教育研究學報



Defining the Boundaries for Neuroeducation as a Field of Study

2012.第27卷第1及2期(Vol. 27 Nos. 1 & 2).pp. 1–25
 

Defining the Boundaries for Neuroeducation as a Field of Study

Ali NOURI & Mahmoud MEHRMOHAMMADI

Abstract

The interdisciplinary field of neuroeducation is built on the connections among neuroscience, cognitive science, psychology, and education in an effort to create a new science of learning that may transform educational practices. The future advancement of neuroeducation, however, is facilitated through clarifying its disciplinary boundaries as a field of study. To this end, a qualitative content analysis was employed to define the state and scope of the field in terms of its own discipline-specific terminology. Drawing on the results of the present study, neuroeducation can be defined as a broad interdisciplinary and multidimensional field concerning matters pertaining to mind, brain and education drawing on theories and methods from a range of disciplines. The main goal of the field is to investigate scientific and pedagogic bases of learning and education utilizing a variety of research methods that are currently used within all the contributing fields. The greatest challenges facing the field are the prevalence of misconnected or misinterpreted assertions and lack of a common language among researchers in the field. What is more urgently needed, however, is to train a new generation of professionals who will be able to generate new knowledge and critically evaluate concepts, assumptions, underlying theories and limitations in the field.

Keywords: neuroeducation; interdisciplinary studies; mind, brain, and education science

摘要

N.A.