Devonshire, Ian M. and Dommett, Eleanor J.
|DOI (Digital Object Identifier) Link:||http://doi.org/10.1177/1073858410370900|
|Google Scholar:||Look up in Google Scholar|
As a relatively young science, neuroscience is still finding its feet in potential collaborations with other disciplines. One such discipline is education, with the field of neuroeducation being on the horizon since the 1960s. However, although its achievements are now growing, the partnership has not been as successful as first hopes suggested it should be. Here the authors discuss the theoretical barriers and potential solutions to this, which have been suggested previously, with particular focus on levels of research in neuroscience and their applicability to education. Moreover, they propose that these theoretical barriers are driven and maintained by practical barriers surrounding common language and research literacy. They propose that by overcoming these practical barriers through appropriate training and shared experience, neuroeducation can reach its full potential.
|Item Type:||Journal Article|
|Copyright Holders:||2010 The Authors|
|Academic Unit/Department:||Faculty of Science, Technology, Engineering and Mathematics (STEM) > Life, Health and Chemical Sciences
Faculty of Science, Technology, Engineering and Mathematics (STEM)
|Interdisciplinary Research Centre:||Biomedical Research Network (BRN)|
|Depositing User:||Ellie Dommett|
|Date Deposited:||18 Dec 2010 15:25|
|Last Modified:||04 Oct 2016 10:49|
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