by Benedict Carey
Edweek | November 1, 2014
The most valuable course a student could take is not currently a part of any standard curriculum. It's Learning 101—specifically, how the brain picks up knowledge and skills most efficiently. [Commentary]
University of Bristol | October 1, 2014
A new survey of teachers suggests that myths about the brain pervade the education system. “These ideas are often sold to teachers as based on neuroscience -- but modern neuroscience cannot be used support them," says study author Paul Howard-Jones. "These ideas have no educational value and are often associated with poor practice in the classroom.”
by Liz Dwyer
Takepart.com | August 1, 2014
A paper from the American Academy of Pediatrics recommends letting teens start class after 8:30 a.m.
Society for Neuroscience Video | August 1, 2014
Neuroscience isn’t just for biology class! Learn how you can use the science of the brain to enliven your chemistry or physics lessons. In this video, learn about the homunculus, the structure of the sensory cortex, from Jim Olson, a professor at Wright State University. The hands-on activity presented here will show you how to do the two-point discrimination test and create a representation of your own homunculus. Also see the Part 2 video, on how to watch activity from your own neurons in real time.
by Ainissa Ramirez
Edutopia | August 1, 2014
Today, cursive writing is becoming a lost art as note taking with laptops becomes more and more prominent in classrooms. But what we are losing is much bigger than a few scratches on a page -- we are losing a robust way of learning
by Brenda Patoine
The Dana Foundation | June 1, 2014
Dana grantee Elizabeth Spelke discusses the future direction of arts and cognition research, and puts into perspective the media attention given to her recently published study on the effects of music classes on math abilities in children.
by Moheb Costandi
The Dana Foundation | May 1, 2014
Research published in the past few years suggests that longer years of formal study can strengthen the brain, making it more resistant to the ravages of old age—and perhaps mitigating the damage that occurs after traumatic brain injury.
AAAS Policy Fellows and Potomac Institute for Policy Studies | May 1, 2014
Webcast recordings and presentation slides from daylong symposium on Educational Neuroscience (also known as Mind Brain and Education or Neuroeducation) and how new research in neuroscience and psychology can make a difference in how we teach and learn.
by Kimberly G. Noble, M.D., Ph.D.
Cerebrum | May 1, 2014
With the widening economic gap between the haves and the have-nots in mind, Dr. Noble examines recent research that ties family income level and other factors to helping children develop the language, memory, and life skills that tilts the odds in their favor later in life.
by Alan Schwarz
The New York Times | April 11, 2014
Some mental health researchers believe they have identified a new attention disorder “characterized by lethargy, daydreaming and slow mental processing.”
by Maria Konnikova
Smithsonian Magazine | April 1, 2014
The research into the relationship between quick thinking and methodical reasoning could take some time to decipher.
Page: 1 of 5
by Amy Erin Borovoy
Edutopia | February 28, 2014
A compilation of videos about the brain, with additional resources on brain-based learning.