Neuroscience, learning and technology

Sometimes the findings of neuroscience can be over-interpreted, and tentative results presented as things we “know” about the brain. As this article points out, “most of what we know about the brain comes from functional imaging experiments that average over many subjects, use technology that is still limited in capturing the rapid and detailed changes that characterise brain activity during even simplest tasks, and that involve environments very different from everyday contexts such as classrooms.” The article looks at some of the literature relating to neuroscience and adolescence. It is quite an accessible approach, and focuses on the conclusions that can be legitimately drawn from the research. The appendixes on “neuromyths” are useful too.

2009 Howard-Jones – Neuroscience Learning and Technology Becta

 

This content is restricted to site members. If you are an existing user, please log in. New users may register below.

Existing Users Log In
   
New User Registration
captcha
*Required field