Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education.
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Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education.
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The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching, which is capable of informing education.
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Potential of educational neuroscience has received varying degrees of support from both cognitive neuroscientists and educators.
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Pettito and Dunbar on the other hand, suggest that educational neuroscience "provides the most relevant level of analysis for resolving today's core problems in education".
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Some researchers take an intermediate view and feel that a direct link from neuroscience to education is a "bridge too far", but that a bridging discipline, such as cognitive psychology or educational psychology can provide a neuroscientific basis for educational practice.
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The prevailing opinion appears to be that the link between education and neuroscience has yet to realise its full potential, and whether through a third research discipline, or through the development of new neuroscience research paradigms and projects, the time is right to apply neuroscientific research findings to education in a practically meaningful way.
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An early milestone for the development of Educational neuroscience was the offering of a course in Educational Psychology in 1839 at the University of Nebraska.
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Emergence of educational neuroscience has been born out of the need for a new discipline that makes scientific research practically applicable in an educational context.
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Conversely, Educational neuroscience creates a new challenge for education, because it provides new characterizations of the current state of the learner—including brain state, genetic state, and hormonal state—that could be relevant to learning and teaching.
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Researchers such as Goswami assert that cognitive Educational neuroscience has the potential to offer various exciting possibilities to education.
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Many researchers advocate a cautious optimism with regards to the marriage between education and Educational neuroscience, and believe that to bridge the gap between the two, the development of new experimental paradigms is necessary and that these new paradigms should be designed to capture the relationships between Educational neuroscience and education across different levels of analysis.
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Cognitive Educational neuroscience research has revealed the existence of an innate 'number sense' system, present in animals and infants as well as adults, that is responsible for basic knowledge about numbers and their relations.
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However, there are currently many gaps in the attempt to bring together developmental science and Educational neuroscience to produce a more complete understanding of the development of awareness and empathy.
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Educational neuroscience's research, suggests that activity in brain regions associated with emotional processing undergo significant functional changes during adolescence.
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Basic Educational neuroscience studies have identified the primary brain structures and circuits involved in executive functions, including the prefrontal cortex, in adults.
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Bruer argues that behavioural science can provide a basis for informing educational policy, but the link to neuroscience is "a bridge too far", and the limitations of the application of neuroscience to education stem from the limitations of neuroscience knowledge itself.
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Mason suggests that the gap between education and neuroscience can be best bridged by educational psychology, which she outlines as being concerned with "developing descriptive, interpretive and prescriptive models of student learning and other educational phenomena".
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Reductionist Theories: Applying neuroscience terminology and theory to educational practice is a reduction and is of no practical use to educators.
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Philosophy: Education and Educational neuroscience are fundamentally incompatible, because attempting to describe behavioural phenomena in the classroom by describing physical mechanisms of the individual brain is logically wrong.
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The essential claim of educational neuroscience is that the two fields are interdependent and that a portion of the funding allocated collectively to the two fields should be directed towards shared questions.
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Neuromyths: Thus far most of the Educational neuroscience findings applied to education have turned out to be neuromyths, irresponsible extrapolations of basic research to education questions.
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However, what is lacking is the ability of neuroscience to tell educators what sort of early childhood experiences might enhance children's cognitive capacities or educational outcomes.
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