Education Neuroscience - PSY00086M

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  • Department: Psychology
  • Module co-ordinator: Dr. Lisa Henderson
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20

Module aims

“Education is about enhancing learning, and neuroscience is about understanding the mental processes involved in learning. This common ground suggests a future in which educational practice can be transformed by science, just as medical practice was transformed by science about a century ago.” (Report by the Royal Society, UK, 2011). This module will provide an introduction to education neuroscience, a relatively new field that makes connections between developmental psychology, developmental cognitive neuroscience and education to generate transdisciplinary research that can inform learning and teaching practices. We will consider a number of approaches and methods within this field, including the use of neuroimaging to monitor response to intervention and how genetics and genomics can inform education. We will also consider cases of when educators too readily accept practices that do not have a sound evidence base in neuroscience, or which have only a weak basis in neuroscience that has not been rigorously tested in a real-world context (aka “neuromyths”). We will also consider challenges and controversies in education neuroscience, and how we determine whether the time is right to apply neuroscientific research findings to education.

Module learning outcomes

  • Have a better understanding of the field of education neuroscience
  • Understand how neuroimaging methods can be used to monitor responses to intervention
  • Understand how research in genetics can inform education
  • Have knowledge of a number of different neuromyths
  • Gain skills in how to evaluate evidence for ‘neuro-hits’ versus ‘neuro-myths’

Module content

  • Introduction to education neuroscience
  • How genetics and genomics have informed education
  • Learning styles in education
  • The use (and abuse) of coloured overlays in education
  • How sleep science can inform education
  • Working memory training
  • Imaging responses to intervention
  • EEG and education

Assessment

Task Length % of module mark
Essay/coursework
Education Neuroscience Essay
N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Education Neuroscience Essay
N/A 100

Module feedback

The marks on all assessed work will be provided on e-vision.

Indicative reading

https://www.amazon.co.uk/Neuroscience-Education-Good-Bad-Ugly/dp/019960049X



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.