Studying at York
Has Neuroscience entered the Classroom? - EDU00045H
Related modules
Pre-requisite modules
Co-requisite modules
- None
Prohibited combinations
- None
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2023-24 |
Module aims
- Knowledge and understanding of learning in the educational context from the scientific perspectives of mind and brain.
- Understanding of the impact of education and learning on the brain processes underlying cognition and language.
- Critical analysis of a range of sources from neuroscience, psychology and education and the overlaps between these disciplines.
- Examination of several common neuromyths in the light of the relevant neuroscientific and educational evidence.
- Fundamental knowledge and understanding of neuroimaging data acquisition and analysis techniques (primarily fMRI), with application to the study of language.
- Examination of current approaches to educational intervention focusing on the importance of developing evidence-based tools.
Module learning outcomes
- Subject content
- Knowledge and understanding of the different levels of explanation i.e. biological, cognitive and behavioural as those apply in Mind Brain and Education contexts.
- Knowledge and understanding of the basic parameters of brain development in the cognitive skills critical for Education (e.g. how the brain functions and changes during the development of reading and maths).
- Basics of Neuroimaging tools and methods (EEG, fMRI, Eye-tracking).
- Contributions of Neuroscience in addressing educational problems (e.g. the usefulness and neurobiological grounding of the discrepancy criteria to classify learning difficulties like Developmental Dyslexia).
- Current debates on the relevance/usefulness of Neuroscience in Education.
Academic and graduate skills
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The ability to analyse and critically evaluate the ways in which theories and data from differing disciplines (i.e. Psychology, Neuroscience and Education) can inform each other and enhance understanding (in this case, of learning and Education).
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The ability to generate new evidence and test their own ideas through designing and conducting research involving quantitative and neuroimaging methods.
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The ability to work proactively and autonomously to select and manage information in interdisciplinary and transdisciplinary approaches of educational topics.
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The ability to use Mind Brain and Education information to engage effectively in academic debate.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 40 |
| Essay/coursework | 60 |
Special assessment rules
None
Additional assessment information
For the formative assessment in the Spring term, you will be asked to turn a study into an academic poster and present it as a group.
The summative assessment is to produce an independent academic poster and accompanying report. The word count for the report component is 1000 words.
Please note that, in the event you fail one or both of the module components, you will be required to be reassessed in each of the components that you fail.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 40 |
| Essay/coursework | 60 |
Module feedback
Individual written feedback reports for summative assessment, with follow-up tutor meeting if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Sousa, D. (Ed) (2010). Mind, Brain & Education: Neuroscience Implications for the Classroom. Bloomington, IN: Solution Tree Press.
Della Salla, S. & Anderson, M. (Eds) (2012). Neuroscience in Education: The good, the bad and the ugly. Oxford: Oxford University Press.