Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI studies of the neural correlates of creative intelligence
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (1):43-47 (2011)
In this position statement it is argued that educational neuroscience must necessarily be relevant to, and therefore have implications for, both educational theory and practice. Consequently, educational neuroscientific research necessarily must embrace educational research questions in its remit.
|Keywords||action research cycle cognitive neuroscience educational issues and applications|
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References found in this work BETA
Clancy Blair (2006). How Similar Are Fluid Cognition and General Intelligence? A Developmental Neuroscience Perspective on Fluid Cognition as an Aspect of Human Cognitive Ability. Behavioral and Brain Sciences 29 (2):109-125.
Citations of this work BETA
Ivan Snook (2012). Educational Neuroscience: A Plea for Radical Scepticism. Educational Philosophy and Theory 44 (5):445-449.
Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter (2015). Educational Neuroscience: Its Position, Aims and Expectations. British Journal of Educational Studies 63 (2):229-243.
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