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Educational Neuroscience
"The last 20 years have repeatedly brought to our attention the narrowing of the gap between the brain-sciences and the field of education" (Tommerdahl 2008). By understanding how human beings learn on a neurological level, it is hoped that instructors will be able to use this knowledge to facilitate the learning process. However, the degree to which neuroscience can be helpful to educators is controversial. Some researchers believe that neurological knowledge can "have only a very limited role in the broader field of education and learning' mainly "because learning-related intentional states are not internal to individuals in a way which can be examined by brain activity" (Tommerdahl 2008).
Others believe that brain research is valuable for educators. For example, neurological studies indicate that the idea that there are different types of learners (such as visual, kinesthetic, verbal, or aural learners) and...
Other examples of how neuroscience has clarified our current understanding of the brain can be found in an "fMRI (functional magnetic resonance imaging) experiment which found differences between dyslexics and normal readers in the V5/MT area of the visual system in response to moving stimuli (Eden et al. 1996). Although no direct educational strategies can be drawn from this, it points research in the direction of further investigating precise aspects of visual processing" (Tommerdahl 2008). Brain imaging also indicates that engaging in stress relief activities such as meditating can change the nature of the subjects' brains.
However, translating experimental knowledge from the research laboratory to the classroom can prove challenging. Additionally, the information provided by neuroscience is…
References
Tommerdahl, Jodi. (2008). Educational neuroscience: Where are we. Teaching Expertise.
Retrieved: http://www.teachingexpertise.com/articles/educational-neuroscience-where-are-we-3675
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