The Brain at School: Educational Neuroscience in the Classroom

INTRODUCTION
A case for educational neuroscience
Caveats and disclaimers

CHAPTER 1: WHY EDUCATIONAL NEUROSCIENCE?
Education neuroscientific research questions
Limits to educational neuroscience

CHAPTER 2: NEUROIMAGING TECHNOLOGIES

CHAPTER 3: LEARNING AND MEMORY
Individual brains
Hebb's model of learning through synaptic plasticity
Memory

CHAPTER 4: WORKING MEMORY AND INTELLIGENCE
Working memory
Attention
Intelligence
Gifted and talented pupils
Sex differences
Genetics of intelligence
IQ scores as a measure of social evolution

CHAPTER 5: CREATIVITY AND IMAGINATION
Fluid analogising
Creative intelligence
Imagination

CHAPTER 6: SOCIALISING, EMOTION AND MOTIVATION
Mirror neurons and socialising
Emotion
Motivation and self-esteem
Attention Deficit Hyperactivity Disorder

CHAPTER 7: LANGUAGE AND LITERACY
Language
Story telling
Literacy
Dyslexia
Second language learning

CHAPTER 8: NUMERACY AND MATHEMATICS
Arithmetic
Statistics
Fractions
Algebra and geometry
Mathematical thinking
Mathematical creativity

CHAPTER 9: ARTS CURRICULUM
Music
Visual arts

CHAPTER 10: A FUTURE FOR EDUCATIONAL NEUROSCIENCE
Schools of the future
An agenda for educational neuroscience
Last word

"At last, a book that meaningfully links the evidence that we have so far gained from cognitive neuroscience with an understanding of learning and education. This book avoids the usual pitfalls of over-stretched interpretations of the research findings and outdated assumptions about teaching and learning. It is a catalyst for bringing together the expertise and experience of professional educators with that of professional scientists in which Geake has expertly balanced accessibility and rigour."
Professor Martin Westwell, Director, Flinders Centre for Science Education in the 21st Century, Flinders University, Australia

Within education there is a growing interest in neuroscience research and what it can teach us. This book focuses on what neuroscience means for education professionals - in key areas such as learning, memory, intelligence and motivation - and addresses questions such as:

• How does the brain enable us to learn?
• Why do some children have learning difficulties, such as ADHD or dyslexia?
• How can actual scientific research be applied to pedagogy and curriculum design

Furthermore, the book explores common 'brain based' learning schemes and exposes the misunderstandings on which these are often based. The author, both an experienced teacher and cognitive neuroscientist, offers teachers advice on how neuroscience can help them in their own teaching. Each chapter includes practical classroom examples and case studies based on real life teaching experiences.

This friendly book is jargon-free and no prior scientific knowledge is assumed of the reader. It is thought-provoking reading for practising teachers across all age ranges, trainee teachers, parents, head teachers, educational policymakers, academics and educational psychologists.