by Kayt Sukel
The Dana Foundation | January 13, 2015
A recent survey suggests that neuromyths are more pervasive in the educational community than we might think, and this may work against academic achievement. We investigate some of the most common myths, explaining their scientific origins and realities. One of our series of briefing papers.
by Marcus Conyers and Donna Wilson
Edutopia | January 6, 2015
To help students learn to maintain focused attention, we can guide them to wire their brains for staying the course even during times of emotional upheaval, remaining level-headed, and riding the emotional waves of life. As with other skills, this cognitive strategy comes with conscious recognition and deliberate practice.
by Fred Barbash
Washington Post | December 22, 2014
Go ahead and buy that touch-screen toy for your kid. But don’t do it because you think it’s “educational.” It’s not, say researchers.
by Amy Adams
Stanford Report | November 21, 2014
As methods of imaging the brain improve, neuroscientists and educators can now identify changes in children's brains as they learn, and start to develop ways of personalizing instruction for kids who are falling behind.
by Benedict Carey
Edweek | November 4, 2014
The most valuable course a student could take is not currently a part of any standard curriculum. It's Learning 101—specifically, how the brain picks up knowledge and skills most efficiently. [Commentary]
University of Bristol | October 15, 2014
A new survey of teachers suggests that myths about the brain pervade the education system. “These ideas are often sold to teachers as based on neuroscience -- but modern neuroscience cannot be used support them," says study author Paul Howard-Jones. "These ideas have no educational value and are often associated with poor practice in the classroom.”
by Liz Dwyer
Takepart.com | August 25, 2014
A paper from the American Academy of Pediatrics recommends letting teens start class after 8:30 a.m.
Society for Neuroscience Video | August 6, 2014
Neuroscience isn’t just for biology class! Learn how you can use the science of the brain to enliven your chemistry or physics lessons. In this video, learn about the homunculus, the structure of the sensory cortex, from Jim Olson, a professor at Wright State University. The hands-on activity presented here will show you how to do the two-point discrimination test and create a representation of your own homunculus. Also see the Part 2 video, on how to watch activity from your own neurons in real time.
by Ainissa Ramirez
Edutopia | August 6, 2014
Today, cursive writing is becoming a lost art as note taking with laptops becomes more and more prominent in classrooms. But what we are losing is much bigger than a few scratches on a page -- we are losing a robust way of learning
by Brenda Patoine
The Dana Foundation | June 15, 2014
Dana grantee Elizabeth Spelke discusses the future direction of arts and cognition research, and puts into perspective the media attention given to her recently published study on the effects of music classes on math abilities in children.
by Moheb Costandi
The Dana Foundation | May 22, 2014
Research published in the past few years suggests that longer years of formal study can strengthen the brain, making it more resistant to the ravages of old age—and perhaps mitigating the damage that occurs after traumatic brain injury.
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AAAS Policy Fellows and Potomac Institute for Policy Studies | May 14, 2014
Webcast recordings and presentation slides from daylong symposium on Educational Neuroscience (also known as Mind Brain and Education or Neuroeducation) and how new research in neuroscience and psychology can make a difference in how we teach and learn.