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Educational Neuroscience. Initiatives and Emerging Issues. Edition No. 1. Educational Philosophy and Theory Special Issues

  • ID: 2249163
  • Book
  • September 2011
  • 120 Pages
  • John Wiley and Sons Ltd
Educational Neuroscience provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions.
  • Encourages interdisciplinary perspectives in educational neuroscience
  • Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally
  • Promotes a theoretical and empirical base for the subject area
  • Explores a range of methods available to researchers
  • Identifies agencies, organizations, and associations facilitating development in the field
  • Reveals a variety of on-going efforts to establish theories, models, methods, ethics, and a common language
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Notes on Contributors vii

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

Index 103

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Kathryn E. Patten Simon Fraser University, Canada.

Stephen R. Campbell Simon Fraser University, Canada.
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