Learning Theory (education) - Educational Neuroscience

Educational Neuroscience

Educational Neuroscience or Neuroeducation is an emerging new learning theory. Prestigious universities such as Harvard, Johns Hopkins, USC and others are now offering programs dedicated to neuroeducation and are developing majors and degrees in the field. It is founded on connecting what we know about how the brain processes and stores information with classroom instruction and experiences. Neuroeducation analyzed the biological change in the brain as new information is processed and looks at what environmental, emotional, social situations are best in order for the new information to be processed. It further analyzes under what conditions the brain stores information and links it to other neurons versus simply determining that the information is non-essential to store and hence reabsorbs the dendrite and dismisses the information. The 1990s were designated "The Decade of the Brain," and advances took place in neuroscience at an especially rapid pace. The three dominant methods for measuring brain activities are: ERP's, FMRI, MEG.

Radin points out that the examination of the art and science of teaching was further accelerated by President G.H. Bush when he declared the 1990s as the Decade of the Brain. The integration and application of what we know about the brain was strengthened in 2000 when the American Federation of Teachers stated: "It is vital that we identify what science tells us about how people learn in order to improve the education curriculum." Rowland discusses that what is exciting about this new field in education is that modern brain imaging techniques now make it possible, in some sense, to watch the brain as it learns. As academic language and learning (ALL) educators often work with students on improving their approaches to learning, the question then arises: can the results of neuro-scientific studies of brains as they are learning usefully inform practice in this area? Although the field of neuroscience is young, it is expected that with new technologies and ways of observing learning, the paradigms of what students need and how students learn best will be further refined with actual scientific evidence. In particular, students who may have learning disabilities will be taught with strategies that engage their brain and makes the connections needed.