Poster #34 - Application of Contemporary Neuroscience Perspectives to Classroom Teaching: Case of Learning Study in Canada

• In Event: 61.072 - MTCC Poster Session 13
  In Poster Session: 61.072-5 - New Insights Through Lesson Study: Poster Session

Abstract

The application of contemporary neuroscience knowledge to classroom teaching is a knowledge gap area, despite educators’ keen interest in applying brain research to their practice. Our learning study (a variant of lesson study) entails teachers collaboratively designing, teaching, and reflecting on neuroscience-framed lessons as their classroom research and professional development. Neuroscience perspectives included the neural network hypothesis for memory and learning, hierarchical relational binding theory, and attention and awareness. We employed phenemenographic analysis to construct categories describing different ways teachers engaged with neuroscience through their teaching. The analysis captured how analogies were crucial to the teachers’ development of understandings of students’ knowledge construction, their use of constructivist-framed pedagogies, and the creation of coherent student learning experiences. Implications will be discussed.

Authors

• Yuen Sze Michelle Tan, The University of British Columbia

• Joshua Johnstone Amiel, Abbotsford Public School

• Kwesi Yaro, The University of British Columbia