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Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI studies of the neural correlates of creative intelligence
Educational Philosophy and Theory 43 (1):43-47 (2011)
Abstract
In this position statement it is argued that educational neuroscience must necessarily be relevant to, and therefore have implications for, both educational theory and practice. Consequently, educational neuroscientific research necessarily must embrace educational research questions in its remitOther Versions
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Citations of this work
Educational Neuroscience: A plea for radical scepticism.Ivan Snook - 2012 - Educational Philosophy and Theory 44 (5):445-449.
Confusions that make us think? An invitation for public attention to conceptual confusion on the neuroscience-education bridge.Joyce Leysen - 2021 - Educational Philosophy and Theory 53 (14):1464-1476.
Educational Neuroscience: Its Position, Aims and Expectations.Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter - 2015 - British Journal of Educational Studies 63 (2):229-243.
The “Species” Concept as a Gateway to Nature of Science.Jorun Nyléhn & Marianne Ødegaard - 2018 - Science & Education 27 (7):685-714.
References found in this work
Fluid Concepts and Creative Analogies.Douglas Hofstadter & Melanie Mitchell (eds.) - 1995 - Basic books.
The Copycat Project.Douglas Hofstadter & Melanie Mitchell - 1995 - In Douglas Hofstadter & Melanie Mitchell, Fluid Concepts and Creative Analogies. Basic books.
How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability.Blair Clancy - 2006 - Behavioral and Brain Sciences 29 (2):109-125.
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