Contributions of Neuroscience Knowledge to Teachers and Their Practice

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dc.contributor.authorDubinsky, J. M.
dc.contributor.authorGuzey, S. S.
dc.contributor.authorSchwartz, M. S.
dc.contributor.authorRoehrig, G.
dc.contributor.authorMacNabb, C.
dc.contributor.authorSchmied, A.
dc.contributor.authorHinesley, V.
dc.contributor.authorHoelscher, M.
dc.contributor.authorMichlin, M.
dc.contributor.authorSchmitt, L.
dc.contributor.authorEllingson, C.
dc.contributor.authorChang, Zhengsi
dc.contributor.authorCooper, J. L.
dc.contributor.utdAuthorChang, Zhengsi
dc.date.accessioned2020-02-06T23:32:30Z
dc.date.available2020-02-06T23:32:30Z
dc.date.issued2019-03-21
dc.descriptionDue to copyright restrictions full text access from Treasures at UT Dallas is restricted to current UTD affiliates (use the provided Link to Article). An EPUB formated copy is freely available to everyone on the publisher's website at the DOI address.
dc.description.abstractWhile neuroscience has elucidated the mechanisms underpinning learning and memory, accurate dissemination of this knowledge to teachers and educators has been limited. This review focuses on teacher professional development in neuroscience that harnessed the power of active-learning strategies and best educational practices resulting in increased teacher and student understanding of cognition and brain function. For teachers, the experience of learning a novel subject in an active manner enabled them to subsequently teach using similar strategies. Most important, participants viewed neuroscience as a frame for understanding why active-learning pedagogies work to engage and motivate students. Teachers themselves made connections applying neuroscience concepts to understand why learner-centered pedagogies are effective in promoting higher order thinking and deep learning in their students. Teachers planned and embraced pedagogies involving modeling, experimentation, discussion, analysis, and synthesis, increasing classroom cognitive engagement. Comprehending that everyone is in charge of changing their own brains is a tremendously powerful idea that may motivate science and non-science teachers to provide students opportunities to actively engage with content. Neuroscience courses for preservice and in-service teachers, provided as collaborations between scientists and teacher educators, can result in improved science education, pedagogy, and understanding of neuroscience. © The Author(s) 2019.
dc.description.departmentSchool of Behavioral and Brain Sciences
dc.identifier.bibliographicCitationDubinsky, J. M., S. S. Guzey, M. S. Schwartz, G. Roehrig, et al. 2019. "Contributions of Neuroscience Knowledge to Teachers and Their Practice." Neuroscientist 25(5): 394-407, doi: 10.1177/1073858419835447
dc.identifier.issn1073-8584
dc.identifier.issue5
dc.identifier.urihttp://dx.doi.org/10.1177/1073858419835447
dc.identifier.urihttps://hdl.handle.net/10735.1/7248
dc.identifier.volume25
dc.language.isoen
dc.publisherSage Publications Inc.
dc.rights©2019 The Authors
dc.source.journalNeuroscientist
dc.subjectInquiry-based education
dc.subjectNeurobiology
dc.subjectMemory
dc.subjectLearning
dc.subjectCognition
dc.subjectLearning
dc.subjectEducation
dc.titleContributions of Neuroscience Knowledge to Teachers and Their Practice
dc.type.genrearticle

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