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Zosh JM, Pyle A, D'Sa N, Omoeva C, Robson S, Ariapa M, Giacomazzi M, Dey G, Escallón E, Maldonado-Carreño C, Pavel KF, Gomez RC, Dooley B, Newsome E. Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts. Trends Neurosci Educ 2024; 36:100225. [PMID: 39266116 DOI: 10.1016/j.tine.2024.100225] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2023] [Revised: 04/12/2024] [Accepted: 04/20/2024] [Indexed: 09/14/2024]
Abstract
BACKGROUND Evidence from the science of learning suggests that playful learning pedagogical approaches exist along a spectrum and can support student learning. Leveraging active engagement, iterative, socially interactive, meaningful, and joyful interactions with content also supports student learning. Translating these concepts into guidance and support for teachers is lacking. METHOD We introduce a tool designed to support teachers in implementing across the facilitation spectrum and leverage the characteristics that help children learn. Across three international contexts, we engaged with 1207 teachers and the tool was used 4911 times. RESULTS Student age, the intended learning goal, and context influenced teachers' use of the tool, suggesting that contextualization is critical, even when basing programs on evidence-based, universal principles given by the science of learning. CONCLUSION Science of learning research must be effectively translated but we must use evidence from teachers and real-life classrooms to inform those studying the science of learning.
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Affiliation(s)
- Jennifer M Zosh
- Pennsylvania State University, Brandywine, 25 Yearsley Mill Rd. Media, PA 19063, USA.
| | - Angela Pyle
- Ontario Institute for Studies in Education, University of Toronto, 252 Bloor St W, Toronto, ON M5S 1V6, Canada
| | - Nikhit D'Sa
- University of Notre Dame, 200 Visitation Hall, Notre Dame, IN 46556, USA
| | | | - Sue Robson
- University of Roehampton, Roehampton Lane, London SW15 5PJ, UK
| | - Martin Ariapa
- Luigi Giussani Institute of Higher Education, Sentamu Rd. 828, Kampala 40390, Uganda
| | - Mauro Giacomazzi
- Luigi Giussani Institute of Higher Education, Sentamu Rd. 828, Kampala 40390, Uganda
| | - Gopal Dey
- Institute of Informatics and Development (IID), Dhaka, Bangladesh
| | - Eduardo Escallón
- School of Education, Universidad de los Andes, Cra. 1 No. 18A - 12, Bogotá, Colombia
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Privitera AJ, Chen SHA, Carthery-Goulart MT. Introduction to the special issue: Bringing the brain into education: The application of findings from the Science of Learning to teacher training and development. Trends Neurosci Educ 2024; 36:100236. [PMID: 39266120 DOI: 10.1016/j.tine.2024.100236] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2024] [Accepted: 07/10/2024] [Indexed: 09/14/2024]
Affiliation(s)
- Adam John Privitera
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore.
| | - S H Annabel Chen
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore; School of Social Sciences, Nanyang Technological University, Singapore; National Institute of Education, Nanyang Technological University, Singapore; Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Maria Teresa Carthery-Goulart
- Faculty of Education, University of Hong Kong, Hong Kong; Center for Mathematics, Computing and Cognition, Federal University of ABC, Brazil; Cognitive and Behavioral Neurology Unit, Clinicas Hospital, School of Medicine, University of Sao Paulo, Brazil
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Neves BHSD, Martini VÁ, Fantti MDF, Mello-Carpes PB. Long-term impact of neuroscience outreach interventions on elementary students' knowledge. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:147-154. [PMID: 38269406 DOI: 10.1152/advan.00028.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 12/11/2023] [Accepted: 01/23/2024] [Indexed: 01/26/2024]
Abstract
Neuroeducation is characterized as a subarea of neuroscience that involves comprehending the teaching and learning processes and relating them to neuroanatomy, neurophysiology, and neuropsychology. The inclusion of some aspects of the neuroscience of learning in teachers' and students' formation, applying them in teaching-learning environments, contributes to the quality of education and impacts students' quality of life and health. Thus, the POPNEURO outreach program performs interventions with students and teachers of low-income schools to disseminate neuroscience concepts, relating them to the students' daily lives. This study reports the impact of these actions, assessed 1 yr after their conclusion. The results showed that the long-term impact of the activities carried out is, in general, positive. Even 1 yr after the activities end, students demonstrate knowledge about the neuroscience themes and satisfaction with participating.NEW & NOTEWORTHY This article reports on neuroscience disclosure activities performed with school students and describes their short- and long-term positive impact. Even 1 yr after the activities, students demonstrate knowledge about the themes worked on and satisfaction with the activities.
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Affiliation(s)
- Ben-Hur Souto Das Neves
- Physiology Research Group, Stress, Memory and Behavior Lab, Federal University of Pampa, Uruguaiana, Rio Grande do Sul, Brazil
| | - Victória Ávila Martini
- Physiology Research Group, Stress, Memory and Behavior Lab, Federal University of Pampa, Uruguaiana, Rio Grande do Sul, Brazil
| | - Mayúme de Freitas Fantti
- Physiology Research Group, Stress, Memory and Behavior Lab, Federal University of Pampa, Uruguaiana, Rio Grande do Sul, Brazil
| | - Pâmela Billig Mello-Carpes
- Physiology Research Group, Stress, Memory and Behavior Lab, Federal University of Pampa, Uruguaiana, Rio Grande do Sul, Brazil
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Privitera AJ, Ng SHS, Chen SHA. Cognitive and neural mechanisms of learning and interventions for improvement across the adult lifespan: A systematic review protocol. PLoS One 2024; 19:e0301935. [PMID: 38709765 PMCID: PMC11073732 DOI: 10.1371/journal.pone.0301935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 03/22/2024] [Indexed: 05/08/2024] Open
Abstract
BACKGROUND There continues to be growing interest in the Science of Learning including identifying applications for findings from this work outside the laboratory to support learning. Presently, there exists a gap in our understanding of learning during healthy adulthood as well as effective ways in which that learning can be improved. Developing a more comprehensive understanding of learning during adulthood, and effective ways of improving that learning, are crucial goals given the impact of a rapidly aging global population. The main objective of the proposed systematic review is to identify and synthesize all recent cognitive and brain research investigating learning across the adult lifespan. METHODS Searches will be performed across Scopus, Web of Science, and ProQuest databases. Both published and unpublished literature will be screened for inclusion. Included articles will be limited to research in healthy adult samples reporting measures of learning-related cognition, brain structure or function and their relationship with age, or the impact of interventions to improve learning. All steps of the review will be performed by three trained reviewers. Tabular, narrative, and quantitative syntheses will be provided based on the characteristics of included studies. DISCUSSION Findings from the proposed review will contribute to our understanding of learning in adulthood. Additionally, this review will identify research gaps in need of further investigation and relevant findings for translation, informing the scope of future funding priorities in the Science of Learning.
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Affiliation(s)
- Adam John Privitera
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore, Singapore
| | - Siew Hiang Sally Ng
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore, Singapore
- Institute for Pedagogical Innovation, Research, and Excellence, Nanyang Technological University, Singapore, Singapore
| | - S. H. Annabel Chen
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore, Singapore
- School of Social Sciences, Nanyang Technological University, Singapore, Singapore
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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Bei E, Argiropoulos D, Van Herwegen J, Incognito O, Menichetti L, Tarchi C, Pecini C. Neuromyths: Misconceptions about neurodevelopment by Italian teachers. Trends Neurosci Educ 2024; 34:100219. [PMID: 38499407 DOI: 10.1016/j.tine.2023.100219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2023] [Revised: 11/10/2023] [Accepted: 11/17/2023] [Indexed: 03/20/2024]
Abstract
BACKGROUND Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population. METHOD The current study investigated the prevalence of teachers' general and neurodevelopmental neuromyths among 820 Italian teachers. RESULTS Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths. CONCLUSION In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers.
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Affiliation(s)
- Eva Bei
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy.
| | - Dimitris Argiropoulos
- Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Parma, Italy
| | - Jo Van Herwegen
- Department of Psychology and Human Development, UCL, Institute of Education, University College London, London, United Kingdom
| | - Oriana Incognito
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy
| | - Laura Menichetti
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy
| | - Christian Tarchi
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy
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Schmied A, Jamaludin A. Neuroscience literacy in educators' training programs in Asia: A call to action. IBRO Neurosci Rep 2023; 15:348-354. [PMID: 38204573 PMCID: PMC10776319 DOI: 10.1016/j.ibneur.2023.10.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 10/17/2023] [Indexed: 01/12/2024] Open
Abstract
The center of learning is the brain and the disciplinary science that examines its structure and functioning, and the nervous system as a whole, is called neuroscience. The assimilation of essential neuroscience-related content by educational systems has gained global interest, given the relevance of learning to education. Recognizing the significance of frontline workers, several governmental agencies and educational institutions have launched initiatives to foster the inclusion of neuroscience literacy in educators' training programs. Their success, however, has depended on collaborative efforts among educators, researchers, and other educational stakeholders, and the process has involved considerable debate. Here, we aim to articulate a rationale to promote neuroscience literacy for educators. In doing so, we revisit prior arguments on the importance of training educators and build up on other reasons to advocate for this kind of endeavor considering cutting-edge research. Following this, we discuss critical elements to advance neuroscience literacy for educators and examine the most important challenges to execute successful initiatives. Finally, we appraise the significance for Asia, reviewing the scholarly literature on educators' prior experiences, and highlight the case of Singapore as an exemplar initiative that catalizes human capital, infrastructure, and strategies to advance neuroscience literacy. We conclude by arguing that governmental agencies and educational institutions should strengthen their efforts to accommodate their programmatic plans and agendas to embrace neuroscience literacy in educators' training programs. This global trend has arrived to stay.
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Affiliation(s)
- Astrid Schmied
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
| | - Azilawati Jamaludin
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
- Learning Sciences and Assessment Academic Group, National Institute of Education, Nanyang Technological University, Singapore
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Armstrong-Gallegos S, Van Herwegen J, Ipinza VF. Neuromyths about neurodevelopmental disorders in Chilean teachers. Trends Neurosci Educ 2023; 33:100218. [PMID: 38049290 DOI: 10.1016/j.tine.2023.100218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Revised: 10/11/2023] [Accepted: 10/24/2023] [Indexed: 12/06/2023]
Abstract
Misconceptions about how the brain works (neuromyths) are shown to be common among educators, but little is known about neurodevelopmental disorders (NDDs) neuromyths. Here, we explored the prevalence of both general and neurodevelopmental disorders neuromyths in Chilean teachers and other educational professionals. One hundred forty-four participants answered an online neuroscience knowledge, interest, and training questionnaire. Regression analysis showed that both teachers and non-teachers endorsed more neuromyths related to NDDs compared to general neuromyths and that familiarity with the NDDs but not necessarily neuroscience training or interest plays an important role in the endorsement of these neuromyths. The findings indicate that dyscalculia is the least known neurodevelopmental disorder. Although inclusion politics demand training for all educational actors, the current findings suggest effective translational efforts between neuroscience and education fields should continue.
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Affiliation(s)
| | - Jo Van Herwegen
- Department of Psychology and Human Development, UCL Institute of Education, London, UK
| | - Vania Figueroa Ipinza
- Centro de Transversalización de Género en I+D+i+e, Universidad Autónoma de Chile, Chile
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Privitera AJ, Ng SHS, Chen SHA. Defining the Science of Learning: A scoping review. Trends Neurosci Educ 2023; 32:100206. [PMID: 37689432 DOI: 10.1016/j.tine.2023.100206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 08/06/2023] [Accepted: 08/07/2023] [Indexed: 09/11/2023]
Abstract
BACKGROUND Interest in research on the Science of Learning continues to grow. However, ambiguity about what this field is can negatively impact communication and collaboration and may inadequately inform educational training programs or funding initiatives that are not sufficiently inclusive in focus. METHODS The present scoping review aimed to synthesize a working definition of the Science of Learning using Web of Science and ProQuest database searches. RESULTS In total, 43 unique definitions were identified across 50 documents including journal articles, theses, conference papers, and book chapters. Definitions of the Science of Learning differed considerably when describing the fields thought to contribute to research on this topic. CONCLUSIONS Based on findings, we propose a working definition of the Science of Learning for discussion and further refinement: the scientific study of the underlying bases of learning with the goal of describing, understanding, or improving learning across developmental stages and diverse contexts.
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Affiliation(s)
- A J Privitera
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore.
| | - S H S Ng
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore; Institute for Pedagogical Innovation, Research and Excellence, Nanyang Technological University, Singapore
| | - S H A Chen
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore; School of Social Sciences, Nanyang Technological University, Singapore; National Institute of Education, Nanyang Technological University, Singapore; Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
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Educational neurotechnology: Where do we go from here? Trends Neurosci Educ 2022; 29:100195. [PMID: 36470622 DOI: 10.1016/j.tine.2022.100195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Revised: 10/26/2022] [Accepted: 10/26/2022] [Indexed: 11/06/2022]
Abstract
Recent educational trends point to an interest in educational neurotechnology. While these tools have the potential to change education, little is known about whether their use improves educational outcomes. Additionally, their adoption may be negatively impacted by teachers' lack of knowledge about the brain. In this paper we outline the potential of educational neurotechnology including what we know, what we do not yet know, and additional considerations for the ethical, successful adoption of these tools in classrooms around the world. Special consideration is given to the training needs of pre- and in-service educators whose support will be essential to the successful adoption of educational neurotechnology.
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Tenacious educational neuromyths: Prevalence among teachers and an intervention. Trends Neurosci Educ 2022; 29:100192. [PMID: 36470620 DOI: 10.1016/j.tine.2022.100192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 09/29/2022] [Accepted: 10/03/2022] [Indexed: 12/04/2022]
Abstract
BACKGROUND Several studies have revealed a common high prevalence of educational neuromyths among teachers from different countries. However, only one intervention aimed at reducing these beliefs among in-service teachers has been reported to date, and it was conducted in a non-naturalistic setting. PROCEDURE In the present study, we administered a survey to measure the prevalence of common neuromyths in a large sample (n = 807) of primary and secondary teachers from 203 schools across Catalonia (Spain), and then we evaluated the impact that a 15-hour online course on neuroscience had on a sample of them as compared to a control group. MAIN FINDINGS Results showed an initial distribution of neuromyth beliefs similar to those of previous studies and a large effect of the intervention on reducing their prevalence shortly after the training and in the long term. CONCLUSIONS These findings provide evidence that an intervention addressed to in-service teachers that is low-cost and easy to implement can cast corrective effects that persist over time in neuromyth beliefs.
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Gamino JF, Frost C, Riddle R, Koslovsky J, Chapman SB. Higher-Order Executive Function in Middle School: Training Teachers to Enhance Cognition in Young Adolescents. Front Psychol 2022; 13:867264. [PMID: 35592149 PMCID: PMC9111740 DOI: 10.3389/fpsyg.2022.867264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 04/11/2022] [Indexed: 11/13/2022] Open
Abstract
The epoch of adolescent brain development is an ideal time to train complex thinking skills, and middle schools provide an ideal environment to train and foster this acquisition. Unfortunately, few teachers are equipped with enough knowledge of the science of learning and evidence-based methodology, to ensure all students are given sufficient opportunity to develop their cognitive capacity to the fullest. Using our evidenced-based higher-order executive function training program, we trained current teachers to provide cognitive training to their students. The results of this study demonstrate the efficacy of teacher-implemented intervention for immediate improvement in high-level executive function capacities such as gist-reasoning and interpretive statement production. More importantly, we found evidence of far transfer via students' improved academic performance in all standardized test content areas (Reading, Mathematics, Science, and Social Studies) when compared to their untrained peers. Our findings support the importance of providing intensive professional development that afford educators with a greater understanding of the brain, how we learn, and the importance of evidence-based programs to advance and instill high-level executive function in all students.
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Affiliation(s)
- Jacquelyn F Gamino
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Courtney Frost
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Russell Riddle
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Janet Koslovsky
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Sandra B Chapman
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
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Jolles J, Jolles DD. On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals. Front Psychol 2021; 12:752151. [PMID: 34925156 PMCID: PMC8678470 DOI: 10.3389/fpsyg.2021.752151] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Accepted: 11/02/2021] [Indexed: 11/20/2022] Open
Abstract
New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity; the vision that development is driven by an interaction between a person's biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights - or "neuroscientific literacy" - that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content "that every teacher should know." These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed.
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Affiliation(s)
- Jelle Jolles
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Dietsje D. Jolles
- Leiden Institute for Brain and Cognition, Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands
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