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Turner David A. (2011). « Which part of ‘two way street’ did you not understand? Redressing the balance of neuroscience and education ». Educational Research Review, vol. 6, n° 3, p. 223–231. ISSN 1747-938X. En ligne : <http://www.sciencedirec ... e/pii/S1747938X11000273>. 
Added by: Catherine Reverdy (06 Jun 2013 14:28:35 Europe/Paris)   Last edited by: Catherine Reverdy (23 Aug 2013 15:42:21 Europe/Paris)
Resource type: Journal Article
DOI: 10.1016/j.edurev.2011.10.002
ID no. (ISBN etc.): 1747-{938X}
BibTeX citation key: Turner2011
Categories: Apprentissages et psychologie
Subcategories: Neurosciences et Ă©ducation
Keywords: développement cognitif, neurosciences, pratique pédagogique
Creators: Turner
Collection: Educational Research Review
Views: 734/1040
Views index: 19%
Popularity index: 4.75%
URLs     http://www.science ... /S1747938X11000273
Abstract     

It has become a common view in the interdisciplinary area of neuroscience and education, or mind, brain and education, that there must be a balanced dialogue, or ‘two way street’, between the contributing disciplines. It is argued in this paper that a formal commitment to such balance is, in practice, frequently combined with implicit assumptions that ensure imbalance, giving dominance to the concepts and methods of neuroscience. In this paper it is argued that such an approach will not only hinder the development of the interdisciplinary field; if it is left unchallenged, long-term damage will be done to research in education as a whole. This de facto imbalance in the presumed relationship between neuroscience and education research is traced in only a small number of papers, so that it is possible to drill down to sources, and show that there is a systematic tendency to give credit to neuroscience for results that actually derive from behavioural studies, to ignore important weaknesses in the methods currently employed in neuroscience, and to overlook such areas as interpersonal differences and differences in strategy which are the strengths that can be provided by educational research.


  
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