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Neuroscience & Education: A bridge astray?
[post]
2018
unpublished
It is common to encounter the belief that neuroscience holds promise for advancing educational practice – a belief that is predicated on the assumption that neuroscientific findings can be scaled up to inform our understanding of behavior in complex educational settings. In this article, we argue that this belief is not just far fetched, but misdirected. Although we acknowledge the value of neuroscience for understanding brain mechanisms, we argue that it is largely unnecessary for the
doi:10.31234/osf.io/z5fm6
fatcat:a2i4qomp7ncsxagrjpyruygvam