Educational neuroscience: Neuroethical considerations

Hélène Lalancette,

Stephen R. Campbell

Опубликована Янв. 10, 2012

Research design and methods in educational neuroscience involve using neuroscientific tools such as brain image technologies to investigate cognitive functions and inform educational practices. The ethical challenges raised by research in social neuroscience have become the focus of neuroethics, a sub-discipline of bioethics. More specifically here, we give an overview of neuroethical issues arising from brain imaging studies and neuropharmacology in education, from neuromyths to potential stigmatization of learners, and discuss the relevance of establishing the field of educational neuroethics. We argue that by integrating ethical positions to research design and methods in educational neuroscience, it would become possible to …

Improving classroom practices using our knowledge of how the brain works

Oduola O Abiola,

Harkirat S Dhindsa

Опубликована Янв. 10, 2012

During the last decade of the 20th century (the decade of the brain) large sums of money were spent in researching how the brain works in relation to our day-to-day activities. As a result, we now know to a much greater extent the roles played by various regions of the brain when we are carrying out various activities including learning. We also know that different types of rewards and instruments can stimulate specific parts of the brain which enable individuals to carry out their daily chores efficiently. These findings when applied to a classroom learning situation, which is a step …

The effectiveness of the brain based teaching approach in enhanching scientific understanding of Newtonian physics among form four students

Salmiza Saleh

Опубликована Янв. 10, 2012

The aim of this study was to assess the effectiveness of Brain Based Teaching Approach in enhancing students’ scientific understanding of Newtonian Physics in the context of Form Four Physics instruction. The technique was implemented based on the Brain Based Learning Principles developed by Caine & Caine (1991, 2003). This brain compatible strategy involves specific attention and consideration towards seven main steps; (i) Activation, (ii) Clarify the outcome and paint big picture of the lesson, (iii) Making connection, (iv) Doing the learning activity, (v) Demonstrate student understanding, (vi) Review for student recall and retention and (vii) Preview the new topic. …