Mind, Brain, (Health) and Education

Resources

Allix, P., Lubin, A., Lanoë, C., Mortier, A., & Rossi, S. (2024). Impact of the metacognitive educational program Cogni'Scol on the academic success of middle school students. Mind, Brain, and Education, 18(2), 173-186.  https://doi.org/10.1111/mbe.12398

Alliance For Excellent Education. (2017, January 12). The Center for Transformative Teaching and Learning - Bridging mind, brain, and education science to teachers and the classroom [Video] (00:54:24). YouTube. https://www.youtube.com/watch?v=sAiNMtKmSUk&feature=emb_imp_woyt

Ansari, D., De Smedt, B., & Grabner, R. H. (2012). Neuroeducation - A critical overview of an emerging field. Neuroethics, 5(2), 105-117. https://doi.org/10.1007/s12152-011-9119-3

Ansari, D. (2015). Mind, brain, and education: A discussion of practical, conceptual, and ethical issues. In J. Clausen & N. Levy (Eds.), Handbook of neuroethics (pp. 1703-1719). Springer. https://doi.org/10.1007/978-94-007-4707-4_146

Ansari, D., König, J., & Tokuhama-Espinosa, T. (2017). Developmental cognitive neuroscience: Implications for teachers’ pedagogical knowledge. In S. Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession (pp. 195-222). OECD Publishing. https://doi.org/10.1787/9789264270695-11-en

Antonenko, P. D. (2019). Educational neuroscience: Exploring cognitive processes that underlie learning. In T. Parsons, L. Lin, & D. Cockerham (Eds.), Mind, brain and technology. Educational communications and technology: Issues and innovations (pp. 27-46). Springer. https://doi.org/10.1007/978-3-030-02631-8_3

Aronsson, L. (2020). Reconsidering the concept of difference: A proposal to connect education and neuroscience in new ways. Policy Futures in Education, 18(2), 275–293. https://doi.org/10.1177/1478210319850437

Arslan, Y. (2024). Why does the brain matter for education?. The British Journal of Educational Psychology. DOI: 10.1111/bjep.12727

Baguzina, E. (2021). Developing university students' in-depth reading skills: a Mind, Brain and Education approach. Brain and Education Approach (December 9, 2021). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3981625

Barker, C., Yorke, K. I., Mak, E., Draper, E. C., & Mazerolle, E. L. (2024). Experimental evaluation of the impact of lived experience and personal story on neuroscience knowledge translation effectiveness: Sharing the neuroscience of ADHD with pre‐service teachers. Mind, Brain, and Education, 18(1), 125-134.  https://doi.org/10.1111/mbe.12408

Battro, A., Fischer, K. W., & Léna, P. J. (Eds). (2008). The educated brain: Essays in neuroeducation. Cambridge University Press. https://doi.org/10.1017/CBO9780511489907

Blake, P. R., & Gardner, H. (2007). A first course in mind, brain, and education. Mind, Brain, and Education, 1(2), 61-65. https://doi.org/10.1111/j.1751-228X.2007.00007.x

Bowen, A. E., Palmer, L. R., Perry, R. C., Thomas, M. S., Tolmie, A., Borst, G., & Van Herwegen, J. (2024). Evaluating what works in the classroom: Best practice and future opportunities. Mind, Brain, and Education, 18(4), 474-484.  https://doi.org/10.1111/mbe.12430

Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600-612. http://doi.org/10.1037/rev0000025

Boyle, E., & Lyddy, F. (2024). Need for cognition, Neuromyths, and knowledge about the brain in aspiring teachers. Mind, Brain, and Education, 18(4), 427-436. https://doi.org/10.1111/mbe.12426

Brăescu, A. (2014). The future of education is science...neuro-science. In Pixel (Ed.), Conference proceedings. The future of education (pp. 476-479). libreriauniversitaria.it.edizioni. 

Brookman-Byrne, A., & Thomas, M. S. (2018). Neuroscience, psychology and education: Emerging links. Impact: Journal of the Chartered College of Teaching, 2, 5-8.

Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 4-16. https://doi.org/10.3102%2F0013189X026008004

Bruer, J. T. (2002). Avoiding the pediatrician's error: How neuroscientists can help educators (and themselves). Nature Neuroscience Supplement, 5, 1031-1033. https://doi.org/10.1038/nn934

Bruer, J. T. (2010). Building bridges in neuroeducation. In A. M. Battro, K. W. Fischer, & P. J. Léna (Eds.), The educated brain: Essays in Neuroeducation (pp. 43-58). Cambridge University Press. https://doi.org/10.1017/CBO9780511489907.005 

Bryck, R. L., & Fisher, P. A. (2012). Training the brain: Practical applications of neural plasticity from the intersection of neuroscience, developmental psychology, and prevention science. American Psychologist, 67(2), 87–100. http://doi.org/10.1037/a0024657 

Byrnes, J. P. (2010). Some ways in which neuroscientific research can be relevant to education. In D. Coch, G. Dawson, & K. W. Fischer (Eds.), Human behavior, learning, and the developing brain: Atypical development (pp. 30-49). Guilford Press. 

Carew, T. J., & Magsamen, S. H. (2010). Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning. Neuron, 67(5), 685-688. https://doi.org/10.1016/j.neuron.2010.08.028

Carey, L. B., Schmidt, J., Dommestrup, A. K., Pritchard, A. E., van Stone, M., Grasmick, N., Mahone, E. M., Denckla, M. B., & Jacobson, L. A. (2020). Beyond learning about the brain: A situated approach to training teachers in Mind, Brain, and Education. Mind, Brain, and Education, 14(3), 200-208. https://doi.org/10.1111/mbe.12238

Centre for Educational Neuroscience. (2019, July 8). The role of relational categories in mind, brain, and education by Dr Micah Goldwater [Video] (00:00:45). University College of London. http://www.educationalneuroscience.org.uk/2019/07/08/the-role-of-relational-categories-in-mind-brain-and-education-by-dr-micah-goldwater/

Christodoulou, J. A., & Gaab, N. (2009). Using and misusing neuroscience in education-related research. Cortex, 45(4), 555-557. http://doi.org/10.1016/j.cortex.2008.06.004

Christodoulou, J. A., Daley, S. G., & Katzir, T. (2009). Researching the practice, practicing the research, and promoting responsible policy: Usable knowledge in mind, brain, and education. Mind, Brain, and Education, 3(2), 65-67. https://doi.org/10.1111/j.1751-228X.2009.01055.x

Christoff, K. (2008). Applying neuroscientific findings to education: The good, the tough, and the hopeful. Mind, Brain, and Education, 2(2), 55-58. https://doi.org/10.1111/j.1751-228X.2008.00031.x

Coch, D. (2018). Reflections on neuroscience in teacher education. Peabody Journal of Education, 93(3), 309-319. https://doi.org/10.1080/0161956X.2018.1449925

Coch, D., Dawson, G., & Fischer, K. W. (Eds.). (2007). Human behavior, learning, and the developing brain: Atypical development. Guilford Press.

Coch, D., Michlovitz, S. A., Ansari, D., & Baird, A. (2009). Building mind, brain, and education connections: The view from the upper valley. Mind, Brain, and Education, 3(1), 27-33. https://doi.org/10.1111/j.1751-228X.2008.01050.x

Cognitive Neuroscience Society. (2019). The relation between psychology and neuroscience. [video] 1:40:26 minutes). https://www.youtube.com/watch?v=Ix9bAx8Mwrs&ab_channel=CognitiveNeuroscienceSociety

Collins, S. (2019). Neuroscience for learning and development: How to apply neuroscience and psychology for improved learning and training (2nd ed.). Kogan Page Publishers.

Commissar, L., & Brookman‐Byrne, A. (2018). IMBES pre‐conference: Using insight from research to improve education. Mind, Brain, and Education, 12(4), 193-199. https://doi.org/10.1111/mbe.12159

Conexiones: Plataforma de Ciencias del Aprendizaje. (2017, March 20). The difference between mind, brain and education, educational neuroscience and the learning sciences by Tracey Tokuhama-Espinosa [Video] (00:15:52). YouTube. https://www.youtube.com/watch?v=nAGsJ3xP944&t=180s

Conyers, M. A. (2017). Improving teaching practice through education, mind, and selected brain research [Doctoral dissertation, University of Westminster]. WestminsterResearch.

Coumans, J. V., & Wark, S. (2024). Impact of problem‐based learning coaching and neuroeducation in the development of 21st century lifelong learners. Mind, Brain, and Education, 18(1), 35-42. https://doi.org/10.1111/mbe.12406

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791

Davidesco, I., Matuk, C., Bevilacqua, D., Poeppel, D., & Dikker, S. (2021). Neuroscience research in the classroom: Portable brain technologies in education research. Educational Researcher, 50(9), 649-656. https://doi.org/10.3102/0013189X211031563

De Smedt, B. (2014). Advances in the use of neuroscience methods in research on learning and instruction. Frontline Learning Research, 2(4), 7-14. http://doi.org/10.14786/flr.v2i4.115

Demetriou, A., & Spanoudis, G. (2018). Growing minds: A developmental theory of intelligence, brain, and education. Routledge. http://doi.org/10.4324/9781315537375

Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21(5), 780-793. https://doi.org/10.1080%2F10409289.2010.514522

Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. Penguin.

Dubinsky, J. M., Roehrig, G., & Varma, S. (2013). Infusing neuroscience into teacher professional development. Educational Researcher, 42(6), 317–329. https://doi.org/10.3102%2F0013189X13499403

Ekman, R., Fletcher, A., Giota, J., Eriksson, A., Thomas, B., & Bååthe, F. (2021). A flourishing brain in the 21st century: A scoping review of the impact of developing good habits for mind, brain, well‐being, and learning. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12305

Elouafi, L., Said, L., & Talbi, M. (2021). Progress report in neuroscience and education: Experiment of four neuropedagogical methods. Education Sciences, 11(8), Article 373. https://doi.org/10.3390/educsci11080373

El Instituto de Enseñanza y Aprendizaje (IDEA) de la Universidad San Francisco de Quito. (2013, November 29). The basics of mind, brain, and education by Mary Helen Immordino-Yang [Video] (02:36:48). YouTube. https://www.youtube.com/watch?v=1SBzWoiV4VA

Fair, D. A., Dosenbach, N. U., Moore, A. H., Satterthwaite, T. D., & Milham, M. P. (2021). Developmental cognitive neuroscience in the era of networks and big data: Strengths, weaknesses, opportunities, and threats. Annual Review of Developmental Psychology, 3, 249-275. https://doi.org/10.1146/annurev-devpsych-121318-085124

Faraghi, G., Farmahini Farahani, M., & Mirza Mohammadi, M. H. (2024). Educational methods and educational content in the field of learning, based on the epistemological foundations of educational neuroscience. Technology and Scholarship in Education, 4(1), 41-60. https://doi.org/10.30473/t-edu.2024.71948.1156

Feiler, J. B., & Stabio, M. E. (2018). Three pillars of educational neuroscience from three decades of literature. Trends in Neuroscience and Education, 13(2018), 17-25. https://doi.org/10.1016/j.tine.2018.11.001

Fischer, K. & Heikkinen, K. (2011). The future of educational neuroscience. In D. A. Sousa (Ed.), Mind, brain, and education: Neuroscience implications for the classroom (pp. 249-271). Solution Tree Press.

Fischer, K. W.. (2008). Dynamic cycles of cognitive development: Measuring growth in mind, brain, and education. In A. M. Battro, K. W. Fischer, & P. Lina (Eds.), The educated brain (pp. 127-150). Cambridge University Press. https://doi.org/10.1017/CBO9780511489907.010

Fischer, K. W. (2009). Mind, brain, and education: Building a scientific groundwork for learning and teaching. Mind, Brain, and Education, 3(1), 3–16. https://doi.org/10.1111/j.1751-228X.2008.01048.x

Fischer, K. W., Daniel, D. B., Immordino-Yang, M. H., Stern, E., Battro, A., & Koizumi, H. (Eds.). (2007). Why mind, brain, and education? Why now? Mind, Brain, and Education, 1(1), 1–2. https://doi.org/10.1111/j.1751-228X.2007.00006.x

Fisher, P. A., & Berkman, E. T. (2015). Designing interventions informed by scientific knowledge about effects of early adversity: A translational neuroscience agenda for next-generation addictions research. Current Addiction Reports, 2(4), 347-353. https://doi.org/10.1007/s40429-015-0071-x

Friedman, I. A., Grobgeld, E., & Teichman-Weinberg, A. (2019). Imbuing education with brain research can improve teaching and enhance productive learning. Psychology, 10(02), 122-311. https://doi.org/10.4236/psych.2019.102010

Gage, G. J. (2019). The case for neuroscience research in the classroom. Neuron, 102(5), 914-917. https://doi.org/10.1016/j.neuron.2019.04.007

Goldberg H. (2022). Growing brains, nurturing minds-Neuroscience as an educational tool to support students' development as life-long learners. Brain Science, 12(12), 1622. https://doi.org/10.3390%2Fbrainsci12121622

Gola, G. (2024). Educational neuroscience in the classroom. Cambridge Scholars Publishing.

Gordon, R., Ferreira, R. A., Rodriguez, C., & Tolmie, A. (2024). Educational neuroscience: key processes and approaches to measurement. Frontiers in Psychology, 14, 1342147. https://doi.org/10.3389/fpsyg.2023.1342147

Gosavi, R. S., & Toomarian, E. Y. (2023). Emerging impacts of involving young learners in Mind, Brain and Education research. doi:10.35542/osf.io/2463q

Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7(5), 406–413. https://doi.org/10.1038/nrn1907

Gotlieb, R. J., Pollack, C., Younger, J. W., Toomarian, E. Y., Allaire‐Duquette, G., & Mariager, N. M. (2019). Next steps for mind, brain, and education: Strengthening early‐career development. Mind, Brain, and Education, 13(3), 120-132. https://doi.org/10.1111/mbe.12197

Hartley, M. L. E. (2020). Mind, brain, and education: Using neuroscience to teach students living in poverty. In Handbook of research on leadership and advocacy for children and families in rural poverty (pp. 259-278). IGI Global. https://doi.org/10.4018/978-1-7998-2787-0.ch012

Harty, S., Sella, F., & Kadosh, R. C. (2017). Mind the brain: The mediating and moderating role of neurophysiology. Trends in Cognitive Sciences, 21(1), 2-5. https://doi.org/10.1016/j.tics.2016.11.002

Hedlund, A. (2021). Beliefs and attitudes that Influence learning: A Mind, Brain, and Education literature review. GiLE Journal of Skills Development, 1(2), 44-57. https://doi.org/10.52398/gjsd.2021.v1.i2.pp44-57

Howard-Jones, P., Ioannou, K., Bailey, R., Prior, J., Yau, S. H., & Jay, T. (2018). Applying the science of learning in the classroom. Impact: Journal of the Chartered College of Teaching.

Hebb, D. O. (1949). The organization of behavior: A neuropsychological approach. John Wiley & Sons.

Hedlund, A. (2021). Beliefs and attitudes that influence learning: A mind, brain, and education literature review. GiLE Journal of Skills Development, 1(2), 44–57. https://doi.org/10.52398/gjsd.2021.v1.i2.pp44-57

Hobbiss, M. H., Massonnié, J., Tokuhama‐Espinosa, T., Gittner, A., de Sousa Lemos, M. A., Tovazzi, A., Hindley, C., Baker, S., Sumeracki, M. A., Wassenaar, T., & Gous, I. (2019). “UNIFIED”: Bridging the researcher–practitioner divide in mind, brain, and education. Mind, Brain, and Education, 13(4), 298-312. https://doi.org/10.1111/mbe.12223

Hoferichter, F., & Raufelder, D. Mind, brain and education—Neuromechanisms during child development. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12702

Horvath, J. C., & Donoghue, G. M. (2016). A bridge too far–revisited: Reframing Bruer’s neuroeducation argument for modern science of learning practitioners. Frontiers in Psychology, 7, Article 377. https://doi.org/10.3389%2Ffpsyg.2016.00377 

Horvath, J. C., & Lodge, J. M. (2016). A framework for organizing and translating science of learning research. In J. C. Horvath, J. M. Lodge & J. Hattie (Eds.), From the laboratory to the classroom: Translating science of learning for teachers (pp. 7-11). Routledge.

Houston, P. L., Jr. (2020). The impact of professional learning in mind, brain, and education (MBE) science on teacher practice [doctoral dissertation, University of Georgia]. ProQuest Dissertations & Theses Global.

Howard-Jones, P. A. (Ed.). (2013). Neuroscience and Education: Issues and opportunities. Economic and Social Research Council.

Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15(12), 817-824. https://doi.org/10.1038/nrn3817

Howard-Jones, P., & Holmes, W. (2016). Neuroscience research and classroom practice. In J. C. Horvath, J. M. Lodge & J. Hattie (Eds.), From the laboratory to the classroom: Translating science of learning for teachers (pp. 253-278). Routledge.

Howard-Jones, P., Ioannou, K., Bailey, R., Prior, J., Yau, S. H., & Jay, T. (2018). Applying the science of learning in the classroom. Impact: Journal of the Chartered College of Teaching, 18, 19.

Howard-Jones, P., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., Goswami, U., Laurillard, D., & Thomas, M. (2016). The principles and practices of educational neuroscience: Commentary on Bowers (2016). Psychological Review, 123(5), 620-627. https://doi.org/10.1037/rev0000036

Howard‐Jones, P., Scott, A., & Gordillo, C. (2024). The science of microteaching and learning: An exploratory study. Mind, Brain, and Education, 18(1), 62-71.

Hoy, R. (2019). Brain science: A meta-discipline for education. In J. Kelso (Ed.), Learning to live together: Promoting social harmony (pp. 149-156). Springer, Cham. https://doi.org/10.1007/978-3-319-90659-1_17

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The brain basis for integrated social, emotional, and academic development: How emotions and social relationships drive learning. Aspen Institute. ED596337

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185-204. https://doi.org/10.1080/00461520.2019.1633924

Immordino-Yang, M. H., & Fischer, K. W. (2011). Neuroscience bases of learning. In V. G. Aukrust (Ed.), Learning and cognition in education. Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00500-5

Jaber, A. (2024). Educational guidance in the light of neuroscience. Journal of Brain and Neurological Disorders, 7(3). DOI:10.31579/2642-973X/125

Kalbfleisch, M. L. (2015). Educational neuroscience, constructivism, and the mediation of learning and creativity in the 21st century. Frontiers in Psychology, 6, Article 133. https://doi.org/10.3389%2Ffpsyg.2015.00133

Katzir, T., Immordino-Yang, M. H., & Fischer, K. W. (2007). Mind, brain, and education in the era of globalization. In M. M. Suarez-Orozco (Ed.), Learning and living in the global era: International perspectives on globalization and education (pp. 85-103). University of California Press/Ross Institute. 

Kelleher, I., & Whitman, G. (2018). A bridge no longer too far: A case study of one school's exploration of the promise and possibilities of mind, brain, and education science for the future of education. Mind, Brain, and Education, 12(4), 224-230. doi.org/10.1111/mbe.12163

Khine, M. S., & Saleh, I. (2023). Mind, Brain, and Education: Shaping the future of learning. In New science of learning (pp. 1-4). Brill.

Korisky, A., Davidesco, I., Ben‐Abu, O., Levy, O., Abrahami, K., Geri, O., & Zion Golumbic, E. (2024). Me, my brain, and I: A framework for neuroscience curriculum fostering research‐practice partnership between scientists and educators. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12432

Lagoudakis, N., Vlachos, F., Christidou, V., & Vavougios, D. (2022). The effectiveness of a teaching approach using brain-based learning elements on students’ performance in a Biology course. Cogent Education, 9(1), 2158672. https://doi.org/10.1080/2331186X.2022.2158672

Larrison, A. (2013). Mind, brain and education as a framework for curricular reform [Unpublished doctoral dissertation]. University of California, San Diego.

Laurillard, D. M. (2016). The principles and practices of educational neuroscience: Commentary on Bowers (2016). Psychological Review, 123(5), 620-627. https://doi.org/10.1037/rev0000036

Luk, G., & Christodoulou, J. A. (2024). Cognitive neuroscience and education. In Handbook of educational psychology (pp. 383-404). Routledge.

Mackey, A. P. (2019). Commentary: Broadening the scope of educational neuroscience, reflections on Thomas, Ansari, and Knowland (2019). Journal of Child Psychology and Psychiatry, 60(4), 493-495. https://doi.org/10.1111/jcpp.13030

Maitri Learning Montessori. (2018, July 15). Mind, brain, & education: A crash course for teachers by Julia Volkman [Video] (00:23:19). YouTube. https://www.youtube.com/watch?v=jvijECYB56Y

Martinez‐Lincoln, A., Burgess, A. N., & Cutting, L. E. (2024). Underutilized techniques and underrepresented samples in educational neuroscience research: An introduction to the special issue. Mind, Brain, and Education, 18(3), 288-294.  https://doi.org/10.1111/mbe.12425

Massonnié, J., Tokuhama‐Espinosa, T., & Fern‐Pollak, L. (2024). Involving young learners in Mind, Brain and Education research. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12413

McAteer, T. C. (2010). Connecting brain research to classroom learning: A mixed-method study on how teachers apply brain research to their instruction [doctoral dissertation, University of La Verne]. ProQuest Dissertations & Theses Global.

McKenney, S. (2018). How can the learning sciences (better) impact policy and practice? Journal of the Learning Sciences, 27(1). https://doi.org/10.1080/10508406.2017.1404404

Millar, N. E. (2019). The science of successful teaching: Incorporating mind, brain, and education research into the legal writing course. Saint Louis University Law Journal, 63(3), 373-400.

Miller, E. M., & Clinkenbeard, P. R. (2020). Mind, brain, and the education of gifted children. In J. Plucker, & C. Callahan’s (Eds.), Critical issues and practices in gifted education: A survey of current research on giftedness and talent development. National Association for Gifted Children.

Mottaghi, N. R., & Talkhabi, M. (2019). Comparative study of Iran and the UK National Curriculum based on the principles of mind, brain and education. Journal of Curriculum and Teaching, 8(1), 46-57. https://doi.org/10.5430/jct.v8n1p46

Muhammad, A. A. S., & Saleh, S. (2024). Linking neuroscience and education: a systematic review of brain-based approach in STEM. Journal of Contemporary Social Science and Education Studies (JOCSSES) E-ISSN-2785-8774, 4(3 (Special Issue), 133-144.

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783

Newcombe, N. A. (2013). Educating to use evidence in thinking about education. Mind, Brain, and Education, 7(2), 147–150. https://doi.org/10.1111/mbe.12018

Nouri, A. & Tokuhama-Espinosa, T. (2019 [pre-print]). An overview of the historical development of the field of mind, brain, and education science.

Nouri, A., Tokuhama-Espinosa, T. N., & Borja, C. (2022). Crossing Mind, Brain, and Education Boundaries. Cambridge Scholars Publishing.

Nouri, A. (2024). Exploring educational neuroscience as a professional practice: Educational neuroscience as a profession. Journal of Neuroeducation, 5(1). DOI: https://doi.org/10.1344/joned.v5i1.46064

Ozernov-Palchik, O., Pollack, C., Bonawitz, E., Christodoulou, J.A., Gaab, N., Gabrieli, J.D.E., Kievlan, P.M., Kirby, C., Lin, G., Luk, G. and Nelson, C.A. (2024), Reflections on the past two decades of Mind, Brain, and Education. Mind, Brain, and Education, 18, 6-16. https://doi.org/10.1111/mbe.12407

Pasquinelli, E., Zalla, T., Gvodzic, K., Potier-Watkins, C., & Piazza, M. (2015). Mind, brain, and teaching: Some directions for future research. Behavioral and Brain Sciences, 38. https://doi.org/10.1017/S0140525X14000697

Pellegrino, J. W. (2020). Sciences of learning and development: Some thoughts from the learning sciences. Applied Developmental Science, 24(1), 48–56. https://doi.org/10.1080/10888691.2017.1421427

Philip, T. M., & Gupta, A. (2020). Emerging perspectives on the co-construction of power and learning in the learning sciences, mathematics education, and science education. Review of Research in Education, 44(1), 195-217. https://doi.org/10.3102/0091732X20903309

Pickering, S. J., & Howard‐Jones, P. (2007). Educators’ views on the role of neuroscience in education: Findings from a study of UK and international perspectives. Mind, Brain, and Education, 1(3), 109-113. https://doi.org/10.1111/j.1751-228X.2007.00011.x

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Date of last update: 28-Dec-2022 CB

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