OXFORD UNIVERSITY PRESS

Sale
 

Neuroscience in Education: The Good, the Bad, and the Ugly

ISBN : 9780199600496

Price(incl.tax): 
¥9,130
Author: 
Sergio Della Sala; Mike Anderson
Pages
408 Pages
Format
Paperback
Size
171 x 246 mm
Pub date
Apr 2012
Send mail
Print

In the past ten years, there has been growing interest in applying our knowledge of the functioning of the human brain to the field of education-including reading, learning, language and mathematics. This has resulted in the development of a number of new practices in education-some good, some bad and some just crazy. The 'good' is nearly always sound cognitive research that has clear implications for educational practice. The 'bad' is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The 'ugly' is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other. Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists and geneticists to critically review some of these new developments, examining the science behind these practices, the validity of the theories on which they are based, and whether they work. It will be fascinating reading for anyone involved in education, including teachers, psychologists, neuroscientists, and policy makers as well as interested parents.

Index: 

INTRODUCTIONS
1. Neuroscience in Education: An (opinionated) Introduction
2. Understanding the neuroscience and education connection: Themes emerging from a review of the literature
THEORETICAL APPROACHES FOR DEVELOPING THE GOOD, REMOVING THE BAD AND GIVING THE UGLY A MAKEOVER IN NEUROSCIENCE AND EDUCATION
3. Constructing connection: the evolving field of mind, brain, and education
4. Principles of Learning, Implications for Teaching? Cognitive Neuroscience and the Classroom
THE CONTRIBUTION OF COGNITIVE NEUROSCIENCE TO UNDERSTANDING DOMAINS OF LEARNING
5. Reading in alphabetic writing systems: Evidence from cognitive neuroscience
6. Can teachers count on mathematical neurosciences?
7. Working Memory: The seat of learning and comprehension
8. Applications of cognitive science to education
THE INFLUENCE OF NEUROGENETICS ON EDUCATION
9. Genetics and genomics: Good, bad and ugly
10. Genetic sciences for developmentalists: An example of reading ability and disability
11. Genetically-informed models for school and teaching
MISUSE OF NEUROSCIENCE IN THE CLASSROOM
12. Neuroscience, education and educational efficacy research
13. Educational double-think
14. Rose-tinted? The use of coloured filters to treat reading difficulties
15. Don't try this at school: The attraction of 'alternative' educational techniques
CURRENT CONJECTURES FROM EDUCATIONAL NEUROSCIENCE
16. Bridging between brain science and educational practice with Design Patterns
17. Assuring successful lifelong learning - can neuroscience provide the key?
EDUCATIONAL COGNITIVE NEUROSCIENCE: DESIGNING AUTISM-FRIENDLY METHODS TO TEACH EMOTION RECOGNITION
18. Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition
19. Schools and the new ecology of the human mind
20. Brain-Science and Education in Japan
FINAL REMARKS
21. The good, the bad and the ugly in neuroscience and education - an educator's perspective
22. Of all the conferences in all the towns in all the world, what in heaven's name brought us to neuroeducation?

About the author: 

Sergio Della Sala is a trained Clinical Neurologist, Professor of Human Cognitive Neuroscience in the Psychology Department at the University of Edinburgh, UK and is holding an adjunct chair at the Psychology Department of the University of Western Australia. He is a Fellow of the British Psychological Society, of the Association for Psychological Science and of the Royal Society of Edinburgh, and Editor of Cortex. His research focuses on memory and memory impairments and on the cognitive deficits associated with brain damage. ; Mike Anderson is a Professor of Psychology and Director of the Neurocognitive Development Unit in the School of Psychology at the University of Western Australia. His research is based around his theory of intelligence and development and focuses most recently on the influence of the developing brain on intellectual functions in children.

The price listed on this page is the recommended retail price for Japan. When a discount is applied, the discounted price is indicated as “Discount price”. Prices are subject to change without notice.