The aim of this paper is to reconstruct and critically assess the evidential relationship between neuroscience and educational practice. To do this, I reconstruct a standard way in which evidence from neuroscience is used to support recommendations about educational practice, that is, testing pedagogical interventions using neuroimaging methods,…

Are there really "right-brained" and "left-brained" learners? The argument of left- and right-brain learning is the second most pervasive neuromyth in education. In this article, we debunk this myth by distinguishing fact from fiction. Each hemisphere indeed shows dominance in processing certain types of cognitive function.…

In this beautifully-written book, the authors skip across the many bridges that connect neuroscience to education, creating a wonderful resource for educators. They consider all the elements that an understanding of neuroscience can bring to education in a highly accessible manner, focusing on emotions and spiritual meaning as well as more…

Although not a new phenomenon, the prevalence of student trauma has recently garnered national attention. This ongoing public health crisis hinders learning, connection, and the well-being of entire school communities. Often on the margins of conversations surrounding student needs or unable to access educational documents, music teachers seeking…

In today's globalized world, strong English listening skills have become more essential than ever before. Whether you're a language learner, a professional conducting business internationally, or a traveler exploring new cultures, the ability to understand spoken English is an asset. Fortunately, advancements in technology have opened new avenues…

Teaching modifies the brain of the learners. In that respect, providing teachers with information about ways in which the brain learns could allow them to enhance their practices. Similarly, language teachers should also embrace what experts and theories from Educational Neuroscience and Mind, Brain and Education Science (MBE) Science can offer to…

Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For…

In this position paper, we advocate that advancements made in other disciplinary areas such as neurolinguistics should be included into contemporary reading comprehension courses and programs. We present findings from neurobiology of reading that suggest explanation of certain reading behaviors: (1) the differences between reading disability and…

The human brain is a social organ. Whatever an educator's instructional goals or lesson plans, students' brains experience the classroom first and foremost as a social system. Neuroscience research suggests that the organizing principle of the brain is one of "minimizing danger, maximizing reward." Recent social cognitive neuroscience…

Educational neuroscience is one of the most hotly debated areas of research and is often misrepresented with grand claims for what it means for teaching and learning. Is each side of the brain responsible for different types of mental activity? Can listening to Mozart improve long-term brain function? Can neuroscience help with reading, or student…

Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of "7 ½ Lessons about the Brain" by Lisa Feldman-Barrett along with pedagogical strategies for integrating the…

The potential of educational neuroscience in teacher training and continuing professional development has been debated extensively, yet knowledge translation is largely absent in this field. Without objective methods for translating and disseminating educational neuroscience evidence, the impact of training on educators and the children they serve…

The declarative/procedural (DP) model posits that the learning, storage, and use of language critically depend on two learning and memory systems in the brain: declarative memory and procedural memory. Thus, on the basis of independent research on the memory systems, the model can generate specific and often novel predictions for language. Till…

Distributed cognition, as it considers how technologies augment cognition, informs technology integration in education. Most educational technologists interested in distributed cognition embrace a representational theory of mind. As this theory assumes cognition occurs in the brain and depends on the internal representation of external…

The majority of teacher preparation programs do not address neuroscience in their curricula. This is curious, as learning occurs in the brain in context and teachers fundamentally foster and facilitate learning. On the one hand, merging neuroscience knowledge into teacher training programs is fraught with challenges, such as reconciling how…