Neuroeducation

News, events, and commentary on bridging neuroscience and education

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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Neuroscience as a STEM Subject

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.

The Lowdown on Longhand: How Writing by Hand Benefits the Brain

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

Music, Art, and Cognitive Benefit: Separating Fact from Fallacy

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.

The Neuroprotective Effects of Education

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.

From the Neuroscience and Education Symposium

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.


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