Abstract
New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity; the vision that development is driven by an interaction between a person’s biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or “neuroscientific literacy” – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content “that every teacher should know.” These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed.
Highlights
In the past two decades there has been a rapid rise in the interest in research findings about the brain, especially in relation to learning, human cognition, and behavior
We would like to refer to a report by the Society for Neuroscience (SfN), formulating eight “Neuroscience Core Concepts (The Essential Principles of Neuroscience)” that one should know about the brain and nervous system, and have broad application for K-12 teachers and the general public (Society for Neuroscience, 2008; Note: K-12 means ‘from Kindergarten to 12th grade and is an American expression which indicates the range of years of publicly supported primary and secondary education found in de United States)
The insights in brain plasticity and the factors which impact the optimal functioning of the brain may help to formulate answers to important questions like “what are the factors that determine the selection, consolidation and retrieval of environmental stimuli?”, “how does the brain learn from errors, and what is the role of surprise?”, “what external factors determine the efficiency of information processing?”, and “what are the optimal conditions for learning?”, as well as “how does the brain develop and mature over the long period from early childhood through emergent adulthood?”, and “how do educators influence that process?”
Summary
In the past two decades there has been a rapid rise in the interest in research findings about the brain, especially in relation to learning, human cognition, and behavior. Researchers are improving our insights into the maturation of the brain and its relation to developmental changes in cognition, emotional functioning, and behavior (e.g., Mayer, 2017) The relevance of these findings for the domain of education is expressed in new books (e.g., Tokuhama-Espinosa, 2014; Blakemore, 2018; Steinberg, 2019; Dehaene, 2020), in much visited meetings such as the Learning and the Brain conferences in the United States, and the increasing interest in the topic of Neuroeducation, and in the establishment of new journals such as “Mind, Brain and Education” and “Trends in Neuroscience and Education.”. Teachers will benefit from knowledge and insights into the learning student because it may give them a new perspective to reflect on their pedagogical approach and professional experience and, thereby, their teaching
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