WIKINDX Resources
Turner David A. (2011). « Which part of âtwo way streetâ 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 éducation Keywords: développement cognitif, neurosciences, pratique pédagogique Creators: Turner Collection: Educational Research Review |
Views: 2205/2511
Views index: 23% Popularity index: 5.75% |
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 âtwo way streetâ, 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. |