Year: 2008
Type: article
Abstract: When asked to justify the practical importance of their work, cognitive scientists often discuss the direct implications it has for education. Of course, those implications are real and they are important. But frequently underlying such discussions is an assumption that we in this symposium would seek to challenge: that applying cognitive science to education is a relatively straight-forward matter of little intellectual consequence. As is evident in the talks that make up this symposium, there is much heavy-lifting –theoretical, methodological, and analytic –that remains to be done before insights and finding from cognitive science can have the kinds of practical impacts on education that is desired. The moderator, a program director at NSF, notes how little represented are cognitive scientists among those submitting proposals to programs in the education directorate, or serving
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
SDG: Quality education
Open Access status: green
Awards: ROLE: Biomedical Engineering Thinking and Learning: The Challenge of Integrating Systems and Analytical Thinking, CAREER: Curiosity, exploratory play, and the foundations of scientific inquiry, Laboratory learning: Model-based reasoning in biomedical engineering research and instructional laboratories, G6671297155, Collaborative Research: The Cultural Context of Native-American Science Education, Cognitive Development and Beyond, Indigenous Ways of Knowing & STEM: A Conference focused on the Successes, Tensions, & Possibilities for Learning
OpenAlex ID: W2586946399