognitive neuroscience for education. Westminster
Studies in Education, 26(10), 7-20.
Abstract: Research into the functioning of the human brain, particularly
during the past decade, has greatly enhanced our understanding of
cognitive behaviours which are fundamental to education: learning,
memory, intelligence, emotion. Here we argue the case that research
findings from cognitive neuroscience hold implications for educational
practice. In doing so we advance a bio-psycho-social position that
welcomes multi-disciplinary perspectives on current educational
challenges. We provide some examples of research implications which
support conventional pedagogic wisdom, and others which are novel
and perhaps counter-intuitive. As an example, we take a model of
adaptive plasticity that relies on stimulus reinforcement and examine
possible implications for pedagogy and curriculum depth. In doing
so, we reject some popular but over-simplistic applications of neuroscience
to education. In sum, the education profession could benefit from
embracing rather than ignoring cognitive neuroscience. Moreover,
educationists should be actively contributing to the research agenda
of future brain research.
Geake, J. G. (2003).
Adapting Middle Level educational practices to current research
on brain functioning. Journal of the New England League
of Middle Schools, 15(2), 6-12.
Abstract: The 1990’s were labelled, “The decade of the
brain” by a U.S. Presidential Committee (Rennie, 2002). Certainly
more has been learned about brain functioning in this past decade
than in the entire history of human enquiry. However, unfortunately
for those hoping for immediate research outcomes, which could be
used for political solutions to social problems, the more that is
understood about the brain, the more of its mystery is revealed.
Are there new insights about brain functioning, which can be applied
to education? Does a better understanding of how our students’
brains function help us in our classroom work as teachers? This
article outlines a positive response to these questions by considering
how some vexatious educational issues could be informed by viewing
the research evidence including studies at Oxford University in
Great Britain, on how brains manage intelligence.
Nature Neuroscience 7(1) January 2004.
Editorial: Better reading through brain
research (pdf 52kb)
Usha Goswami (2004). Neuroscience and education. British
Journal of Educational Psychology 74(1), 1-14.
Abstract: Neuroscience is a relatively new discipline encompassing
neurology, psychology and biology. It has made great strides in
the last 100 years, during which many aspects of the physiology,
biochemistry, pharmacology and structure of the vertebrate brain
have been understood. Understanding of some of the basic perceptual,
cognitive, attentional, emotional and mnemonic functions is also
making progress, particularly since the advent of the cognitive
neurosciences, which focus specifically on understanding higher
level processes of cognition via imaging technology. Neuroimaging
has enabled scientists to study the human brain at work in vivo,
deepening our understanding of the very complex processes underpinning
speech and language, thinking and reasoning, reading and mathematics.
It seems timely, therefore, to consider how we might implement our
increased understanding of brain development and brain function
to explore educational questions. © The British Psychological
Society 2004
Byrnes, J. P. & Fox, N.A. (1998). The educational relevance
of research in cognitive neuroscience. Educational Psychology
Review,10, 297-342.
Abstract: The benefits of incorporating finding s from cognitive
neuroscience into the field of educational psychology are considered.
The first section begins with arguments against the idea that one
can ignore the brain when positing a model of student learning or
motivation. The second section describes limitations in the methods
used to reveal brain-cognition relations. In the third section,
properties of the brain and brain development are described. The
fourth section summarizes the cognit9ive neuroscience research on
attention, memory, reading and math. Finally, areas of future research
in cognitive neuroscience are suggested that would help answer important
questions about individual differences and developmental differences
in student learning.
O'Boyle, M.W. & Gill, H.S. (1998). On the relevance of research
findings in cognitive neuroscience to educational practice. Educational
Psychology Review,10, 397-40
Abstract: In their target article, Byrnes and Fox argue that many
of the recent findings from the field of cognitive neuroscience
have particular importance for education. In our commentary, we
lend support to their contention by reporting on some of our work
that has potential relevance to the proposed interface between cognitive
neuroscience and education. Specifically, we discuss the findings
from several studies investigating the neuropsychology of intellectual
giftedness, and sex differences in the brain, each of which suggest
a unique functional organization that differentiates gifted from
average ability adolescents, as well as males from females. We further
propose that the translation of cognitive neuroscience findings
into specialized classroom instructional methods which captialize
on the plasticity of the brain, as well as the apparent individual
differences in its functional organization, may be the most significant
challenge facing those in the front-lines of educational practice.
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