A Multiperspective Approach to Neuroeducational Research
Bibliographic Data
| ID | 8858868 |
|---|---|
| Authors | Paul Howard‐jone (0000-0002-6894-8637, University of Bristol, corresponding author), Paul A Howard‐Jones (University of Bristol) |
| Year | 2011 |
| Volume | 43 |
| Issue | 1 |
| Pages | 24-30 |
| 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.1469-5812.2010.00703.x |
| OpenAlex | W2102773752 |
| Language | EN |
| Citations received | 2 |
| References cited | 15 |
There is increasing interest in research that combines neuroscientific and educational perspectives on learning, but significant philosophical issues divide these perspectives. This article examines the value of such neuroeducational research and how concepts from different perspectives may be interrelated through a 'level of actions' model. This model, which encourages a multiperspective approach, may be helpful in avoiding some of the worst transgressions of sense-making in constructing concepts that span neuroscience and education. Application of the model is explored in the context of teaching strategies intended to foster creativity, and its affordances and limitations are discussed
Affordance · Cognitive psychology · Cognitive science · Context (archaeology · Creativity · Epistemology · Sociology · Value (mathematics · Computer Science · Educational and Psychological Assessments · Educational Leadership and Innovation · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0.14 |
| Citation span | 2012 - 2021 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |