| Full metadata record |
| DC Field | Value | Language |
|---|
| dc.contributor.author | Geake, J | - |
| dc.date.accessioned | 2009-02-13T12:23:32Z | - |
| dc.date.available | 2009-02-13T12:23:32Z | - |
| dc.date.issued | 2005-08 | - |
| dc.identifier.uri | http://hdl.handle.net/2428/49038 | - |
| dc.description | Cognitive neuroscientific research into learning, especially literacy and numeracy, is well into its second decade. The potential benefits to education, particularly for SEN, were also noted many years ago (Byrnes & Fox, 1998), viz that cognitive neuroscience might offer new data and a fresh perspective on some hitherto intractable educational problems, for example, why do some children not learn to read as easily as most; why doesn’t every child ‘get’ fractions (O’Boyle & Gill, 1998)? The responses of the education profession, especially in the UK, have been mixed. On the one hand, there are those ageing education academics who, after a lifetime of not understanding and disparaging all science, see no need to change their ways now. On the other hand, there are the ‘brain-based’ enthusiasts who hope that the current fads of left-right thinking, brain gym, etc., will address the complexities and daily challenges of the mixed-ability classroom (Goswami, 2004). A middle-way would seem to involve neuroscientific education for both groups so that education can shape a professionally informative educational neuroscience research agenda of the future. This paper discusses five arguments (Geake, 1998) in favour of the development of an educational neuroscience. | en |
| dc.language.iso | en | en |
| dc.publisher | BERA | en |
| dc.relation.ispartofseries | Research Intelligence | en |
| dc.relation.ispartofseries | 92 | en |
| dc.relation.url | http://www.tlrp.org/dspace/handle/123456789/498 | en |
| dc.relation.url | http://www.bera.ac.uk/pdfs/92-P10-13.pdf | en |
| dc.subject | literacy and numeracy | en |
| dc.subject | neuroscience and education | en |
| dc.subject | neuroscience | en |
| dc.subject | inclusion | en |
| dc.subject | special educational needs | en |
| dc.title | Educational neuroscience and neuroscientific education: in search of a mutual middle-way | en |
| dc.type | Article | en |
| dc.identifier.journal | Research Intelligence | en |
| Appears in Collections: | Inclusion
Neuroscience and Education
Special Educational Needs
Literacy
Numeracy/Mathematics
|
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