Research Priorities in Neuroeducation
Exploring the Views of Early Career Neuroscientists and Educators
Bibliographic Data
| ID | 22047192 |
|---|---|
| Authors | Anne-Laure Le Cunff (0000-0002-6025-1712, King's College London, corresponding author), Hannah C Wood (0000-0003-1686-2054, King's College London), Petra Kis-Herczegh (0009-0005-5090-6702, King's College London), Eleanor J Dommett (0000-0002-6973-8762, King's College London) |
| Year | 2024 |
| Volume | 14 |
| Issue | 10 |
| Pages | 1117 |
| Publication date | 2024-10-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14101117 |
| OpenAlex | W4403429940 |
| Language | EN |
| References cited | 39 |
The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early career professionals from both fields. Using the nominal group technique (NGT) with interquartile range (IQR) analysis, we identified seven key priorities in neuroeducation and assessed the level of consensus on these priorities. The top-ranked priorities were “Emotional and Mental Well-being”, “Neurodiversity and Special Education Needs”, and “Active and Inclusive Teaching Methods”, though IQR analysis revealed varying levels of consensus. Lower-ranked priorities, such as “Role of Technology on Learning and the Brain”, showed a higher consensus. This discrepancy between ranking and consensus highlights the complex nature of neuroeducation, reflecting differing perspectives between neuroscientists and educators. These findings suggest the need for interdisciplinary collaboration to bridge these gaps and foster evidence-based practices. We recommend that future research focuses on the specific neural mechanisms underlying emotional well-being, strategies for supporting neurodivergent learners, and practical approaches to integrating inclusive teaching methods in diverse educational contexts
Career development · Mathematics education · Pedagogy · Educational and Psychological Assessments · Educational Leadership and Innovation · Neuroscience, Education and Cognitive Function · Psychology
Redefining ‘early career’ in academia
The impact of classroom design on pupils' learning
Neuroscience and education
Learning strategies
Neuromyths in Education
Does discovery-based instruction enhance learning?
We Feel, Therefore We Learn
Barriers to Faculty Pedagogical Change
Benefits of multisensory learning
Pandemic politics, pedagogies and practices
Early career researchers’ perceptions of the benefits and challenges of sharing research with academic and non-academic end-users
Education and the Brain
Connecting Education and Cognitive Neuroscience
The Impact of Enhancing Students' Social and Emotional Learning
Three requirements for justifying an educational neuroscience
The neuroeducator
| Citation velocity | historical |
|---|---|
| Highly cited | No |