- motivations, aims, and prospects
- theories, methods, and collaborations
- challenges, results, and implications
Chapters promote interdisciplinary perspectives and further establishment of theoretical and empirical bases for research and scholarship bridging Education and the Neurosciences. Though not exhaustive, these chapters identify various parties, agencies, organizations, and initiatives involved in facilitating and furthering development in the field, providing a compendium of on–going efforts to help establish theories, models, methods, ethics, and common language.
Michael A. Peters xi
1 Introduction: Educational Neuroscience
Kathryn E. Patten & Stephen R. Campbell 1
2 Educational Neuroscience: Motivations, methodology, and implications
Stephen R. Campbell 7
3 Can Cognitive Neuroscience Ground a Science of Learning?
Anthony E. Kelly 17
4 A Multiperspective Approach to Neuroeducational Research
Paul A. Howard–Jones 23
5 What Can Neuroscience Bring to Education?
Michel Ferrari 30
6 Connecting Education and Cognitive Neuroscience: Where will the journey take us?
Daniel Ansar1, Donna Coch & Bert De Smedt 36
7 Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI studies of the neural correlates of creative intelligence
John Geake 42
8 Brain–Science Based Cohort Studies
Hideaki Koizumi 47
9 Directions for Mind, Brain, and Education: Methods, Models, and Morality
Zachary Stein & Kurt W. Fischer 55
10 The Birth of a Field and the Rebirth of the Laboratory School
Marc Schwartz & Jeanne Gerlach 66
11 Mathematics Education and Neurosciences: Towards interdisciplinary insights into the development of young children s mathematical abilities
Fenna Van Nes 74
12 Neuroscience and the Teaching of Mathematics
Kerry Lee & Swee Fong Ng 80
13 The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy
Kathryn E. Patten 86
14 Implications of Affective and Social Neuroscience for Educational Theory
Mary Helen Immordino–Yang 97
Stephen R. Campbell, Ph.D., is Associate Professor of Education, co–Director of the David Wheeler Institute for Research in Mathematics Education, and Director of the Educational Neuroscience Laboratory, a.k.a., the ENGRAMMETRON, at Simon Fraser University.