Neuroeducation

News, events, and commentary on bridging neuroscience and education

What Were You Thinking?! – Understanding the Neurobiology of the Teen Brain

by Marisa M. Silveri, Ph.D.

April 9, 2015

Wrong-headed teen behavior isn’t due necessarily a lack of knowing right from wrong, but rather an inability to hold back the wrong answer or behavior. One of our series of Reports on Progress.

How to Teach... The Brain

by Valerie Hannah

The Guardian | March 9, 2015

With the 20th anniversary of Brain Awareness Week from 16 to 22 March, this week we bring you a collection of ideas and resources to get students’ synapses firing.

Music Makes You a Better Reader, Says Neuroscience

by Kayt Sukel

Good | February 25, 2015

“Music and language skills rely upon auditory processing. Although reading may not be thought of as a primarily auditory activity, its foundation rests on a child making sense of incoming auditory input in order to map speech sounds correctly on to orthographic representations,” says researcher Nina Kraus.

Brain-Based Learning: Resource Roundup

Edutopia | February 25, 2015

Browse a list of resources, articles, videos, and links for exploring the connection between education and neuroscience.

Why Inspiring Stories Make Us React: The Neuroscience of Narrative

by Paul J. Zak, Ph.D.

Cerebrum | February 2, 2015

To the brain, good stories are good stories, whether first-person or third-person, on topics happy or sad, as long as they get us to care about their characters. Results from research on oxytocin and vagus nerve responses are helping define a "science of narrative."

When the Myth is the Message: Neuromyths and Education

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.

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Strategies for Getting and Keeping the Brain’s Attention

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.

The Myth of the ‘Educational’ Toy

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.

Stanford Researchers Bridge Education and Neuroscience to Strengthen the Growing Field of Educational Neuroscience

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.

Brain Science in the Classroom

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]

Myth-conceptions: How Myths about the Brain are Hampering Teaching

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.”

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New Evidence That Sleep-Deprived Teenagers Need to Start School Later

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.

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