This book brings together contributions from scientists and
educators at the forefront of interdisciplinary research efforts
involving neuroscience and education. It includes consideration of
what we know about brain function that may be relevant to
educational areas including reading, mathematics, music and
creativity. The increasing interest of educators in neuroscience
also brings dangers with it, as evidenced by the proliferation of
neuromyths within schools and colleges. For this reason, it also
reviews some of the more prominent misconceptions, as well as
exploring how educational understanding can be constructed in the
future that includes concepts from neuroscience more
judiciously.
This book will be of interest to educators, policymakers and
scientists seeking fresh perspectives on how we learn.
This book was published as a special issue in Educational
Research, a journal of the National Foundation for Educational
Research (NFER).
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