Introduction to Educational Neuroscience

Educational neuroscience emerged from the need for a new discipline that would make scientific research functionally relevant within an educational context. Addressing the broader field of mind, brain, and education, Kurt Fisher says, “The traditional model will not work.” It is sufficient for researchers to collect data, information, and research papers for teachers, as this method excludes teachers and learners from formulating research methods and questions. Learning in cognitive psychology and neuroscience has focused on the development of how and other types of learning extract useful information from the natural world around them. The upper part of education, especially education, especially modern education, is based on descriptions and explanations of the world that learners are not expected to acquire on their own. In this way, education in the scientific sense and learning in the pedagogical sense can be considered complementary concepts. This creates a new challenge for neuroscience. In turn, neuroscience creates a new challenge for education, as it provides new descriptions of the learner’s current state—including brain state, genetic state, and hormonal state—that can be relevant to learning and teaching. Learning and teaching, including learning and activity, can be characterized by different types of learning and achievement methods. For example, neuroscience research can differentiate rote learning from learning through conceptual understanding in mathematics.