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Cited by 241Neuroscience, Education and Cognitive FunctionUndergraduate Neuroscience Education and ResearchEducational methodologies and cognitive development

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1

Open access
Fischer, Kurt W.·2009·Mind, Brain, and Education
DOI 10.1111/j.1751-228x.2008.01048.x
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Abstract

ABSTRACT— The primary goal of the emerging field of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound grounding of education in research. The growing, worldwide movement needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best integration of research with practice, creating a strong infrastructure that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education. Neuroscience and genetics make possible analysis of the “black box” of biological processes that underpin learning. Understanding the biology of abilities and disabilities helps educators and parents to facilitate individual students’ learning and development. Cognitive science provides analyses of the mental models/metaphors that pervade meaning making in human cultures, creating tools for avoiding unconscious distortions and crafting effective educational tools. Developmental and learning science produce tools to analyze learning pathways, including both shared patterns and learning differences. To reach the potential of grounding education effectively in research requires improving the infrastructure by creating (a) research schools where practice and science jointly shape educational research, (b) shared databases on learning and development, and (c) a new profession of educational engineers or translators to facilitate connecting research with practice and policy.

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  • Learning is jagged-the multiple and nonlinear pathways that individual children take to develop complex skills and knowledge.

    “Such collaborations also should utilize dynamic quantitative and qualitative methods to address the jaggedness of learning-the multiple and nonlinear pathways that individual children take to develop complex skills and knowledge (Fischer, 2009;Molenaar & Nessleroade, 2014, 2015;Rose et al., 2013).”

    From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Fischer, 2009

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Metadata

Authors
Fischer, K. W.
Affiliations
Harvard University (US)
Corresponding author
Fischer, Kurt W.
Venue
Mind, Brain, and Education
Publisher
Wiley
Published
2009-03
Volume
3
Issue
1
Pages
3-16
ISSN
  • 1751-2271 (ISSN-L)
  • 1751-228X
DOI
10.1111/j.1751-228x.2008.01048.x
OpenAlex
W2073284853
Cited by
241
References
3
Citations by year
2026: 5 · 2025: 9 · 2024: 12 · 2023: 20 · 2022: 13 · 2021: 16 · 2020: 47 · 2019: 14 · 2018: 10 · 2017: 10 · 2016: 9 · 2015: 8 · 2014: 10 · 2013: 17 · 2012: 14
FWCI
6.62
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 10 d)
Locations
Mind Brain and Education (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
  • Social Sciences › Education › Undergraduate Neuroscience Education and Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational methodologies and cognitive development
Keywords
neuroscience of learning, cognitive science, developmental science, research-practice integration, scientific school, translating research to practice, learning differences

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