Page 157 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 157
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Neuroscientific Findings Concerning
Education and what they Imply for Teaching
and Learning
Tina Rutar Leban and Maša Vidmar
Synopsis
Evidence shows that findings in the area of neuroscience can
help teachers develop new ways to improve the learning process.
Improving the learning process by adapting it to meet students’
neurological characteristics may help them attain higher academic
achievements and self-efficiency, factors that counter ESL.
Summary
The emerging field of neuroeducation, also known as educational
neuroscience, explores how children learn and which practices pro-
mote and sustain the learning process. Neuroeducation is an inter-
disciplinary field combining neuroscience, psychology and educa-
tion to help improve teaching methods and curricula so as make
them better support students’ individual learning needs (Rich &
Goldberg, 2009). Meeting students’ individual learning needs may
be seen as a protective factor against ESL.
Recent reviews of neuroeducation highlight the growing body of sci-
entific research that is clearly relevant to education (Ansari, Smedt,
& Grabner, 2012; Goswami, 2006; Twardosz, & Bell, 2012) and may
support teachers’ efforts to develop more efficient learning methods.
For example, brain imaging enables researchers to map the anatomy
of reading and mathematics and correlate individual differences in
157
Neuroscientific Findings Concerning
Education and what they Imply for Teaching
and Learning
Tina Rutar Leban and Maša Vidmar
Synopsis
Evidence shows that findings in the area of neuroscience can
help teachers develop new ways to improve the learning process.
Improving the learning process by adapting it to meet students’
neurological characteristics may help them attain higher academic
achievements and self-efficiency, factors that counter ESL.
Summary
The emerging field of neuroeducation, also known as educational
neuroscience, explores how children learn and which practices pro-
mote and sustain the learning process. Neuroeducation is an inter-
disciplinary field combining neuroscience, psychology and educa-
tion to help improve teaching methods and curricula so as make
them better support students’ individual learning needs (Rich &
Goldberg, 2009). Meeting students’ individual learning needs may
be seen as a protective factor against ESL.
Recent reviews of neuroeducation highlight the growing body of sci-
entific research that is clearly relevant to education (Ansari, Smedt,
& Grabner, 2012; Goswami, 2006; Twardosz, & Bell, 2012) and may
support teachers’ efforts to develop more efficient learning methods.
For example, brain imaging enables researchers to map the anatomy
of reading and mathematics and correlate individual differences in
157
