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Brain‐Based Learning and Educational Neuroscience: Boundary Work
Author(s) -
Edelenbosch Rosanne,
Kupper Frank,
Krabbendam Lydia,
Broerse Jacqueline E. W.
Publication year - 2015
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12066
Subject(s) - bridging (networking) , boundary work , perspective (graphical) , boundary (topology) , educational neuroscience , perception , boundary spanning , psychology , work (physics) , process (computing) , cognitive science , engineering ethics , neuroscience , computer science , knowledge management , sociology , education theory , higher education , artificial intelligence , political science , social science , mechanical engineering , mathematics , law , engineering , operating system , computer network , mathematical analysis
Much attention has been given to “bridging the gap” between neuroscience and educational practice. In order to gain better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the brain‐based learning approach, focusing on boundary‐spanning actors, boundary objects, and boundary work. In 26 semistructured interviews, neuroscientists and education professionals were asked about their perceptions in regard to the gap between science and practice and the role they play in creating, managing, and disrupting this boundary. Neuroscientists and education professionals often hold conflicting views and expectations of both brain‐based learning and of each other. This leads us to argue that there are increased prospects for a neuroscientifically informed learning practice if science and practice work together as equal stakeholders in developing and implementing neuroscience research.