Neuroscience and Education: A Fruitful Partnership

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: closed (31 January 2024) | Viewed by 2330

Special Issue Editors


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Guest Editor
Addison House, Guy's Campus, King's College London, London SE1 1UL, UK
Interests: neurodiversity; educational technology; higher education; blended learning; lecture capture; digital capabilities and training; virtual learning environments
Special Issues, Collections and Topics in MDPI journals

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Guest Editor Assistant
Addison House, Guy's Campus, King's College London, London SE1 1UL, UK
Interests: neuroscience and education; neurodiversity; higher education; online learning

Special Issue Information

Dear Colleagues,

The field of neuroeducation, resulting from combining neuroscience and education, was first proposed over fifty years ago and was met with great enthusiasm. Initially, it was posited that neurophysiological methods could provide insights into learning disorders and specific educational practices, but more lofty ambitions followed. However, despite the early enthusiasm, neuroscience does not yet appear to have had a significant impact on education practice, and several papers have discussed the challenges to neuroscience and education working together effectively and the rise of neuromyths in the classroom.

This Special Issue focuses on research that aims to connect neuroscience and education and debate about the use of neuroscience in education at all levels, not limited to pre-school, elementary, secondary, or pre-college. As we aim to progress the field of neuroeducation, prospective authors are encouraged to strengthen both the provision of theoretical foundations and the technical/practical guidelines beyond the existing research. We welcome submissions with a broad scope. Key topics include, but are not limited to:

  • Neuroscience informed pedagogy;
  • Professional training (teacher training in neuroscience or neuroscience training in education);
  • Neuroscience of special education needs;
  • Neurodiversity in education;
  • Barriers and opportunities in neuroeducation;
  • Disciplines that might bridge the gap between neuroscience and education;
  • Neuromyths.

You may choose our Joint Special Issue in Education Sciences.

Dr. Eleanor Dommett
Guest Editor

Anne-Laure Le Cunff
Guest Editor Assistant

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Keywords

  • neuroeducation
  • brain
  • mind
  • education

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Published Papers (1 paper)

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Review

11 pages, 1138 KiB  
Review
Rest to Promote Learning: A Brain Default Mode Network Perspective
by Wei Luo, Biao Liu, Ying Tang, Jingwen Huang and Ji Wu
Behav. Sci. 2024, 14(4), 349; https://doi.org/10.3390/bs14040349 - 22 Apr 2024
Cited by 1 | Viewed by 1506
Abstract
The brain often switches freely between focused attention and divergent thinking, and the Default Mode Network (DMN) is activated during brain rest. Since its discovery, the DMN, together with its function and characteristics, indicates that learning does not stop when the brain “rests”. [...] Read more.
The brain often switches freely between focused attention and divergent thinking, and the Default Mode Network (DMN) is activated during brain rest. Since its discovery, the DMN, together with its function and characteristics, indicates that learning does not stop when the brain “rests”. Therefore, DMN plays an important role in learning. Neural activities such as beta wave rhythm regulation, “subconscious” divergence thinking mode initiation, hippocampal function, and neural replay occur during default mode, all of which explains that “rest” promotes learning. This paper summarized the function and neural mechanism of DMN in learning and proposed that the DMN plays an essential role in learning, which is that it enables rest to promote learning. Full article
(This article belongs to the Special Issue Neuroscience and Education: A Fruitful Partnership)
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