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Year 2019, , 341 - 352, 27.06.2019
https://doi.org/10.17478/jegys.559933

Abstract

References

  • Ansari, D., & Coch, D. (2006). Bridges over Troubled Waters: Education and Cognitive Neuroscience. Trends in Cognitive Sciences, 10, 146-151. Ansari, D., De Smedt, B., & Grabner, R. (2011). Neuroeducation: A Critical Overview ofan Emerging Field. Neuroethics, 5, 1-13.
  • Battro, A.M., Fischer, K.W., & Léna, P.J. (2008). The Educated Brain: Essays in Neuroeducation. https://doi: 10.1017/CBO9780511489907
  • Breedlove, W., & Rosezweig, A. (2010). Biological Psychological: An Introduction to Behavioral, Cognitive and Clinical Neuroscience. Sinauer Associatesm Inc. Publisher.
  • Bruer, J. T. (2003) Learning and the brain: A view from cognitive science, in H. F. O’Neil and R.S Technology applications in education view (Hillsdale NJ, Lawrenace Erlbaum Associates), 159-172.
  • Bowers, J.S. (2016). The Practical and Principled Problems with Educational Neuroscience. Psychological Review, 123(5), 600-612.
  • Caine, G., Nummela-Caine, R. and Crowell, S. (1999), Mindshifts: A Brain-Based Process for Restructuring Schools and Renewing Education, 2nd edition. Tucson, AZ: Zephyr Press.
  • Caine, G. et al. (2005), 12 Brain/Mind Learning Principles in Action, Thousand Oaks, CA: Corwin Press.
  • Carew, T. J., and Magsamen, S. H. (2010). Neuroscience and education: an ideal partnership for producing evidence-based solutions to guide 21 st century learning. Neuron, 67, 685–688. Damasio, A., & Carvalho, G.B. (2013). The nature of feelings: evolutionary and neurobiological origins. Nat. Rev. Neurosci. 14, 143–152. Dael, N., Mortillaro, M., & Scherer, K.R. (2012). Emotion expression in body action and posture. Emotion, 12, 1085–1101. De Smedt, B. (2018, May 24). Applications of Cognitive Neuroscience in Educational Research. Oxford Research Encyclopedia of Education. Ed. Retrieved 26 Apr. 2019, from http://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefor 9780190264093-e-69.
  • Mareshal, D., Butterworth, B., & Tolmie, A. (2014) Educational Neuroscience. Malden, MA: Wiley-Blackwell.
  • Dick, F., Lloyd-Fox, S., Blasi, A., Elwell, C., & Mills, D. (2014). Neuroimaging methods. In D. Mareschal, B. Butterworth, & A. Tolmie (Eds.), Educational neuroscience (pp. 13–45). Malden, MA: Wiley-Blackwell.
  • Fischer, K. W. (2009). Mind, brain and education: Building a scientific groundwork for teaching and learning. Mind, Brain, and Education, 3, 3-16.
  • Gazzaniga. (2004) The cognitive neuroscience 111 (Cambridge MA, MIT Press).
  • Goswani, U. (2006). Neuroscience and education; from research to practice. Nature reviews Neuroscience, 7, 2-7.
  • Goswani, U. (2004) Neuroscience, education and special education, British Journal of Special Education, 31, 175-183.
  • Howard-Jones, P. (2010) Introducing Neuroeducational research (Neuroscience, education and the brain from the context to practice, Routledge, United States.
  • Howard-Jones, P. (2014). Neuroscience and education: A review of educational interventions an approaches informed by neuroscience. Bristol, UK: Education Endowment Foundation.Howard-Jones, P., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., & Goswani, U. (2016). The principles and practices of educational neuroscience: Commentary on Bowers (2016). Psychological Review, 123, 620–627.Immardino-Yang & Damasio, (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind Brain and Education, 1, 3-10.Immordino-Yang (2015) Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience (The Norton Series on the Social Neuroscience of Education).Jack, R.E., & Schyns, P.G. (2015). The human face as a dynamic tool for social communication. Curr. Biol. 25, R621–R634. doi: 10.1016/j.cub.2015. 05.052Koizumi, H. 2004. The concept of ‘developing the brain’: A new natural science for learning and education. Brain and Development 26: 434–41.
  • Levenson R.W. (2011). Basic emotion questions. Emotion Review, 3, 379–386 doi:10.1177/1754073911410743 [Cross Ref]
  • Lyons, I.M., & Beilock, S.L. (2012). Mathematics anxiety: Separating the math from the anxiety. Cerebral Cortex, 22(9), 2102-2110.
  • Mareschal, D., Butterworth, B., & Tolmie, A. (2014). Educational neuroscience. London: Wiley BlackwellMcCandliss, B.D. (2010). Educational neuroscience: The early years. Proceedings of the National Academy of Sciences of the United States of America, 107, 8049–8050.Noa, Qijing dan Zhijian (2016) Memory and the developing brain: are insights from cognitive neuroscience applicable to education? Current Opinion in Behavioral Sciences, 0:81–88
  • Organisation for Economic Co-operation and Development. Understanding the Brain: Birth of a New Learning Science. (OECD, 2007).
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
  • Royal Society Brain Waves Module 2: Neuroscience: implications for education and lifelong learning.(Royal Society, 2011)
  • Russell, J.A., Bachorowski, J.-A., & Fernández-Dols, J.-M. (2003). Facial and vocal expressions of emotion. Annu. Rev. Psychol. 54, 329–349. doi: 10.1146/ annurev.psych.54.101601.145102.
  • Thomas, M., & Ansari, D., & Knowland, V. (2018). Annual Research Review Educational neuroscience: progress and prospects: Education neuroscience. Journal of Child Psychology & Psychiatry. 10.1111/jcpp.12973.
  • Tokuhama-Espinosa, T. (2014). Making classrooms better: 50 practical applications of mind, brain, and education science. New York, N.Y.:W.W Norton & Company, Inc.Tokuhama-Espinosa, T. (2010). The new science of teaching and learning: Using the best of mind, brain, and education science in the classroom. New York: Columbia University Teachers College Press.
  • Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. Oxford Review of Education. 36, 97-109.
  • Tyng, C.M., Amin, H.U., Saad, M., & Malik, A.S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in Psychology, 8, 1454.
  • Vogel, S., & Schwabe, L. (2016) Learning and memory under stress: implications for the classroom. npj Science.
  • Zadina, J,N, (2015). The emerging role of educational neuroscience in education reform, Psicologia Educativa, 21, 71-77.

Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning

Year 2019, , 341 - 352, 27.06.2019
https://doi.org/10.17478/jegys.559933

Abstract

Educational Neuroscience (EN) also
known as Mind and Brain Education is a multifaceted interdisciplinary effort to
bridging the gap between neuroscience and educational research. There is
growing interest in the contributions of neuroscience to educational practice
because
applying
neuroscientific research to classroom is a new and exciting endeavour to
promote better learning.
This article will discuss
critically the emerging of education and neuroscience field and how its take
place in education setting. Besides that, we illustrated the frameworks of
educational neuroscience that bridge between two diverse perspectives of
learning that related each other. We also reflect
challenges
and practices among the teachers and researchers in education
and how neuroscientific approaches can complement
educational practices.  This article also
will further show that, ideally, research efforts in neuroscience and education
should be reciprocal.
We suggest that a better understanding of
neuroscience may offer significant advantages for educators. In this context,
we have considered insight in neuroscience of education research specifically
emotions and its links to cognitive processing. Therefore scientist and
educators need to collaborate to build a strong research foundation of
neuroscience and education that underpin emotions in learning. We believed this
article will provide meaningful inputs for teachers and researchers to improve
learning instruction and enhance student’s performance. 

References

  • Ansari, D., & Coch, D. (2006). Bridges over Troubled Waters: Education and Cognitive Neuroscience. Trends in Cognitive Sciences, 10, 146-151. Ansari, D., De Smedt, B., & Grabner, R. (2011). Neuroeducation: A Critical Overview ofan Emerging Field. Neuroethics, 5, 1-13.
  • Battro, A.M., Fischer, K.W., & Léna, P.J. (2008). The Educated Brain: Essays in Neuroeducation. https://doi: 10.1017/CBO9780511489907
  • Breedlove, W., & Rosezweig, A. (2010). Biological Psychological: An Introduction to Behavioral, Cognitive and Clinical Neuroscience. Sinauer Associatesm Inc. Publisher.
  • Bruer, J. T. (2003) Learning and the brain: A view from cognitive science, in H. F. O’Neil and R.S Technology applications in education view (Hillsdale NJ, Lawrenace Erlbaum Associates), 159-172.
  • Bowers, J.S. (2016). The Practical and Principled Problems with Educational Neuroscience. Psychological Review, 123(5), 600-612.
  • Caine, G., Nummela-Caine, R. and Crowell, S. (1999), Mindshifts: A Brain-Based Process for Restructuring Schools and Renewing Education, 2nd edition. Tucson, AZ: Zephyr Press.
  • Caine, G. et al. (2005), 12 Brain/Mind Learning Principles in Action, Thousand Oaks, CA: Corwin Press.
  • Carew, T. J., and Magsamen, S. H. (2010). Neuroscience and education: an ideal partnership for producing evidence-based solutions to guide 21 st century learning. Neuron, 67, 685–688. Damasio, A., & Carvalho, G.B. (2013). The nature of feelings: evolutionary and neurobiological origins. Nat. Rev. Neurosci. 14, 143–152. Dael, N., Mortillaro, M., & Scherer, K.R. (2012). Emotion expression in body action and posture. Emotion, 12, 1085–1101. De Smedt, B. (2018, May 24). Applications of Cognitive Neuroscience in Educational Research. Oxford Research Encyclopedia of Education. Ed. Retrieved 26 Apr. 2019, from http://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefor 9780190264093-e-69.
  • Mareshal, D., Butterworth, B., & Tolmie, A. (2014) Educational Neuroscience. Malden, MA: Wiley-Blackwell.
  • Dick, F., Lloyd-Fox, S., Blasi, A., Elwell, C., & Mills, D. (2014). Neuroimaging methods. In D. Mareschal, B. Butterworth, & A. Tolmie (Eds.), Educational neuroscience (pp. 13–45). Malden, MA: Wiley-Blackwell.
  • Fischer, K. W. (2009). Mind, brain and education: Building a scientific groundwork for teaching and learning. Mind, Brain, and Education, 3, 3-16.
  • Gazzaniga. (2004) The cognitive neuroscience 111 (Cambridge MA, MIT Press).
  • Goswani, U. (2006). Neuroscience and education; from research to practice. Nature reviews Neuroscience, 7, 2-7.
  • Goswani, U. (2004) Neuroscience, education and special education, British Journal of Special Education, 31, 175-183.
  • Howard-Jones, P. (2010) Introducing Neuroeducational research (Neuroscience, education and the brain from the context to practice, Routledge, United States.
  • Howard-Jones, P. (2014). Neuroscience and education: A review of educational interventions an approaches informed by neuroscience. Bristol, UK: Education Endowment Foundation.Howard-Jones, P., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., & Goswani, U. (2016). The principles and practices of educational neuroscience: Commentary on Bowers (2016). Psychological Review, 123, 620–627.Immardino-Yang & Damasio, (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind Brain and Education, 1, 3-10.Immordino-Yang (2015) Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience (The Norton Series on the Social Neuroscience of Education).Jack, R.E., & Schyns, P.G. (2015). The human face as a dynamic tool for social communication. Curr. Biol. 25, R621–R634. doi: 10.1016/j.cub.2015. 05.052Koizumi, H. 2004. The concept of ‘developing the brain’: A new natural science for learning and education. Brain and Development 26: 434–41.
  • Levenson R.W. (2011). Basic emotion questions. Emotion Review, 3, 379–386 doi:10.1177/1754073911410743 [Cross Ref]
  • Lyons, I.M., & Beilock, S.L. (2012). Mathematics anxiety: Separating the math from the anxiety. Cerebral Cortex, 22(9), 2102-2110.
  • Mareschal, D., Butterworth, B., & Tolmie, A. (2014). Educational neuroscience. London: Wiley BlackwellMcCandliss, B.D. (2010). Educational neuroscience: The early years. Proceedings of the National Academy of Sciences of the United States of America, 107, 8049–8050.Noa, Qijing dan Zhijian (2016) Memory and the developing brain: are insights from cognitive neuroscience applicable to education? Current Opinion in Behavioral Sciences, 0:81–88
  • Organisation for Economic Co-operation and Development. Understanding the Brain: Birth of a New Learning Science. (OECD, 2007).
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
  • Royal Society Brain Waves Module 2: Neuroscience: implications for education and lifelong learning.(Royal Society, 2011)
  • Russell, J.A., Bachorowski, J.-A., & Fernández-Dols, J.-M. (2003). Facial and vocal expressions of emotion. Annu. Rev. Psychol. 54, 329–349. doi: 10.1146/ annurev.psych.54.101601.145102.
  • Thomas, M., & Ansari, D., & Knowland, V. (2018). Annual Research Review Educational neuroscience: progress and prospects: Education neuroscience. Journal of Child Psychology & Psychiatry. 10.1111/jcpp.12973.
  • Tokuhama-Espinosa, T. (2014). Making classrooms better: 50 practical applications of mind, brain, and education science. New York, N.Y.:W.W Norton & Company, Inc.Tokuhama-Espinosa, T. (2010). The new science of teaching and learning: Using the best of mind, brain, and education science in the classroom. New York: Columbia University Teachers College Press.
  • Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. Oxford Review of Education. 36, 97-109.
  • Tyng, C.M., Amin, H.U., Saad, M., & Malik, A.S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in Psychology, 8, 1454.
  • Vogel, S., & Schwabe, L. (2016) Learning and memory under stress: implications for the classroom. npj Science.
  • Zadina, J,N, (2015). The emerging role of educational neuroscience in education reform, Psicologia Educativa, 21, 71-77.
There are 29 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Differentiated Instruction
Authors

Muhammad Syawal Amran This is me

Saemah Rahman This is me

Shahlan Surat This is me

Abu Yazid Abu Bakar 0000-0002-5811-7514

Publication Date June 27, 2019
Published in Issue Year 2019

Cite

APA Amran, M. S., Rahman, S., Surat, S., Abu Bakar, A. Y. (2019). Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning. Journal for the Education of Gifted Young Scientists, 7(2), 341-352. https://doi.org/10.17478/jegys.559933
AMA Amran MS, Rahman S, Surat S, Abu Bakar AY. Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning. JEGYS. June 2019;7(2):341-352. doi:10.17478/jegys.559933
Chicago Amran, Muhammad Syawal, Saemah Rahman, Shahlan Surat, and Abu Yazid Abu Bakar. “Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning”. Journal for the Education of Gifted Young Scientists 7, no. 2 (June 2019): 341-52. https://doi.org/10.17478/jegys.559933.
EndNote Amran MS, Rahman S, Surat S, Abu Bakar AY (June 1, 2019) Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning. Journal for the Education of Gifted Young Scientists 7 2 341–352.
IEEE M. S. Amran, S. Rahman, S. Surat, and A. Y. Abu Bakar, “Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning”, JEGYS, vol. 7, no. 2, pp. 341–352, 2019, doi: 10.17478/jegys.559933.
ISNAD Amran, Muhammad Syawal et al. “Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning”. Journal for the Education of Gifted Young Scientists 7/2 (June 2019), 341-352. https://doi.org/10.17478/jegys.559933.
JAMA Amran MS, Rahman S, Surat S, Abu Bakar AY. Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning. JEGYS. 2019;7:341–352.
MLA Amran, Muhammad Syawal et al. “Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning”. Journal for the Education of Gifted Young Scientists, vol. 7, no. 2, 2019, pp. 341-52, doi:10.17478/jegys.559933.
Vancouver Amran MS, Rahman S, Surat S, Abu Bakar AY. Connecting Neuroscience and Education: Insight from Neuroscience Findings for Better Instructional Learning. JEGYS. 2019;7(2):341-52.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.