Della Sala Sergio & Anderson Mike (2012). Neuroscience in Education: The good, the bad, and the ugly. Oxford : Oxford University Press. En ligne : <http://www.oxfordschola ... 01/acprof-9780199600496>.
Added by: Marie Gaussel (01 Mar 2013 15:05:24 Europe/Paris) Last edited by: Marie Gaussel (01 Mar 2013 15:06:49 Europe/Paris)
|Resource type: Book
BibTeX citation key: DellaSala2012
|Categories: Apprentissages et psychologie
Subcategories: Neurosciences et Ă©ducation
Creators: Anderson, Della Sala
Publisher: Oxford University Press (Oxford)
Views index: 24%
Popularity index: 6%
|URLs http://www.oxfords ... prof-9780199600496|
In the past ten years, there has been growing interest in applying our knowledge of the human brain to the field of education - including reading, learning, language, and mathematics. This has resulted in the development of a number of new practices in education - some good, some bad, and some just crazy. Hence we have had theories suggesting that listening to Mozart can boost intelligence, foot massages can help unruly pupils, fish oil can boost brain power, even the idea that breathing through your left nostril can enhance creativity! Sadly, there is a gap between what neuroscientists or cognitive psychologists know about brain/mind functions and the supposedly scientific theory underlying the practices used daily in our schools. So what has caused this wholescale embrace of neuroscience in the classroom- a well-intentioned, but naive misunderstanding of how science works, ideological reasons, or financial incentives?