Recently there has been growing interest in and debate about the relation between cognitive neuroscience and education. Our goal is to advance the debate beyond both recitation of potentially education-related cognitive neuroscience findings and the claim that a bridge between fields is chimerical. In an attempt to begin a dialogue about mechanisms among students, educators, researchers and practitioner-scientists, we propose that multiple bridges can be built to make connections between education and cognitive neuroscience, including teacher training, researcher training and collaboration. These bridges - concrete mechanisms that can advance the study of mind, brain and education - will benefit both educators and cognitive neuroscientists, who will gain new perspectives for posing and answering crucial questions about the learning brain. © 2006 Elsevier Ltd. All rights reserved.
CITATION STYLE
Ansari, D., & Coch, D. (2006). Bridges over troubled waters: education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146–151. https://doi.org/10.1016/j.tics.2006.02.007
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