The emerging role of educational neuroscience in education reform

Abstract

In the early 90s a movement began in education called 'brain-based learning' that attempted to link neuroscience and education. However, many in both science and education felt it was untenable to make this leap. While early attempts to bridge the fields sparked controversy, it can now be argued that neuroscience does have a role to play in education reform. This paper explores suggestions for the appropriate training of the Educational Neuroscientist, broad interventions based on Educational Neuroscience that could reform curriculum, and emerging ways the Educational Neuroscientist can inform professional development of educators.