Educational Neuroscience Research Articles

Correlation Between the Cortical Activation Studied by Functional Near Infrared Spectroscopy Neuroimaging (fNIRS) With Performance of 3rd Grade Students

The cortical activation and performance of 3rd grade students were investigated using Functional near infrared spectroscopy (fNIRS) during reading Arabic language. The main cortical activation parameter tested was hemoglobin difference (HbDiff), while the performance was evaluated according to the number of committed errors and latency. The recorded HbDiff concentrations for the typically developed (TD) were significantly higher (0.05) than that of students with dyslexia (Dys), confirming higher brain activities for TD students. TD students committed less errors and need less time to finish the task. Moreover, Pearson correlation analysis performed showed that there was a negative correlation between cortical activation parameters and performance. Limited studies explored the use of fNIRS to investigate the cortical activation of Arabic students' brains or correlated between the cortical activation and performance variables. Therefore, this current research is novel and showed the potential utilization of the fNIRS in the field of educational neuroscience.

Emerging Insights From a Research‐Practice Partnership Approach to Educational Neuroscience

ABSTRACTAdvances in the field of Mind, Brain, and Education (MBE) have been limited by a fundamental separation between university‐based neuroscience laboratories and school communities, constraining the field's ability to collaboratively devise research studies germane to child development. This commentary explores the assertion that the persistent obstacles in MBE work may stem from how we structure these partnerships. We examine this premise through a detailed case study of a research‐practice partnership that has successfully implemented a range of innovative programmatic elements, including the establishment of specially trained liaisons, situating a neuroscience lab within a school, and actively involving practitioners and students in research. An analysis of the values that iteratively emerged from this approach may encourage other MBE stakeholders to consider affordances of this model when embarking upon future partnership endeavors.

Using BioRender for Active Learning: Exploring Learning-Style Preference and Visual-Spatial Ability in Undergraduate Students.

Visual-spatial reasoning has been considered a predictor of performance success in STEM courses, including engineering, chemistry, biology, and mathematics. Little is known, however, about whether visual-spatial ability predicts success for non-STEM students in general education neuroscience courses. In the following study, we investigate how scores on tests of visual-spatial object rotation relate to student performance on illustrative and content exams in a large non-major undergraduate neuropharmacology course. To help students understand content visually, the course provided students with homework assignments that allowed them to create illustrations of lecture content using the online scientific illustration software, BioRender. Findings suggest that percent completion of BioRender assignments was a greater predictor of student performance than tests of innate visual-spatial ability. In addition, we show that visual learning style preference was not correlated with visual-spatial ability, as measured by the Purdue Spatial Visualization Test-Visualization of Rotations. Neither did learning style preference predict student success. The following paper suggests practice illustrating neuroscience concepts, or perhaps content practice in general, had a greater impact on student learning independent of learning style preference or innate visual-spatial ability.

Evidence, Policy, Education, and Neuroscience—The State of Play in the UK

AbstractIn this article, we give an overview of translational educational neuroscience (mind, brain, and education) in the United Kingdom. We consider the state of translation, describing respectively the state of the dialogue between researchers and educators, the state of evaluation of approaches to improve educational outcomes, and the state of innovation in research translation. We consider the teacher perspective. What do UK teachers think about educational neuroscience and its potential for informing classroom practice, and how do ideas about pedagogical approaches feature among their everyday concerns? We describe the results of a recent survey from a representative sample of over 1,000 UK teachers, and a case study of a UK high school teacher who employs educational neuroscience in his practice and what this entails. Lastly, we consider the policy perspective and assess the recent move by the UK government to introduce knowledge of cognitive science into initial and early‐career teacher training.

Dissecting Neuromyths – Bridging the Gap between Education and Neuroscience in EFL Pedagogy

This study investigates the prevalence of neuromyths among English as a Foreign Language (EFL) teachers and examines their general neuroscience knowledge (GNK). Neuromyths, often stemming from misinterpretations of neuroscience research, can lead to ineffective teaching practices. The research employs a mixed-methods approach, surveying 45 EFL teachers to assess their GNK and beliefs in common neuromyths, while considering variables such as gender, years of teaching experience, educational background, and exposure to neuroscience training. Additionally, a case study explores the practical integration of educational neuroscience concepts (ENCs) into EFL teaching. The findings reveal a moderate level of GNK among participants, but a significant struggle in identifying neuromyths, particularly those related to learning styles and brain usage. Teachers with more teaching experience tend to hold stronger neuromyth beliefs. The case study demonstrates both the challenges and benefits of applying ENCs in EFL teaching, showing improvements in teaching strategies and student outcomes. The study highlights the critical need to enhance neuroscience literacy among EFL teachers through targeted professional development programs. These programs should focus on debunking neuromyths and promoting evidence-based teaching strategies. The conclusions emphasize the importance of integrating neuroscience education into teacher training to improve teaching effectiveness and student learning. Future research should investigate the long-term impacts of such training and explore the application of neuroscience principles across various educational contexts.

The Relationship between Emotional Self-Control and Coping Mechanisms -Applications of Neuroscience in Education

Recent research in the neurosciences, that has been increasing recently, is beginning to develop significantly relevant conclusions regarding aspects of brain function. Two of the central concepts derived from the enrichment of the field of knowledge of the human brain and mind refer to neuroplasticity and epigenesis. Understanding the coping mechanisms in the educational context is the passport to a state of mind-brain-body balance that allows a better management of the teacher-student alliance. Through the given research we aim to study by statistical comparison, the difference in self-control depending on the person's gender and the relationship between coping mechanisms (VI) and self-control (VD) depending on gender. The research group consists of 260 adults, non-clinical population from Romania, aged between 22-65 years, and following the comparison according to gender, we note that there are different coping mechanisms for men and women that are associated with fragile self-control, only one behavioral coping mechanism being common to both categories: aggressive behavior. For women, recurrent thinking about how terrible the experienced event was, impulsive behavior without considering the consequences, manipulative and non-transparent behavior, as well as aggressive, brutal behavior are associated with fragile self-control. For men, aggressive, brutal behavior and focusing only on one's needs, regardless of whether the consequences of one's actions have negative consequences on others, are associated with fragile self-control.

Exploring Educational Neuroscience as a Professional Practice

Educational neuroscience can be viewed in a twofold manner: as a field of study and as a profession. This review is specifically focused on exploring educational neuroscience as a profession, arguing that depicting its professional landscape is of equal significance to the understanding of its disciplinary boundaries. Accordingly, when educational neuroscientists have the necessary training and skills to provide educational services to individuals, groups, or organizations, they should be legally authorized and receive the same licensure and recognition benefits as their peers from other disciplines. It is not argued that every educational neuroscientist is or should be a professional practitioner. However, providing a specific job description for educational neuroscience professionals may facilitate their efforts to secure positions that fully utilize their skills and expertise.

Emergence of Confidence with Principles of Curiosity and Information Processing

Researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory, and other related fields collaborate in the emerging field of educational neuroscience, also known as neuroeducation. This interdisciplinary approach aims to explore the connections between psychological processes and education. By integrating basic discoveries in cognitive neuroscience with educational technology, researchers in neuroeducation strive to enhance curricula to foster curiosity and boost confidence levels in learners. The ultimate objective of neuroeducation is to generate both theoretical insights and practical applications that offer a fresh perspective on learning across various disciplines. The development of confidence is closely related to the principles of curiosity and information processing. When people are interested in a topic, they are more likely to seek out information and engage in learning experiences that can lead to deeper understanding. This information process allows people to analyze and understand the information they encounter, which in turn can increase their confidence in their knowledge and abilities. By embracing curiosity and honing their information-processing skills, people can develop a strong self-confidence that empowers them to take new challenges and pursue their goals with determination. This review study on curiosity have uncovered a fascinating insight into its mechanisms. Researchers found that curiosity aligns with a confidence function resembling an inverted U-shape, peaking when individuals have moderate confidence in their knowledge. Moreover, heightened curiosity drives individuals to actively seek out new information, showcasing the profound impact of curiosity on knowledge acquisition. This revelation holds immense promise for understanding human behavior and learning processes. This study focuses on boosting confidence in individuals through the application of curiosity and information knowledge processing techniques to elevate the standards of education and training across both traditional and modern methodologies. The integration of these principles is poised to revolutionize the learning experience, fostering a more dynamic and effective approach to knowledge acquisition and skill development. This innovative strategy holds immense potential to empower learners, educators, and trainers alike, paving the way for a more enriched and impactful educational landscape.

A critique of ‘Strong Beginnings’ initial teacher education reforms: mandating neuroscience as core curriculum within the ‘what works’ movement

AbstractThe paper studies the rise of neuroscience in initial teacher education, paying attention to the relatively recent Australian Government (2023) report titled ‘Strong Beginnings’. In taking up a critical policy sociology lens, we focus on the first priority within the reforms, which is mandating brain science and the ‘brain and learning’ as core curriculum within initial teacher education. The reforms will embed standardised curriculum into initial teacher education and tie this curriculum to graduate teacher standards, bracketed within prescribed texts, ideologies and agendas. The reforms are positioned within the ‘what works’ movement, increasing accreditation and certain types of evidence, and the role and authority of intermediary organisations, including the Australian Institute for Teaching and School Leadership (AITSL). It promotes research that has been paid for by the think tank Centre for Independent Studies and aligned with the Australian Education Research Organisation and Education Endowment Foundation. In this paper, we endeavour to highlight how the singular and narrow focus on brain-based approaches is not only reductionist, but also potentially generative of oppressive technologies. The mandating of standardised curriculum and brain science undermines educators, including initial teacher educators, and bolsters private interests in education. The standardisation of core curriculum, which will be tied to accreditation processes and graduate teacher standards, is underpinned by a punitive-accountability based approach. Furthermore, whilst it is less visible, these reforms contain brain science tropes redolent of eugenics and deficit framings of low socio-economic status students.

From brain to education through machine learning: Predicting literacy and numeracy skills from neuroimaging data

Abstract The potential of using neural data to predict academic outcomes has always been at the heart of educational neuroscience, an emerging field at the crossroad of psychology, neuroscience, and education sciences. Although this prospect has long been elusive, the exponential use of advanced techniques in machine learning in neuroimaging may change this state of affairs. Here we provide a review of neuroimaging studies that have used machine learning to predict literacy and numeracy outcomes in adults and children, in both the context of learning disability and typical performance. We notably review the cross-sectional and longitudinal designs used in such studies, and describe how they can be coupled with regression and classification approaches. Our review highlights the promise of these methods for predicting literacy and numeracy outcomes, as well as their difficulties. However, we also found a large variability in terms of algorithms and underlying brain circuits across studies, and a relative lack of studies investigating longitudinal prediction of outcomes in young children before the onset of formal education. We argue that the field needs a standardization of methods, as well as a greater use of accessible and portable neuroimaging methods that have more applicability potential than lab-based neuroimaging techniques.

Embracing Community-Centric Careers in a Post-<em>Barbie</em> World: Navigating Identity, Expectations, and Impact in Medicine and Veterinary Medicine

Navigating the intersection between personal aspirations and societal expectations poses a significant challenge. We as college students share our transformative journey toward embracing community-centric career paths in medicine and veterinary medicine amid the expectations of attending a prestigious institution. Through an educational neuroscience service-learning course led by Dr. Minna Ng, we partnered with our local YMCA AfterSchool Program, designing neuroscience-based activities and forging meaningful connections with students. Reflecting on our experiences, we challenge stereotypes surrounding “prestigious” specialties and female-dominated fields. We underscore the importance of aligning career aspirations with personal values and passions while celebrating the inherent value of community-centric professions within medical fields.

Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions

ABSTRACTDespite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers. More recent work in the field, reviewed here, has shifted its focus primarily to in‐service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief training in foundational neuroscience, personalized refutation texts, insightful reflections upon science of learning key concepts (e.g., brain plasticity), and immersive experiences within research groups, highlighting their strengths and limitations. The evolving nature of scientific knowledge, the imperative to respect educators' personal and professional sensitivities, as well as challenges posed by conceptual change, are also addressed. This narrative review underscores the need to bring neuromyth investigations into the classroom environment.

Critical study of the concept of scientific hybridization of islamic education and neuroscience

Critical study of Islamic Education Neuroscience is still not sufficiently carried out in accounting for its knowledge, in order to confirm and fill in gaps in its scientific development. The purpose of this study is to examine the various scientific varieties of Islamic Education Neuroscience using the epistemology of Islamic Education, in order to find, fill, and develop their scientific potential, also from the perspective of developing hybridization of other Islamic Education scholarships. The method used in this study uses a qualitative type of literature according to Creswell: 2015, meaning that it is processed from various kinds of analytical theory from various sources of literature. The results of the study show that Islamic Education Neuroscience in epistemology also refers to Islamic law. Epistemologically, Irfani refers to the background of the scientific dichotomy between neuroscience, education, and Islam. Epistemologically, Burhani refers to empirical facts about the importance of collaboration between Islamic educators and neurologists in designing curricula and learning that optimizes students' brains in achieving Islamic education goals. Referring to the hybridization of other disciplines such as anthropology and psychology of Islamic education, this scientific development can further deepen the derivatives and clusters knowledge and more adapted to the needs of students.

Why and how to collect representative study samples in educational neuroscience research

BackgroundEducational neuroscience research, which investigates the neurobiological mechanisms of learning, has historically incorporated samples drawn mostly from white, middle-class, and/or suburban populations. However, sampling in research without attending to representation can lead to biased interpretations and results that are less generalizable to an intended target population. Prior research revealing differences in neurocognitive outcomes both within- and across-groups further suggests that such practices may obscure significant effects with practical implications. BarriersNegative attitudes among historically marginalized communities, stemming from historical mistreatment, biased research outcomes, and implicit or explicit attitudes among research teams, can hinder diverse participation. Qualities of the research process including language requirements, study locations, and time demands create additional barriers. SolutionsFlexible data collection approaches, community engaugement, and transparent reporting could build trust and enhance sampling diversity. Longer-term solutions include prioritizing research questions relevant to marginalized communities, increasing workforce diversity, and detailed reporting of sample demographics. Such concerted efforts are essential for robust educational neuroscience research to maximize positive impacts broadly across learners.

The brain on playdo: neuroscience in education

The brain on playdo: neuroscience in education

Empowering English Vocabulary Instruction through Generative Artificial Intelligence: The AEFC Method

In the realm of English Foreign Language (EFL) learning, the significance of vocabulary acquisition has been repeatedly underscored. Despite its paramount importance, memorizing words has remained a formidable challenge. This research, drawing on the outcomes in educational neuroscience, introduces the AEFC Method based on generative artificial intelligence (AI). The AEFC Method comprises four components, harnessing AI to generate learning materials for, 1) capturing students' attention by AI-generated content containing familiar elements for students, 2) fostering active engagement with AI supported instruction, 3) testing for feedback with personalized exercises generated by AI, and 4) utilizing mobile app for consolidation. After conducting as a quasi-experiment with 94 seventh-grade Chinese students over a 4-week, the results demonstrate significant improvement in vocabulary and English proficiency attributable to the method. We posit that the AEFC Method is a promising instructional approach deserving further dissemination.

Video Education through the Lens of Educational Neuroscience: A Concise Review

Video Education through the Lens of Educational Neuroscience: A Concise Review

Understanding Brain Functions of Prospective Biology Teachers From An Educational Neuroscience Perspective: A Qualitative Study With A Phenomenological Design

: In recent years, educational neuroscience, a new field examining the interaction between neuroscience and education, has gained importance. This field stands out as an approach that aims to utilize neuroscience research to understand brain functioning and learning processes. Biology teacher candidates are the cornerstone of biology education and play a crucial role in not only teaching biology topics to students but also guiding them towards learning and using effective learning strategies. Therefore, the knowledge and understanding of educational neuroscience among prospective biology teachers are of critical importance in understanding factors that influence learning processes and developing instructional strategies. The aim of this research is to examine the level of understanding and misconceptions of brain functions from the perspective of educational neuroscience among biology teacher candidates. The study also aims to identify the knowledge and understanding of prospective biology teachers regarding educational neuroscience and enhance awareness in this field. The research utilized a qualitative research method called phenomenology. The study group consisted of 16 prospective biology teachers studying at a state university in Turkey. Semi-structured interview questions were used as the data collection tool, and the obtained data were analyzed through content analysis. The findings were examined under the categories of "Concept of Educational Neuroscience," "Relationship between Educational Neuroscience and Unhealthy Food Preferences," "Educational Neuroscience and Playing Brain Games," and "Technology Use in Preferred Tasks and Reducing Boredom Threshold." The participants' views regarding the concept of educational neuroscience, its relationship with unhealthy food preferences, the relationship between playing brain games and cognitive development, and the use of technology in preferred tasks to reduce the threshold of boredom were revealed. The results of the research highlight the importance of increasing awareness of educational neuroscience among prospective biology teachers and emphasizing educational neuroscience in teacher training programs. Additionally, it is recommended to develop effective strategies to reduce conceptual misconceptions regarding brain functioning among teacher candidates.

Benefits, Risk Factors and Cognitive Insights for Improving the Well-being of Minors in Greek Foster Care.

This research paper presents a holistic analysis of the foster care system in Greece, exploring its historical evolution, legal nuances, practical concerns, and the recent legislative reforms aimed at improving the well-being of minors in foster care. The study examines various types of foster care arrangements—kinship, non-relative, and professional fostering—highlighting their impact on the psychological, social, and cognitive development of children. It underscores the crucial role of foster families and social workers in providing a conducive family environment, while also cataloging the potential drawbacks of the system, including professional intervention challenges, emotional and social strain on the children, and gaps in the fostering infrastructure. By comparing the Greek fostering institution with systems in France, Germany, Denmark, Italy, and Ireland, the paper identifies unique challenges and best practices, contributing to an understanding of international foster care dynamics. The research also delves into the intricacies of adoption versus fostering, detailing the emotional and legal commitments involved. Furthermore, the paper integrates insights from related studies on trauma, mental health, and educational neuroscience, providing a multidisciplinary perspective on the needs of foster children. It illustrates the promising strides made by initiatives like the Child Guarantee program to fight poverty and exclusion, emphasizing the need for targeted policies and legislative action. Toward its conclusion, the research accentuates the call for ongoing interdisciplinary studies, policy refinements, and improved professional training within Greek child welfare systems. It presents a compelling case for robust, trauma-informed care frameworks and legislation designed to secure the best outcomes for vulnerable children in foster care.

The Long and Winding Road to Real-Life Experiments: Remote Assessment of Executive Functions with Computerized Games-Results from 8 Years of Naturalistic Interventions.

Mate Marote is an open-access cognitive training software aimed at children between 4 and 8 years old. It consists of a set of computerized games specifically tailored to train and evaluate Executive Functions (EF), a class of processes critical for purposeful, goal-directed behavior, including working memory, planning, flexibility, and inhibitory control. Since 2008, several studies were performed with this software at children's own schools in interventions supervised in-person by cognitive scientists. After 2015, we incorporated naturalistic, yet controlled, interventions with children's own teachers' help. The platform includes a battery of standardized tests, disguised as games, to assess children's EF. The main question that emerges is whether the results, obtained with these traditional tasks but conducted without the presence of researchers, are comparable to those widely reported in the literature, that were obtained in more supervised settings. In this study, we were able to replicate the expected difficulty and age effects in at least one of the analyzed dependent variables of each employed test. We also report important discrepancies between the expected and the observed response time patterns, specifically for time-constrained tasks. We hereby discuss the benefits and setbacks of a new possible strategy for this type of assessment in naturalistic settings. We conclude that this battery of established EF tasks adapted for its remote usage is appropriate to measure the expected mental processes in naturalistic settings, enriching opportunities to upscale cognitive training interventions at schools. These types of tools can constitute a concerted strategy to bring together educational neuroscience research and real-life practice.