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Educational neuroscience and learning

Tolmie, AK; (2015) Educational neuroscience and learning. In: Wyse, D and Hayward, L and Pandya, J, (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. SAGE Publications: London, UK.

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Advances in neuroscience have had a profound impact on psychological understanding of learning, and evidence continues to be accumulated in relation to the complex characteristics which it exhibits. Educational neuroscience attempts to coordinate evidence from behavioural and neuroimaging studies in order to obtain a more complete understanding of learning that can then be used to specify the pedagogical approaches and educational systems that will support these most effectively. This chapter offers a realistic portrayal of the ways that such evidence might influence teaching now and in the future. The translational nature of the field poses challenges because of its requirement for collaboration between researchers and educational practitioners. However, research in literacy, number development, science learning and executive function illustrates the potential of the field to explain both typical and atypical learning in a coherent fashion and to identify novel pedagogical strategies that fully address individual variation in capability.

Type: Book chapter
Title: Educational neuroscience and learning
ISBN: 1446297020
ISBN-13: 9781446297025
Publisher version: https://uk.sagepub.com/en-gb/eur/the-sage-handbook...
Language: English
Additional information: Chapter 8 © Andrew Tolmie 2016.
Keywords: Medical, Neuroscience, learning, individual variability, literacy, number development, science learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/1475888
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