Jeffrey S. Bowers
The practical and principled problems with educational neuroscience.
University of Bristol
core claim educational neuroscience neuroscience improve teaching classroom many strong claims made successes promise new discipline contrast show current examples neuroscience motivating new effective teaching methods argue neuroscience unlikely improve teaching future reasons twofold first practice easier characterize cognitive capacities children basis behavioral measures basis brain measures consequence neuroscience rarely offers insights instruction beyond psychology second principle theoretical motivations underpinning educational neuroscience misguided makes difficult design assess new teaching methods basis neuroscience regarding design instruction widely assumed remedial instruction target underlying deficits associated learning disorders neuroscience used characterize deficit however effective forms instruction may often rely developing compensatory nonimpaired skills neuroscience cannot determine whether instruction target impaired nonimpaired skills importantly regarding assessment instruction relevant issue whether child learns reflected behavior evidence brain changed response instruction irrelevant time important goal neuroscience characterize brain changes response learning includes learning classroom neuroscientists cannot help educators educators help neuroscientists psycinfo database record