"The paper provides an overview and brings together the key messages and potential policy implications, showing how neuroscientific research is already contributing to education and learning policy and practice. The themes include discussion of lifelong learning; ageing; holistic approaches to education; the nature of adolescence; ages for particular forms of learning and the curriculum; addressing the "3 Ds" (dyslexia, dyscalculia, and dementia); and assessment and selection issues in which neuroscience might increasingly be involved. The chapter also points to areas needing further educational neuroscientific research that have emerged from the different chapters of the report." Link: http://www.oecd.org/site/educeri21st/40554190.pdf
messages and potential policy implications, showing how neuroscientific research is already contributing to education
and learning policy and practice. The themes include discussion of lifelong learning; ageing; holistic approaches to
education; the nature of adolescence; ages for particular forms of learning and the curriculum; addressing the "3 Ds"
(dyslexia, dyscalculia, and dementia); and assessment and selection issues in which neuroscience might increasingly
be involved. The chapter also points to areas needing further educational neuroscientific research that have emerged
from the different chapters of the report."
Link: http://www.oecd.org/site/educeri21st/40554190.pdf
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