Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Slide 1

on

  • 344 views

 

Statistics

Views

Total Views
344
Views on SlideShare
344
Embed Views
0

Actions

Likes
0
Downloads
2
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Fantastic period of neuroscience. With n ew technologies in neuroscience we can now see things that it was impossible to see previously. New computational technologies enable us to analyse and model brain function of individual learners, which in turn can help us fit the learning to the learner, rather than the other way around.
  • Not yet an integrated discipline.
  • Not yet an integrated discipline.
  • Figure 1
  • Internal links , and external links. This how the world finds us.

Slide 1 Slide 1 Presentation Transcript

  • BJEP Current Trends Conference Series 2010 Educational Neuroscience: An Emerging Discipline
  • EDUCATIONAL NEUROSCIENCE: An Emerging Discipline Dyscalculics have reduced grey matter density here
  • Gap between basic research and educational applications From Scopus data base No. of papers Year
  • Gap between basic research and educational applications From Scopus data base No. of papers Year Published studies of brain activity in children AND education child AND fMRI OR ERP
  • To bridge the gap we need to build a new discipline
  • Cognitive neuroscience Pedagogic intervention Behavioural data Educational Psychology Educational Neuroscience Informs Generates Informs Informs Informs Informs Informs Informs
  • Embedding the new discipline
    • The Centre for Educational Neuroscience
      • UCL-Birkbeck-IOE collaboration since 2008
      • Workshops, seminars, meetings, courses, research studies
      • Website ( www.educationalneuroscience.org )
      • Wikipedia article ( http://en.wikipedia.org/wiki/Educational_Neuroscience )
  • Educational Neuroscience & Educational Psychology Norah Frederickson, UCL
  • The Rationale
    • “ Neuroscience has the potential to make important contributions to education. These potential contributions are of at least three kinds:
    • novel understanding about the biological and environmental processes determining learning;
    • the identification of early neural markers for educational risk; and
    • neural methods for evaluating different teaching approaches, remediation packages or educational debates”
    • ( Foresight Project Report SR-E1, p2)
  • The Challenge
    • The Foresight Report recognises that the potential of neuroscience is not yet realized, and identifies a key challenge:
    • “ The rather different philosophies underpinning education and the natural sciences are impeding this engagement ” (Ib).
    • This conference brings together Educationalists, Neuroscientists and Psychologists to promote dialogue in attempting to tackle this challenge.
  • The challenge of applying psychology
    • “ You make a great, a very great mistake if you think that psychology, being the science of minds’ laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate classroom use. Psychology is a science and teaching is an art: and sciences never generate arts directly out of themselves. An intermediary inventive mind, must make the application, by using its originality.”
    • James, 1899 (pp.23-24)
  • Educational Psychologists – a crucial link ?
    • A group of professionals who apply psychology to promote children’s learning and development, predominately within educational settings and working with teachers
    • Educational Psychologists could be ideally placed to play a crucial role in the development of Educational Neuroscience.
  • Interactive factors (IF) framework Source: Frederickson & Cameron (1999)
  • Trauma, abuse, etc. (Dodge) Coercive parenting (Patterson) Hostile attribution biases/motives Biased response evaluations Amygdala dysfunction Frontal dysfunction Dysfunctional VIM (Blair) Executive dysfunction (Caspi & Moffit) Antisocial behaviour (CP/APD) Particular cognitive processing. Integrative causal model on conduct disorder (From Krol, Morton & De Bruyn, 2004)
    • How should educational psychologists use neuroscience?
    • What use is neuroscience to educational psychologists?
    • What do educational psychologists want to know from neuroscientists?
    • How can educational psychologists help neuroscientists to help them?
    Anticipating Question Time Housekeeping
  • BJEP Current Trends Conference Series 2010 How should Educational Psychologists use Neuroscience?