Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research
FMRI studies of the neural correlates of creative intelligence
Bibliographic Data
| ID | 11526693 |
|---|---|
| Authors | John Geake (University of New England, corresponding author) |
| Year | 2011 |
| Volume | 43 |
| Issue | 1 |
| Pages | 43-47 |
| Publication date | 2011-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2010.00706.x |
| OpenAlex | W2009189074 |
| Language | EN |
| Citations received | 4 |
| References cited | 11 |
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
Brain research · Cognition · Cognitive science · Education theory · Educational neuroscience · Educational research · Epistemology · Higher education · Neural correlates of consciousness · Pedagogy · Political science · Position (finance · Position paper · Position statement · Sociology · Statement (logic · Computer Science · Creativity in Education and Neuroscience · Educational and Psychological Assessments · Medicine · Neuroscience · Neuroscience, Education and Cognitive Function · Psychology
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.29 |
| Citation span | 2012 - 2021 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |