Supporting Current Pedagogical Approaches with Neuroscience Research

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Hung, D. (2003). Supporting Current Pedagogical Approaches with Neuroscience Research. Journal of Interactive Learning Research, 14(2), 129-155. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/1199.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 14, Issue 2, April 2003
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JILR

Author

David Hung, National Institute of Education, Singapore

Abstract

In this paper we attempt to appropriate relevant neuroscience research findings and draw possible implications to learning and instruction. In such an attempt, we also complement findings from the cognitive and learning sciences with relevancy from social-cultural perspectives of the mind. In essence, although we recognize that direct links or bridges from neuroscience to learning may still be difficult, we however, conjecture that current pedagogical approaches such as problem-based learning and case-base reasoning are congruent to neuroscience findings. These approaches have roots in theories such as situated cognition where context, problems, activities, emotions, and cognition are interwoven.

Keywords

• Early Childhood Education
• Children
• Cognition
• Educational Technology
• Learning Management Systems

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