NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138204
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: EISSN-2331-186X
Translating Neuroscience, Psychology and Education: An Abstracted Conceptual Framework for the Learning Sciences
Donoghue, Gregory M.; Horvath, Jared C.
Cogent Education, v3 n1 Article 1267422 2016
Educators strive to understand and apply knowledge gained through scientific endeavours. Yet, within the various sciences of learning, particularly within educational neuroscience, there have been instances of seemingly contradictory or incompatible research findings and theories. We argue that this situation arises through confusion between levels of analysis applicable to various disciplines. In this article, we propose a conceptual framework for the science of learning which integrates sociological, psychological, biological and neurological perspectives of learning. This framework seeks to recognise the distinction between "learning"--essentially a complex neurological phenomenon--and "education," an even more complex sociocultural phenomenon. As such, the framework allows a coherent perspective to emerge that can help resolve a number of key issues. Specifically, we argue that its adoption will (a) provide the science of learning with a foundation to assist in the development of a translational paradigm for neuroscience, psychology and education professionals, (b) enable neuromyths to be more easily identified and (c) help prevent unhelpful debates in the future.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A