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Howard-Jones Paul (2007). Neuroscience and education : Issues and opportunities : a commentary by the teaching and learning research programme. London : Institute of Education. En ligne : <http://www.tlrp.org/pub ... 0Commentary%20FINAL.pdf>. 
Added by: Catherine Reverdy (06 Sep 2013 10:20:12 Europe/Paris)   Last edited by: Catherine Reverdy (06 Sep 2013 11:03:57 Europe/Paris)
Resource type: Book
ID no. (ISBN etc.): 9780854737413
BibTeX citation key: HowardJones2007
Categories: Apprentissages et psychologie
Subcategories: Neurosciences et éducation
Keywords: neurosciences, utilisation des recherches
Creators: Howard-Jones
Publisher: Institute of Education (London)
Views: 1589/1820
Views index: 20%
Popularity index: 5%
URLs     http://www.tlrp.or ... entary%20FINAL.pdf
Abstract     
In a recent survey of teachers, almost 90 per cent thought that a knowledge of the brain was important, or very important, in the design of educational programmes1. Indeed, for at least two decades, educational programmes claiming to be ‘brain-based’ have been flourishing in the {UK.} Unfortunately, these programmes have usually been produced without the involvement of neuroscientific expertise, are rarely evaluated in their effectiveness and are often unscientific in their approach. Perhaps this is unsurprising since, although the central role of the brain in learning may appear self-evident, formal dialogue between neuroscience and education is a relatively new phenomenon.
  
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