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Understanding Conceptual Change and Science Learning through Educational Neuroscience
Author(s) -
Vaughn Ashley R.,
Brown Rhonda D.,
Johnson Marcus L.
Publication year - 2020
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.12237
Subject(s) - conceptual change , educational neuroscience , social neuroscience , cognitive neuroscience , cognitive science , psychology , developmental cognitive neuroscience , cognition , conceptual framework , neuroscience , learning sciences , science education , education theory , sociology , experiential learning , social cognition , mathematics education , social science , higher education , political science , law
Although the field of educational neuroscience has grown in recent years, little research has been conducted on conceptual change and science learning through an educational neuroscience framework. Educational neuroscience is frequently used to study processes of language and mathematics cognition, but is not extensively applied to conceptual change and science learning. This review integrates insights from extant conceptual change educational neuroscience studies to inform the fields of educational psychology and science education. These new insights shed light on the persistence of misconceptions and the roles of error detection, inhibition, executive function, and memory in conceptual change. Future directions for the study of conceptual change and educational neuroscience are discussed.