Educational Neuroscience for Reading Researchers

2013 ◽  
pp. 558-588
Author(s):  
George Hruby ◽  
Usha Goswami
Keyword(s):  
Educational Neuroscience

Development of Reading Remediation for Dyslexic Individuals

2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier
Keyword(s):  
20Th Century ◽  
Scientific Literature ◽  
Behavioral Data ◽  
Educational Neuroscience ◽  
Reading Remediation ◽  
Functional Brain ◽  
Neurophysiological Data ◽  
Brain Correlates ◽  
Research Questions ◽  
The Brain

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.

Educational Neuroscience: Its Position, Aims and Expectations

2015 ◽  
Vol 63 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Anna van der Meulen ◽  
Lydia Krabbendam ◽  
Doret de Ruyter
Keyword(s):  
Educational Neuroscience

Three pillars of educational neuroscience from three decades of literature

2018 ◽  
Vol 13 ◽  
pp. 17-25 ◽  
Author(s):  
Jacob B. Feiler ◽  
Maureen E. Stabio
Keyword(s):  
Educational Neuroscience

scholarly journals Conceptual Awareness about Brain-Based Learning and Neurotheological Practices at Secondary Level

2019 ◽  
Vol IV (II) ◽  
pp. 564-570
Author(s):  
Muhammad Qasim Ali ◽  
Najam Ul Kashif ◽  
Muhammad Irfan Chani
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Relevant Literature ◽  
Secondary Level ◽  
Educational Neuroscience ◽  
School Students ◽  
Public Secondary School ◽  
Fostering Creativity ◽  
Study Population ◽  
Brain Based Learning

When educational neuroscience emerged in the latter decade of the 20th century, it completely transformed the area of education and presented a slew of new difficulties to educators, scholars, and intellectuals. The study's goals were to 1) ascertain secondary school students' conceptions about brain-based learning 2) assess students' awareness of neurotheological practices. It was a descriptive study, and the study sample consisted of all public secondary school students, and250 students were chosen at random from the study population. The researchers developed a questionnaire after reading relevant literature. The study indicated that emotions influence decision-making, fostering creativity and uniqueness, so it concluded that a suitable classroom/institution environment makes students feel like active learners. The study may suggest that teachers create a favorable learning environment for better learning, and it may also recommend that students offer prayer five times daily to relax their brains and improve learning and creativity.

Brain-Based Learning and Educational Neuroscience: Boundary Work

2015 ◽  
Vol 9 (1) ◽  
pp. 40-49 ◽  
Author(s):  
Rosanne Edelenbosch ◽  
Frank Kupper ◽  
Lydia Krabbendam ◽  
Jacqueline E. W. Broerse
Keyword(s):  
Boundary Work ◽  
Educational Neuroscience ◽  
Brain Based Learning

Introduction: Educational Neuroscience

2011 ◽  
pp. 1-6
Author(s):  
Kathryn E. Patten ◽  
Stephen R. Campbell
Keyword(s):  
Educational Neuroscience
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