Educational Neuroscience for Teachers

Conference: The Asian Conference on Education (ACE2022)
Title: Educational Neuroscience for Teachers
Stream: Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Presentation Type: Oral Presentation
Authors:
Lucy Spence, University of South Carolina, United States

Abstract:

The purpose of this work is to provide educators with current information on how the brain functions in literacy learning together with instructional methods that complement the findings. This is significant because from the time children enter pre-school until they write their final senior thesis teachers nurture reading, writing, and many other aspects of literacy important to brain development. This work was framed by sociocultural and constructivist theories (Luke, et al., 2011). Literacy involves complex social practices of reading, writing, talking about texts, and using texts for a variety of social and personal purposes (Street, 1985). This paper examines the growing body of neuroscience that supports this conceptual approach. Immordino-Yang and Gottlieb (2017) are neuroscientists who are interested in K-12 students. They describe how neurobiological and sociocultural development are co-dependent. Child and adolescent brain development are influenced by their experiences and social interactions. Personal interactions, emotions, and physical experiences are intertwined with cognitive functions (Immordino-Yang, Darling-Hammond, & Krone, 2019).
The neuroscience research cited in this paper was gathered from peer-reviewed articles in neuroscience journals using psychology and medical databases. The instructional methods that complement the findings are based on studies in classrooms or lab settings and were published in leading peer-reviewed educational journals. Literacy is a multidimensional concept with visual, phonological, motor, affective, linguistic, semantic, and sociocultural dimensions. Neuroscience helps us understand the multiple dimensions involved in literate practices. This paper presents how educational research and practices were found to be congruent with neuroscience findings.

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