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Howard-Jones Paul (2010). Introducing Neuroeducational Research : Neuroscience, Education and the Brain from Contexts to Practice. Routledge Chapman \& Hall. 
Added by: Catherine Reverdy (25 Jul 2013 18:00:56 Europe/Paris)   Last edited by: Catherine Reverdy (25 Jul 2013 18:14:08 Europe/Paris)
Resource type: Book
ID no. (ISBN etc.): 9780415472005
BibTeX citation key: HowardJones2010
Categories: Apprentissages et psychologie
Subcategories: Neurosciences et éducation
Keywords: neurosciences, utilisation des recherches
Creators: Howard-Jones
Publisher: Routledge Chapman \& Hall
Views: 1371/1566
Views index: 17%
Popularity index: 4.25%
Abstract     
Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research. Introducing Neuroeducational Researchprovides a meaningful bridge between two diverse perspectives on learning. It proposes that any such bridge must serve two goals that are critically related to each other: it must enrich both scientific and educational understanding. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterise this new field, and these are examined and illustrated here through empirical research. Throughout the book, Paul Howard-{Jones:Explores} ‘neuromyths’ and their impact on educational {researchHighlights} the opportunities to combine biological, social and experiential evidence in understanding how we {learnArgues} against a ‘brain-based’ natural science of {educationIntroduces} clearly the concept of an interdisciplinary neuroeducational {approachBuilds} a methodology for conducting neuroeducational {researchDraws} on case studies and empirical findings to illustrate how a neuroeducational approach can provide a fuller picture of how we {learn.Presenting} a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike.
  
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