Berkshire, England ; New York : McGraw Hill : Open University Press, 2009.
x, 229 p. : ill. ; 24 cm.
Includes bibliographical references (p. -215) and index.
INTRODUCTION A case for educational neuroscience Caveats and disclaimers CHAPTER 1: WHY EDUCATIONAL NEUROSCIENCE? Education neuroscientific research questions Limits to educational neuroscience CHAPTER 2: NEUROIMAGING TECHNOLOGIES CHAPTER 3: LEARNING AND MEMORY Individual brains Hebb's model of learning through synaptic plasticity Memory CHAPTER 4: WORKING MEMORY AND INTELLIGENCE Working memory Attention Intelligence Gifted and talented pupils Sex differences Genetics of intelligence IQ scores as a measure of social evolution CHAPTER 5: CREATIVITY AND IMAGINATION Fluid analogising Creative intelligence Imagination CHAPTER 6: SOCIALISING, EMOTION AND MOTIVATION Mirror neurons and socialising Emotion Motivation and self-esteem Attention Deficit Hyperactivity Disorder CHAPTER 7: LANGUAGE AND LITERACY Language Story telling Literacy Dyslexia Second language learning CHAPTER 8: NUMERACY AND MATHEMATICS Arithmetic Statistics Fractions Algebra and geometry Mathematical thinking Mathematical creativity CHAPTER 9: ARTS CURRICULUM Music Visual arts CHAPTER 10: A FUTURE FOR EDUCATIONAL NEUROSCIENCE Schools of the future An agenda for educational neuroscience Last word.
(source: Nielsen Book Data)
Regarding education as a profession of brain change, this book is written for primary, secondary and early years classroom teachers, as well as for initial teacher training students, university education lecturers and professors, educational psychologists, cognitive neuroscientists interested in education, and, importantly, parents. No prior neuroscientific knowledge is assumed of the reader, and all the scientific terminology used is explained in the Introduction. The book presents research in neuroscience, particularly neuroimaging, which has implications for education. The central theme of the book is that learning involves neural systems which arise from the dense functional interconnectivity of the brain's myriad specialised modules. The relevance of the selected studies is illustrated by concrete examples of classroom applications. The main implications for pedagogy are how the brain enables learning, working memory and intelligence, motivation and socialising, and creative thinking. The main curriculum applications are in literacy, mathematics and the arts. A secondary theme is that neuroscience will become more useful for educators when it explicitly pursues research questions posed by educators. To this end, each chapter includes educational research questions that could to be usefully addressed by neuroscience. The book draws attention to the limitations to current neuroscience experimentation, both methodological and epistemological, and explains why many current brain fads in education unfortunately do not reflect current knowledge of how the brain works. The introductory and final chapters provide overviews of educational neuroscience as an emerging field of research, consider some of its formative debates, and look to its future impact on schooling. (source: Nielsen Book Data)