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ABSTRACT— This report summarizes findings from a study of educators’ views on the role of the brain in education. Responses were sought using questionnaires ( n = 189), followed by a smaller number of in‐depth interviews ( n = 11). Results show a high level of enthusiasm for attempts to interrelate neuroscience and education, although conceptualizations about what this entails differ widely. Findings suggest that communication with practitioners may become a key factor influencing the success of attempts to enrich classroom practice with scientific understanding about the brain and mind.
Pickering et al. (Sat,) studied this question.
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