The six neurosceptical steps are questions that ought to be asked about any claims made for educational interventions based on brain science (or requests for funding). I direct this guidance to the community of educational research and practice to which I belong; neuroscientists can look after their own time and money without my help.
This is from a philosophical perspective Neuroeducation
neuromyths are keeping the neuroeducation industry alive!
Neuroscientists aren’t necessarily ready to claim real impact yet, but educators are keen that they do and they apply within the classroom
6 neurosceptical steps Ask yourself these questions, and if you’re still happy with it at the end, then carry on!)
neuromyths are still prevalent and this is often used as justification for why teachers need to know about neuroscience
davis a. 2004 The credentials of brain-based kearning
it’s not brains that learn, it’s persons that learn
why does thought have to happen in the brain?
brown 2009 ontological turn in education
Howard Jones- there’s a link between uncertainty and pleasure in primates, so they introduced a gambling game to learning. But look carefully at bridging claims
CogSci trap= reduce education to easily measurable recall of easily specified bounded factual knowledge quizzing is easily measurable and researchable
there are words of caution to be had around scripting- does this go against the idea that performance is different to true understanding?
extraneous cog load- attention/ perception - clear classroom walls- what about Dewey’s collatoral learning?
“what does neuroimaging add to understanding of education?” nothing. except making research expensive. which is attractive to academics!
studies “inspired” by neuroscience are not neuroscience! and can’t be a contribution to neuroscience if bridging claims are incorrect
what are you hoping to actually get from the neuroscience in terms of classroom practice?
geake and cooper 2003 cognitive neuroscience: implications for education aldrich (2017) noble lie of brain plasticity howard jones 2013 neuroeducation the emergence of the brain in education