On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals

New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due...

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Autores principales:	Jelle Jolles, Dietsje D. Jolles
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	neuroeducation brain development executive functions neuroscientific literacy education adolescence Psychology BF1-990
Acceso en línea:	https://doaj.org/article/0c375821c77e440386913c9f3352f872
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spelling	oai:doaj.org-article:0c375821c77e440386913c9f3352f8722021-12-03T06:49:18ZOn Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals1664-107810.3389/fpsyg.2021.752151https://doaj.org/article/0c375821c77e440386913c9f3352f8722021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.752151/fullhttps://doaj.org/toc/1664-1078New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity; the vision that development is driven by an interaction between a person’s biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or “neuroscientific literacy” – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content “that every teacher should know.” These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed.Jelle JollesDietsje D. JollesFrontiers Media S.A.articleneuroeducationbrain developmentexecutive functionsneuroscientific literacyeducationadolescencePsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	neuroeducation brain development executive functions neuroscientific literacy education adolescence Psychology BF1-990
spellingShingle	neuroeducation brain development executive functions neuroscientific literacy education adolescence Psychology BF1-990 Jelle Jolles Dietsje D. Jolles On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals
description	New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity; the vision that development is driven by an interaction between a person’s biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or “neuroscientific literacy” – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content “that every teacher should know.” These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed.
format	article
author	Jelle Jolles Dietsje D. Jolles
author_facet	Jelle Jolles Dietsje D. Jolles
author_sort	Jelle Jolles
title	On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals
title_short	On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals
title_full	On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals
title_fullStr	On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals
title_full_unstemmed	On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals
title_sort	on neuroeducation: why and how to improve neuroscientific literacy in educational professionals
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/0c375821c77e440386913c9f3352f872
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On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals

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