implication of neurobiology for teaching and learning
Education is about enhancing learning,
and neuroscience is about understanding
the mental processes involved in learning.
This common ground suggests a future in
which educational practice can be
transformed by science, just as medical
practice was transformed by science
about a century ago. In this report we
consider some of the key insights from
neuroscience that could eventually lead
to such a transformation.
• Neuroscience research suggests that
learning outcomes are not solely
determined by the environment.
Biological factors play an important
role in accounting for differences in
learning ability between individuals.
• By considering biological factors,
research has advanced the
understanding of specific c learning
diffi cuties, such as dyslexia and
dyscalculia. Likewise, neuroscience is
uncovering why certain types of learning
are more rewarding than others.
• The brain changes constantly as a
result of learning, and remains ‘plastic’
throughout life. Neuroscience has
shown that learning a skill changes
the brain and that these changes revert
when practice of the skill ceases.
Hence ‘use it or lose it’ is an important
principle for lifelong learning.
• Resilience, our adaptive response to
stress and adversity, can be built up
through education with lifelong effects
into old age.
• Both acquisition of knowledge and
mastery of self-control benefit t future
learning. Thus, neuroscience has a key
role in investigating means of boosting
brain power.
• omen insights from neuroscience are S
relevant for the development and use
of adaptive digital technologies. These
technologies have the potential to
create more learning opportunities
inside and outside the classroom, and
throughout life. This is exciting given
the knock-on effects this could have
on wellbeing, health, employment and
the economy.
• There is great public interest in
neuroscience, yet accessible high
quality information is scarce. We urge
caution in the rush to apply so-called
brain-based methods, many of which
do not yet have a sound basis in
science. There are inspiring
developments in basic science
although practical applications are
still some way off.
• The emerging fi led of educational
neuroscience presents opportunities as
well as challenges for education. It
provides means to develop a common
language and bridge the gulf between
educators, psychologists and
neuroscientist.
wealth and happiness. It allows human
beings to transcend the physical limits of
biological evolution. We know that
education works through experiences that
are dependent on processes in the brain,
and yet we still understand far too little
about these processes. Neuroscience
studies have begun to shed light on the
mental processes involved in learning. In
this report we explore the extent to which
these new scientific c insights can inform
our approach to education.
Education is about enhancing learning,
and neuroscience is about understanding
the mental processes involved in learning.
This common ground suggests a future in
which educational practice can be
transformed by science, just as medical
practice was transformed by science
about a century ago. In this report we
consider some of the key insights from
neuroscience that could eventually lead
to such a transformation.
• Neuroscience research suggests that
learning outcomes are not solely
determined by the environment.
Biological factors play an important
role in accounting for differences in
learning ability between individuals.
• By considering biological factors,
research has advanced the
understanding of specific c learning
diffi cuties, such as dyslexia and
dyscalculia. Likewise, neuroscience is
uncovering why certain types of learning
are more rewarding than others.
• The brain changes constantly as a
result of learning, and remains ‘plastic’
throughout life. Neuroscience has
shown that learning a skill changes
the brain and that these changes revert
when practice of the skill ceases.
Hence ‘use it or lose it’ is an important
principle for lifelong learning.
• Resilience, our adaptive response to
stress and adversity, can be built up
through education with lifelong effects
into old age.
• Both acquisition of knowledge and
mastery of self-control benefit t future
learning. Thus, neuroscience has a key
role in investigating means of boosting
brain power.
• omen insights from neuroscience are S
relevant for the development and use
of adaptive digital technologies. These
technologies have the potential to
create more learning opportunities
inside and outside the classroom, and
throughout life. This is exciting given
the knock-on effects this could have
on wellbeing, health, employment and
the economy.
• There is great public interest in
neuroscience, yet accessible high
quality information is scarce. We urge
caution in the rush to apply so-called
brain-based methods, many of which
do not yet have a sound basis in
science. There are inspiring
developments in basic science
although practical applications are
still some way off.
• The emerging fi led of educational
neuroscience presents opportunities as
well as challenges for education. It
provides means to develop a common
language and bridge the gulf between
educators, psychologists and
neuroscientist.
wealth and happiness. It allows human
beings to transcend the physical limits of
biological evolution. We know that
education works through experiences that
are dependent on processes in the brain,
and yet we still understand far too little
about these processes. Neuroscience
studies have begun to shed light on the
mental processes involved in learning. In
this report we explore the extent to which
these new scientific c insights can inform
our approach to education.
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