Most Recent Questions
Is there any evidence, specifically in educational settings, to say that a strong school culture (i.e. teachers allAbena
I am interested in which early childhood assessments (3-4 year olds) best predict academic success and give reliable (1 Comment)jped
Remembering that Hattie said only an effect size of 0.4 or greater was worth considering (as almost every initiative in (4 Comments)Abena
I am interested in whether there is anything in the brain that means adolescents become more interested in gaining the (6 Comments)vmarshall
The idea of learning styles is prevalent in some education circles and popular among the general public, despite lack (9 Comments)mlrivers3
Is there a generally-accepted set of guidelines for what evidence-based research in education is? I have seen (3 Comments)gertzerl17
Find out more about the Wellcome Trust’s ‘Education and Neuroscience Initiative’.
- More about Topic 6: Individual Differences 19th March – 1st April
Educational neuroscience (also ‘Neuroeducation’ and ‘Mind, Brain and Education’) are growing disciplines.
As professionals facilitating learning on a daily basis, it is clear why teachers want to understand more about the brain and learning.
However the reality is that not all ‘brain-based’ resources and programmes available are based on research.
Education is becoming more evidence informed. There is great interest to discover if this knowledge can improve education, and help us understand why things that work are successful.
This zone provides an opportunity for teachers to have conversations with scientists about how young people learn.
We have neuroscientists and psychologists who carry out research on a broad range of topics, from maths and anxiety to memory and language. Each fortnight we will focus on a particular topic.
Whatever your question they are here to speak with you about the latest discoveries in the science of learning. ‘ASK‘ a question and you will receive an email when the scientists reply, or ‘CHAT‘ live with scientists in real time discussions.
Topic 6: Individual Differences runs from Monday 19th Mar – 1st April 2018
What do we know about factors that make learners different to each other, like intelligence, cognitive ability, and developmental disorders? Read more about Topic 6 here.
What does research say about pupils fiddling whilst learning. For instance clicking pens, tapping tables....is there a (1 comment)
Remembering that Hattie said only an effect size of 0.4 or greater was worth considering (as almost every initiative in (4 comments)
Why are RCTs so expensive? (2 comments)
I am interested in which early childhood assessments (3-4 year olds) best predict academic success and give reliable (1 comment)
How common is it for researchers to replicate their own work? (4 comments)
Here’s Topic 6: Individual Differences
Explore the brains of young learners, 8-9pm tonight
Latest fad or effective teaching strategy? How do you know? Join the discussion at 8pm
Here’s Topic 5: Evidence in the classroom
Can science explain teenage behaviour? Join the discussion at 8pm