Educational Neuroscience Paperback – 13 Dec 2013
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From the Back Cover
In recent years, important strides have been made in realizing the potential of neuroscience to make meaningful contributions in the field of education. Educational Neuroscience presents a key reference source for students, educators, policy makers, and educational and developmental psychologists interested in bridging the gap between the biological basis of learning and the delivery of education in the classroom. An overview of the latest finding in developmental cognitive neurosciences and their possible applications to education is provided, with individual chapters written collaboratively by educationalists, psychologists and neuroscientists to ensure maximum clarity and relevance to a broad range of readers.Topics and themes include neuroscience and educational methodologies, language and mathematical development, literacy, and various skills associated with conceptual, social, and emotional development.Educational Neuroscience offers important insights into the current state of research findings related to the interactions between biological processes and education-while paving the way to new frontiers and directions in learning and teaching.
About the Author
Denis Mareschal is Professor of Psychology at Birkbeck, University of London. He is co-author and co-editor of Neuroconstructivism: How the Brain Constructs Cognition and The Making of Human Concepts, and Joint Editor of Developmental Science. Andy Tolmie is Chair of Psychology and Human Development and Dean of the Doctoral School at the Institute of Education, Deputy Director of the London Centre for Educational Neuroscience, and Editor of the British Journal of Educational Psychology. Brian Butterworth is Emeritus Professor of Cognitive Neuropsychology in the Institute of Cognitive Neuroscience at University College London, and founding chair of the London Centre for Education Neuroscience. He is the author of The Mathematical Brain (1999).
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The book is honest with the issues faced by educational neuroscience, but explains in a clear way the possibilities of the field. The book explains the methods used, and evidence that already exists in support of educational neuroscience.
I look forward to seeing how this field develops in the coming years; I recommend this book to anyone interested in education, developmental/child psychology, or neuroscience!