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Neuroscience Research and Classroom Practice

Howard-Jones, Paul and Holmes, Wayne (2016). Neuroscience Research and Classroom Practice. In: Horvath, Jared Cooney; Lodge, Jason M. and Hattie, John eds. From the Laboratory to the Classroom: Translating Science of Learning for Teachers. Abingdon: Routledge, pp. 253–278.

URL: https://www.routledge.com/From-the-Laboratory-to-t...
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Abstract

[About the book]

Over recent years the field of Science of Learning has increased dramatically. Unfortunately, despite claims that this work will greatly impact education, very little research makes it into teacher practice. Although the reasons for this are varied, a primary concern is the lack of a proper translation framework.

From the Laboratory to the Classroom aims to consolidate information from many different research disciplines and correlate learning principles with known classroom practices in order to establish explanatory foundations for successful strategies that can be implemented into the classroom. It combines theoretical research with the diverse and dynamic classroom environment to deliver original, effective and specific teaching and learning strategies and address questions concerning what possible mechanisms are at play as people learn. Divided into five sections, chapters cover:

A Framework for Organizing and Translating Science of Learning Research

Motivation and Attention as Foundations for Student Learning

Memory and Metamemory Considerations in the Instruction of Human Beings

Science of Learning in Digital Learning Environments

Educational Approaches for Students Experiencing Learning Difficulties and Developmental Characteristics of Gifted Children

Brain, Behaviour and Classroom Practice

Forging Research/Practice Relationships via Laboratory Schools

This fascinating text gathers an international team of expert scientists, teachers, and administrators to present a coherent framework for the vital translation of laboratory research for educational practice. Applying the Science of Learning framework to a number of different educational domains, it will be an essential guide for any student or researcher in education, educational psychology, neuropsychology, educational technology and the emergent field of neuroeducation.

Item Type: Book Section
Copyright Holders: 2017 selection and editorial matter, Jared Cooney Horvath, Jason M. Lodge and John Hattie, individual chapters, the contributors
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 47607
Depositing User: Wayne Holmes
Date Deposited: 27 Oct 2016 08:46
Last Modified: 07 Dec 2018 10:45
URI: http://oro.open.ac.uk/id/eprint/47607
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