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Introduction

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Abstract:

Can neuroscience truly improve education? This report suggests a complex, but nonetheless definite answer: "yes, but..." Circumstances have converged to mean that there is now a global emergence of educational neuroscience. Recent advances in the field of neuroscience have significantly increased its relevance to education. Imaging technologies enable the observation of the working brain, providing insights into perceptual, cognitive, and emotional functions of consequence for education. This trend towards the greater applicability of neuroscience for education is paralleled by an increasingly receptive society. This report summarises the state of research at the intersection of neuroscience and learning, and highlights research and policy considerations for the next decade. Scientific research findings can help all stakeholders involved in education ‐ including learners, parents, teachers and policy makers ‐ to better understand the processes of learning and to structure nurturing learning environments. This understanding can help education systems move in evidencebased policy decisions, inform parents about how to create a sound learning environment for their children, and help learners develop their competencies.

Document Type: Review Article

Publication date: 2007-06-01

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