Connecting Neuroscience with Education

Donna Coch, Ed.D., works at the intersection of development, mind, brain, and educational practice. Her lab uses neural and behavioral measures to explore the development of the reading brain from an interdisciplinary perspective. Donna facilitates teacher workshops and teaches courses on the development of reading, atypical developmental pathways, and using research evidence in education.David B. Daniel, Ph.D., works at the intersection of science and educational practice, as well as policy. He served as the founding managing editor of the interdisciplinary journal Mind, Brain, and Education for over a decade. David has been internationally recognized throughout his career for his work translating scientific findings to educational practice, and vice versa.

• UNESCO IBE Science of Learning and Teaching SeriesOverview: Using Scientific Evidence in Education1 What Is Scientific Literacy?2 Why Is (Neuro)scientific Literacy Important in Education?1 Using Research Evidence: Concepts Relevant to Educators1 Introduction2 Types of Research Studies3 Other Factors to Consider in Research Design4 Types of Publications and Sources of Information2 Using Neuroscience Research Evidence: Concepts Relevant to Educators1 Neurons2 Levels of Analysis Issues3 Select Human Developmental Neuroscience Methods: How They Work4 Proof or Persuasion? The Power of Brain Images5 Ecological Validity3 Using Neuroscience Research in Education: The Fundamental Issue of “Translation”1 Engaging in Research: From Neuroscience Research to Teaching Practice2 Engaging with Research: From Neuroscience Research to Knowledge Base on Learning and Development4 ConclusionReferencesList of FiguresAbout the AuthorsIndex

“This brief, highly readable volume fills a critical gap in efforts to make scientific insights both accessible and meaningful for educators and policymakers. Coch and Daniel don’t just bridge the gap between neuroscience and education; they show us how to cross it responsibly. This is essential reading for anyone who is serious about using research to improve teaching and learning.” —Daniel T. Willingham, Professor of Cognitive Psychology, University of Virginia, United States“Education is among society’s most important endeavors, and teachers face the enormous challenge of managing their work amid changing social contexts and ever-evolving cognitive and learning science that may or may not apply to the classroom. In this concise volume, Coch and Daniel provide a powerful framework that focuses on how to think rather than what to think about scientific studies of learning and the brain. They equip educators to critically evaluate research to determine its classroom relevance. I recommend this insightful and practical guide for all educators, current and future.”—Mary Helen Immordino-Yang, Professor of Education, Psychology, and Neuroscience, Brain and Creativity Institute and Rossier School of Education, University of Southern California, United States