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Neuroscience and education: from research to practice?

Nature Reviews Neuroscience volume 7, pages 406–413 (2006)Cite this article

Abstract

Cognitive neuroscience is making rapid strides in areas highly relevant to education. However, there is a gulf between current science and direct classroom applications. Most scientists would argue that filling the gulf is premature. Nevertheless, at present, teachers are at the receiving end of numerous 'brain-based learning' packages. Some of these contain alarming amounts of misinformation, yet such packages are being used in many schools. What, if anything, can neuroscientists do to help good neuroscience into education?

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Figure 1: Brain areas involved in typical reading development and dyslexia measured with functional MRI.
Figure 2: Electrophysiological recordings of activity during number processing tasks in children and adults.
Figure 3: Neural activity during imitation and observation of emotional expressions for typically developing children and children with autism spectrum disorders.

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  1. the Centre for Neuroscience in Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 2PQ, UK

    Usha Goswami

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Goswami, U. Neuroscience and education: from research to practice?. Nat Rev Neurosci 7, 406–413 (2006). https://doi.org/10.1038/nrn1907

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