As the brain sciences make advances in our understanding of how the human brain functions, many educators are looking to findings from the neurosciences to inform classroom teaching methodolo- gies. This paper takes the view that the neurosciences are an excellent source of knowledge regard- ing learning processes, but also provides a warning regarding the idea that findings from the laboratory can be directly transposed into the classroom. The article proposes a model of five levels which describe different types of knowledge that must all contribute to new teaching methodologies. These include the levels of neuroscience, cognitive neuroscience, psychology, educational theory and testing, and finally the classroom.
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