Theme 1 Flashcards
Name 3 arguments why it is important that teachers/practitioners understand how the brain works
- The brain provides the machinery to learn, & learning disorders go together with (often subtle) changes in the brain
- Education changes the brain: learning = reorganizing connections and networks
- To prevent miscommunications
- Education changes the brain: learning = reorganizing connections and networks
EXPLAIN:
- Constraining
- Influencing
Constraining: education is only effective if it connects to how the brain works and learns
Influencing: Education (learning) changes the brain’s organization and functioning
Can we take our brain images to the classroom directly?
2 arguments
No! But why not?
- Neuroscience methods have limitations
- Complex translation
Name Myths of using neuroscience in education
- We can diagnose ADHD on the basis of (f)MRI-scans
> (f)MRI scans are not reliable enough at the individual level; most studies show group differences - Your brain will shrink if you drink less than 6- 8 glasses of water per day
- Academic achievement increases when teachers present material in the student’s preferred learning style
> Evidence shows it doesn’t improve learning performance & leads to using less strategies (limits self-regulated learning) - We only use 10 percent of our brain
> Our entire brain is active at all times, even when we sleep
Name Facts of using neuroscience in education
- Your brain can still change after your 25th
> Not a lot of “growth” after a certain age, but always capacity to re-organise (plasticity) - Brains of boys and girls are more similar than they are different
> M/F brains are only (slightly) different on average
Arguments for anything being a myth (3)
• Indirectly based on neuroscience, but not tested directly with controlled studies
> BrainGym claims
• “Evidence” incorrectly interpreted or inflated
> diagnosis with brain scan
• Evidence against
> 10% myth, learning style
Neuroscientists cannot help educators, but educators can help neuroscientists
- Agree: we are not there yet
- Disagree: we will get there!
• Promises and conclusions unjustified (Bowers) .or rather unfinished?
• Educational neuroscience (Howard-Jones et al, Gabrieli):
• Cognitive neuroscience, psychology = central
• Mind, Brain and Education
• Myths are indeed a problem, but they can be fought by
communicating correct knowledge
Promising directions in Mind, Brain and Education (4)
- Cognitive neuroscience in the lab: understanding brain development and learning
- Cognitive neuroscience in more realistic environments
- Educating teachers and students about the brain
- Integrating teacher’s knowledge when designing MBE research
Explain promising direction:
- Cognitive neuroscience in the lab: understanding brain development and learning
Neuroscience in the lab: understanding brain development and learning
• Should be guided by psychological theories
• Additional steps necessary:
> Cognitive/behavioral tests as a “proxy” for brain scan
> Practice-based research to examine validity of neuroscience insights in the classroom (randomized controlled trials)
Explain promising direction:
- Cognitive neuroscience in more realistic environments
Cognitive neuroscience in more realistic environments:
• Virtual reality in scanner
• “Hyperscanning”: scanning brains during real social
interactions
• Incorporating real-life complexity as variable in lab study
• Using portable neuro-imaging devices (e.g. EEG)
> Data quality less optimal, should be combined with lab experiments
> Wearing neuroscience devices makes the setting less natural
Explain promising direction:
- Educating teachers and students about the brain
• Educating teachers, students and parents about the brain can influence their beliefs and attitudes (see also TED-talk)
> Fixed mindset vs Growth mindset
• Gabrieli: Student’s theory of learning can be influenced by ideas about the brain = determinant for academic motivation and success
> More controlled studies necessary to test effectivity (e.g. effect growth mindset not always replicated)
> Communication is tricky, e.g. brain = muscle? Can everyone become a genius?
Explain promising direction:
- Integrating teacher’s knowledge when designing MBE research
Involve stakeholders (teachers, parents, students) to get input about:
• Which research questions are relevant? • When is a design realistic (enough)?
• How/when to communicate?
• How to optimize positive impacts?
• How to anticipate on, and deal with negative impacts?
Characteristics fixed mindset:
• Result = important (proving yourself)
• Negative feedback = confirmation that something is not within
your (fixed) abilities
• You lose motivation with challenges and setbacks (“I simply
cannot do it”)
Characteristics growth mindset:
- Learning = more important than the result (improving yourself)
- Negative feedback = something to learn from!
- You choose challenges and don’t lose motivation easily (“I cannot do it yet”)
