Add to ORKGDougherty and Robey (D&R) argue that the idea that neuroscience can have a direct impact in the classroom is ‘a bit far-fetched’ (p.401), following other commentators such as Bishop, 2014, and Bowers, 2016; and that investment of limited research funds in the cognitive and social psychological sciences is more worthwhile. In this commentary, I argue that for education, interdisciplinary research offers the best hope of progress at the interface of the learning sciences; and that we should reject arguments that isolate scientific disciplines and pit them against each other
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
The past decade has witnessed efforts on the part of research, education and policy communities to c...
Improving education is a national priority for the UK. In this Commentary, we explore the scope for ...
Dougherty and Robey (D&R) argue that the idea that neuroscience can have a direct impact in the clas...
The research fields of cognitive neuroscience and education are often criticized because of the gap ...
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
As neuroscience gains social traction and entices media attention, the notion that education has muc...
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
1. In Bowers (2016), I argued that there are (a) practical problems with educational neuroscience (E...
Educational neuroscience is an interdisciplinary research field that seeks to translate research fin...
Much attention has been given to “bridging the gap” between research and practice since neuroscience...
An interdisciplinary partnership between cognitive scientists, neuroscientists, college professors, ...
This article examines how discussions around the new interdisciplinary research area combining neuro...
Since emergence of the field 'Educational Neuroscience' (EN) in the late nineties of the previous ce...
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
The past decade has witnessed efforts on the part of research, education and policy communities to c...
Improving education is a national priority for the UK. In this Commentary, we explore the scope for ...
Dougherty and Robey (D&R) argue that the idea that neuroscience can have a direct impact in the clas...
The research fields of cognitive neuroscience and education are often criticized because of the gap ...
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
As neuroscience gains social traction and entices media attention, the notion that education has muc...
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
1. In Bowers (2016), I argued that there are (a) practical problems with educational neuroscience (E...
Educational neuroscience is an interdisciplinary research field that seeks to translate research fin...
Much attention has been given to “bridging the gap” between research and practice since neuroscience...
An interdisciplinary partnership between cognitive scientists, neuroscientists, college professors, ...
This article examines how discussions around the new interdisciplinary research area combining neuro...
Since emergence of the field 'Educational Neuroscience' (EN) in the late nineties of the previous ce...
In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to p...
The past decade has witnessed efforts on the part of research, education and policy communities to c...
Improving education is a national priority for the UK. In this Commentary, we explore the scope for ...