Using Learning Study to Introduce Teachers to Neuroscience

• In Event: 25.046 - Finding Synergy Across the Mind, Brain, and Internet in Educational Research: The Challenges, the Myths, and Some New Promising Connections

Abstract

Researchers state that false beliefs about neuroscience prevent teachers from effectively applying brain research in the classroom. As such, a primary goal within the field of Mind, Brain and Education (MBE), is to provide professional development that builds teachers’ neuroscience fluency. Yet, the MBE literature does not provide a framework for practically developing teachers' philosophical perspectives with respect to educational neuroscience. Here, we: 1) provide an historical overview of neuroscience teacher development, 2) identify practical and philosophical challenges in developing MBE development programs, and 3) suggest learning study as an established framework for addressing challenges in MBE teacher development. Using learning study to guide teachers’ understanding of brain research provides a commensurable framework for exploring classroom applications of theoretical neuroscience.

Authors

• Joshua Johnstone Amiel, Abbotsford Public School

• Yuen Sze Michelle Tan, The University of British Columbia

• Kwesi Yaro, The University of British Columbia