Goswami Usha (2008). Â« Principles of learning, implications for teaching : A cognitive neuroscience perspective Â». Journal of Philosophy of Education, vol. 42, nÂ° 3-4, p. 381â€“399. ISSN 1467-9752. En ligne : <http://onlinelibrary.wi ... 2.2008.00639.x/abstract>.
Added by: Catherine Reverdy (25 Jul 2013 11:45:31 Europe/Paris) Last edited by: Catherine Reverdy (25 Jul 2013 13:56:13 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 1467-9752
BibTeX citation key: Goswami2008a
|Categories: Apprentissages et psychologie
Subcategories: Neurosciences et Ã©ducation
Keywords: neurosciences, utilisation des recherches
Collection: Journal of Philosophy of Education
Views index: 18%
Popularity index: 4.5%
|URLs http://onlinelibra ... 8.00639.x/abstract|
Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of â€˜brain scienceâ€™ for the classroom has proved controversial with some educators, perhaps because of distrust of the applicability of so-called â€˜medical modelsâ€™ to education. Nevertheless, the brain is the main organ of learning, and so a deeper understanding of the brain would appear highly relevant to education. Modern science is revealing the crucial role of biology in every aspect of human experience and performance. This does not mean that biology determines outcomes. Rather, there is a complex interplay between biology and environments. Improved knowledge about how the brain learns should assist educators in creating optimal learning environments. Neuroscience can also identify â€˜biomarkersâ€™ of educational risk, and provide new methodologies to test the effects of educational interventions.