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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Abstract

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.

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