Abstract
The article presents an experimental three-year Neuropedagogy Adaptation Project (NAP) that exposed practicing teachers to neuroscientific concepts and research findings in order to merge them with their teaching and classroom management practice. The project addressed two basic issues. First, selecting pertinent neuroscientific content areas that are best applicable to teaching and learning. Second, establishing a methodology and practice to infuse education with neuroscientific knowhow. The article gives an account of the project’s guidelines, and participants’ applications of neuroscientific concepts to classroom practices, and teacher student relationships. Based on the conclusions derived from the project, we argue that the time is ripe for establishing a new educational discipline—Neuropedagogy that is a blend of neuroscience, neurocognitive psychology and education.
Highlights
The search for ways to improve teaching and enhance learning is an issue of prevailing interest for most if not all educational systems in the Western world
Based on the conclusions derived from the project, we argue that the time is ripe for establishing a new educational discipline—Neuropedagogy that is a blend of neuroscience, neurocognitive psychology and education
All the project participants highlighted the significance of the Neuropedagogy Adaptation Project (NAP) contents to their teaching, in addition to noting the novelty and richness of the information acquired
Summary
The search for ways to improve teaching and enhance learning is an issue of prevailing interest for most if not all educational systems in the Western world. There has been an influx of voices seeking to implement neuroscience knowledge and research findings into the realm of pedagogy and classroom teaching for advancing teaching and learning Friedman, Teichman-Weinberg, & Grobgeld (2016) argued that insights about the mode in which the brain functions and develops, and breakthroughs regarding the neural processes involved in acquiring, analyzing, and storing information can potentially change the process of teaching and ameliorate learning. Roehrig, & Varma (2013) provided evidence indicating that it might be beneficial to inform teachers of neuroscience research findings and their implications for teaching. Levit-Binnun, Hadar, Albelda, and Ergaz (2018) pointed to a growing sense among educators that neuroscience can serve as an important turning point in initiating evidence-based pedagogical and educational practices, which in turn will serve to empower teachers’ professional performance
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
