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Advancing pedagogy through the science of teaching and learning: A vision for educational practitioners.

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Title: Advancing pedagogy through the science of teaching and learning: A vision for educational practitioners.
Authors: Galea, Erika
Source: Psychology of Education Review. Spring2024, Vol. 48 Issue 1, p58-67. 10p.
Subjects: Science education, Psychologists, Mnemonics, Neurosciences, Metacognition
Abstract: Over recent decades, the science of teaching and learning has started to provide research-based guidance for educational practices as well as a growing collaboration between neuroscientists, practitioners, and psychologists to create a common language in neuro-educational theory and practice (Chang et al, 2021; Dubinsky et al, 2019; Zadina, 2015). This theoretical paper explores the developments of brain science research and its connection to teaching and learning, focusing on the fundamental and essential processes that schools should implement within the framework of the science of teaching and learning. It brings to the forefront the importance of the responsibility of practitioners on the neuroscience level, including everything from challenging the idea of fixed intelligence to content learning to thinking carefully about promoting and enhancing self-regulated learning, growth mindset, executive function skills, emotional intelligence, as well as memory training. Additionally, it highlights the pivotal role of sleep in the context of learner performance and the overall quality of the learning experience. Strategies that support well-being and their impact on the quality of learning are also addressed. This contribution serves to bridge the gap between educational theory and practice, affirming the integral role that neuroscience plays in enhancing the teaching and learning processes. [ABSTRACT FROM AUTHOR]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Over recent decades, the science of teaching and learning has started to provide research-based guidance for educational practices as well as a growing collaboration between neuroscientists, practitioners, and psychologists to create a common language in neuro-educational theory and practice (Chang et al, 2021; Dubinsky et al, 2019; Zadina, 2015). This theoretical paper explores the developments of brain science research and its connection to teaching and learning, focusing on the fundamental and essential processes that schools should implement within the framework of the science of teaching and learning. It brings to the forefront the importance of the responsibility of practitioners on the neuroscience level, including everything from challenging the idea of fixed intelligence to content learning to thinking carefully about promoting and enhancing self-regulated learning, growth mindset, executive function skills, emotional intelligence, as well as memory training. Additionally, it highlights the pivotal role of sleep in the context of learner performance and the overall quality of the learning experience. Strategies that support well-being and their impact on the quality of learning are also addressed. This contribution serves to bridge the gap between educational theory and practice, affirming the integral role that neuroscience plays in enhancing the teaching and learning processes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpsper.2024.48.1.58
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