The Brain in Science EducationWhat Should Everyone Learn?
Dr. Jo Ellen Roseman and Mary Koppal, from the American Academy for the Advancement of Science (AAAS), discuss how brain science fits into national classroom curricula. While recommendations from several national organizations include brain-related standards, what students actually learn in the classroom varies greatly from state to state. See also complementary article, "Promoting Brain-Science Literacy in the K-12 Classroom"
Promoting Brain-Science Literacy in the K-12 Classroom
There are many simple ways to incorporate neuroscience into the K-12 classroom, even when the subject is not explicitly part of the curriculum. Here, Michaela Labriole, a science instructor at the New York Hall of Science, provides tangible examples of how teachers can encourage brain-science literacy in students at a time when growing knowledge of the brain is shaping our understanding of how to best foster learning. A complementary article to "The Brain in Science Education: What Should Everyone Learn?"
Six Good Reasons for Advocating the Importance of Arts in SchoolKeynote address by Jerome Kagan at the conference "Neuroeducation: Learning, Arts, and the Brain"
Jerome Kagan, Ph.D., the Daniel and Amy Starch research professor of psychology, emeritus at Harvard University, is a pioneer in the field of developmental psychology. He has spent 45 years studying children and their development; his most recent work has been on temperaments in children. Dr. Kagan has shown that an infant’s temperament is stable […]
The Science of EducationInforming Teaching and Learning through the Brain Sciences
Discoveries about how the brain learns are fueling interest in applying neuroscience in the classroom. In the new field of neuroeducation, scientists and educators should join forces to develop goals for learning-related research, the authors argue.