46.051 - Educational Neuroscience and the Devil's Adovocate

Session Type: Invited Speaker Session

Abstract

It seems self evident that the more we know about how the brain learns, the greater the opportunity to improve teaching. But we must bear in mind that the data that come from neuroscientific studies--the anatomic location of brain activation for example--is fundamentally incompatible with behavioral theories. Is neuroscience a “bridge too far?” In this talk I'll argue that much of what seems to be promising leveraging of brain science to improve education is, indeed, empty. Still, there is reason for optimism. I'll also argue that drawing pedagogical implications from neuroscientific data is not is not only possible, but has undeniably been done, but there is no denying that the opportunities are more limited than many have suggested. I will describe four ways by which neuroscientific data can be applied to behavioral theories, and I'll provide examples of how each technique has been applied to education.

Sub Unit

• SIG-Brain, Neurosciences and Education

Speaker

• Daniel Thompson Willingham, University of Virginia