7.3 The Science of Knowledge and Learning
It is important to gain insight into cognition, and how the brain works scientifically so that learning and knowing can be better understood. In 2006, Usha Goswami focused on the role of neuroscience and education by moving outside of the lab and into the real world. The results reflected differences in stimulus onset between children and adults, with children being more reactionary to stimulating circumstances, and adults having quicker reaction times to stimuli[6]. This shows a dichotomy between child and adult education, emphasizing processes that work best for certain individuals based on their ages. This means that low stimuli and emphasis can be used with university students, whereas high stimuli and a hands-on approach should be applied to children, based on the neuroscientific data.
With regard to higher education, neuroscientist, Sam Harris, questions the notion of moving away from home and garnering the classic ‘college experience’[7]. The relationship between the neurosis of the student and the sensory characteristics identified by Goswami show that the college experience is an overload of events triggering multiple stimuli that would not be relatable to the neurological needs of adult education, where such encounters and responsibilities might hurt student success.
Moving forward, the relationship between neuroscience and education goes beyond the classroom and looks at the emotional aspects of schooling. Knowledge and learning for all ages transcend traditional modes of learning and takes on a more holistic approach to the overall cognition of the students, and how they learn on an emotional and social level. Further, understanding still needs to be explored in neuroscience and education, along with the role of science in future educational systems. The interactive activity below will help you to explore further declarative and functional knowledge.
Government Policy and Initiatives Towards Educational Neuroscience
There have been criticisms regarding educational neuroscience, predominantly on its relevance inside the classroom. It is suggested, by Colvin, that lab-based neuroscience is far from pragmatic and does not relate to classroom teaching. A neuroscience methodology can be applied to educational theory[8]. However, educational theory can be used to develop an understanding of educational neuroscience for government policies and initiatives.
Colvin also implies that educational neuroscience works best when the methodology merges and builds on existing educational research[8]. Learning objectives for students are the goals that educational policies should work to achieve. Thomas, Ansari, and Knowland point out that the United Kingdom is working on integrating educational neuroscience within early-year brain development[9]. What this means is that by incorporating educational neuroscience into the teaching and learning pedagogy, governments can create effective policies that would benefit stakeholders, administrators, teachers, students, and the public.