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Ansari Daniel & Coch Donna (2006). « Bridges over troubled waters : Education and cognitive neuroscience ». Trends in cognitive sciences, vol. 10, n° 4, avril, p. 146–151. ISSN 1364-6613.
Added by: Catherine Reverdy (25 Jul 2013 11:44:20 Europe/Paris) Last edited by: Catherine Reverdy (23 Aug 2013 15:46:32 Europe/Paris) |
| Resource type: Journal Article DOI: 10.1016/j.tics.2006.02.007 ID no. (ISBN etc.): 1364-6613 BibTeX citation key: Ansari2006  |
Categories: Apprentissages et psychologie Subcategories: Neurosciences et Ă©ducation Keywords: enseignement, neurosciences Creators: Ansari, Coch Collection: Trends in cognitive sciences |
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Views index: 34% Popularity index: 8.5% |
| Abstract |
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Recently there has been growing interest in and debate about the relation between cognitive neuroscience and education. Our goal is to advance the debate beyond both recitation of potentially education-related cognitive neuroscience findings and the claim that a bridge between fields is chimerical. In an attempt to begin a dialogue about mechanisms among students, educators, researchers and practitioner-scientists, we propose that multiple bridges can be built to make connections between education and cognitive neuroscience, including teacher training, researcher training and collaboration. These bridges--concrete mechanisms that can advance the study of mind, brain and education--will benefit both educators and cognitive neuroscientists, who will gain new perspectives for posing and answering crucial questions about the learning brain.
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