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Education Sciences
Special Issues
Neuroscience and Education: A Fruitful Partnership
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Neuroscience and Education: A Fruitful Partnership

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (31 August 2024) | Viewed by 6607

Special Issue Editors

Dr. Eleanor Dommett

E-Mail Website
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
Anne-Laure Le Cunff

E-Mail Website
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 Behavioral Sciences.

Dr. Eleanor Dommett
Guest Editor

Anne-Laure Le Cunff
Guest Editor Assistant

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • neuroeducation
  • brain
  • mind
  • education
  • neuroscience
  • pedagogy

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Published Papers (2 papers)

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12 pages, 1040 KiB  
Article
Research Priorities in Neuroeducation: Exploring the Views of Early Career Neuroscientists and Educators
by Anne-Laure Le Cunff, Hannah C. Wood, Petra Kis-Herczegh and Eleanor J. Dommett
Educ. Sci. 2024, 14(10), 1117; https://doi.org/10.3390/educsci14101117 - 15 Oct 2024
Viewed by 2078
Abstract
The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to [...] Read more.
The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early career professionals from both fields. Using the nominal group technique (NGT) with interquartile range (IQR) analysis, we identified seven key priorities in neuroeducation and assessed the level of consensus on these priorities. The top-ranked priorities were “Emotional and Mental Well-being”, “Neurodiversity and Special Education Needs”, and “Active and Inclusive Teaching Methods”, though IQR analysis revealed varying levels of consensus. Lower-ranked priorities, such as “Role of Technology on Learning and the Brain”, showed a higher consensus. This discrepancy between ranking and consensus highlights the complex nature of neuroeducation, reflecting differing perspectives between neuroscientists and educators. These findings suggest the need for interdisciplinary collaboration to bridge these gaps and foster evidence-based practices. We recommend that future research focuses on the specific neural mechanisms underlying emotional well-being, strategies for supporting neurodivergent learners, and practical approaches to integrating inclusive teaching methods in diverse educational contexts. Full article
(This article belongs to the Special Issue Neuroscience and Education: A Fruitful Partnership)
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14 pages, 2510 KiB  
Article
Neuroscience-Based Information and Communication Technologies Development in Elementary School Mathematics through Games: A Case Study Evaluation
by Marcos Procopio, Raquel Fernández-Cézar, Leandra Fernandes-Procopio and Benito Yánez-Araque
Educ. Sci. 2024, 14(3), 213; https://doi.org/10.3390/educsci14030213 - 21 Feb 2024
Cited by 2 | Viewed by 3364
Abstract
Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The [...] Read more.
Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The focus is on integrating information and communication technologies (ICT) tools for mathematics, specifically Scratch and GeoGebra, underpinned by principles of neuroscience. Based on a sample of 28 students, this study adopted game-based learning (GBL) in mathematics exercises, aimed at equipping student-teachers with strategies for educating future students (ages 7 to 11) in the 3rd to the 6th grade. Key areas of focus included plane and spatial geometry, requiring student-teachers to design game-like activities, emulating the problem-solving approaches of children. The culmination of this study involved presentations by the student-teachers, demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The findings highlight a significant divergence between the reality of teaching mathematics and the preconceived notions held by the student-teachers. This study opens avenues for integrating neuroscience into education, particularly through GBL, but also highlights the need for comprehensive understanding and application of neuroscientific principles to maximize learning outcomes. Full article
(This article belongs to the Special Issue Neuroscience and Education: A Fruitful Partnership)
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