Neuropedagogy as a Scientific Discipline: Interdisciplinary Description of the Theoretical Basis for the Development of a Research Field
Authors: M. Chojak
Recently, more and more scientific disciplines refer to research in the field of neurobiology. Interdisciplinary research procedures are created using modern methods of brain imaging. Neither did the pedagogues start looking for neuronal conditions for various processes. The publications began to show concepts such as ‘neuropedagogy’, ‘neuroeducation’, ‘neurodidactics’, ‘brain-friendly education’. They were and are still used interchangeably. In the offer of training for teachers, the topics of multiple intelligences or educational kinesiology began to be more and more popular. These and other ideas have been actively introduced into the curricula. To our best knowledge, the literature on the subject lacks articles organizing the new nomenclature and indicating the methodological framework for research that would confirm the effectiveness of the above-mentioned innovations. The author of this article tries to find the place for neuropedagogy in the system of sciences, define its subject of research, methodological framework and basic concepts. This is necessary to plan studies that will verify the so-called neuromyths.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1474341Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 474
 T. J. Carew, S. H. Magsamen (2010), Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning, „Neuron”, 67(5), pp. 685–688.
 S. Dekker, N. C. Lee1, P. Howard-Jones, J. Jolles (2012), Neuromyths in education: Prevalence and predictors of misconceptions among teachers (on line) https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00429/fullK
 W. Fischer, D. B. Daniel, M. H. Immordino-Yang, E. Stern, A. Battro, H. Koizumi (2007), Why mind brain and education? Why now?, Mind Brain, and Education, 1 (1), pp. 1-2.
 U. Goswami (2008), Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective, “Journal of Philosophy of Education”, 42 (3-4).
 P. Howard-Jones (2010), Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice, Abingdon.
 P. Howard-Jones (2014), Neuroscience and education: myths and messages, Nature Reviews Neuroscience volume 15, pp. 817–824.
 P. Jaskowski (2009): Neuronauka poznawcza. Jak mózg tworzy umysł, Warszawa: Vizja Press&IT.
 E. Jensen (2008), Brain-based learning: The new paradigm of teaching, Thousand Oaks, CA.
 Cz. Kupisiewicz, M. Kupisiewicz (2009), Słownik Pedagogiczny, Warszawa: PWN.
 D. Mareschal, A. Tolmie, B. Butterworth (2013), Educational Neuroscience, Wiley-Blackwell.
 B. Niemierko (2009), Diagnostyka edukacyjna, Warszawa.
 W. Okoń (1992), Słownik Pedagogiczny, Warszawa: PWN.
 D. R. Olson, N. Torrance (1996), Modes of thought: Explorations in culture and cognition, New York.
 S. D. Sala S. D., Anderson M. (2012), Neuroscience in Education. The good, the bad, and the ugly.
 F. Santoianni, C. Sabatano (2007), Brain Development in Learning Environments. Embodied and Perceptual Advancements, Cambridge.
 I. L. Sonnier, J. Goldsmith (2005), The pedagogy of neuroeducation: Achieving holistic education (w:) Sonnier, I. (red.) Methods and Techniques of Holistic Education, Springfield.
 D. A. Sousa (2010), Mind, Brain, and Education: Neuroscience Implications for the Classroom (Leading Edge) (Leading Edge (Solution Tree)).
 B. Śliwerski (2009), Współczesna myśl pedagogiczna. Znaczenia, klasyfikacje, badania, Kraków: IMPULS.
 T. Tokuhama-Espinosa, A brief history of the science of learning: Part 2 (1970s-present), 2011 (online) http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Tokuhama5.
 T. Tokuhama-Espinosa (2010), Mind, Brain, and Education Science: The new brain-based learning, New York.
 A. Studzińska, EEG Biofeedback w szkole, 2012 (online) http://www.biofeedbackwszkole.pl/eeg-biofeedback-w-szkole.php.