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Ansari, D., Koning, J., Leask, M., & 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). Paris: OECD Publishing. https://doi.org/10.1787/9789264270695-11-en

has been cited by the following article:

• TITLE: Imbuing Education with Brain Research Can Improve Teaching and Enhance Productive Learning

  AUTHORS: Isaac A. Friedman, Etty Grobgeld, Ariela Teichman-Weinberg

  KEYWORDS: Neuropedagogy, Improving Teaching and Learning, Innovations in Teaching, Teaching Practices, Teacher-Students Relations, Teacher Education, Teachers’ Professional Development, School Principals Professional Development

  JOURNAL NAME: Psychology, Vol.10 No.2, February 1, 2019

  ABSTRACT: The article presents an experimental three-year Neuropedagogy Adaptation Project (NAP) that exposed practicing teachers to neuroscientific concepts and research findings in order to merge them with their teaching and classroom management practice. The project addressed two basic issues. First, selecting pertinent neuroscientific content areas that are best applicable to teaching and learning. Second, establishing a methodology and practice to infuse education with neuroscientific knowhow. The article gives an account of the project’s guidelines, and participants’ applications of neuroscientific concepts to classroom practices, and teacher student relationships. Based on the conclusions derived from the project, we argue that the time is ripe for establishing a new educational discipline—Neuropedagogy that is a blend of neuroscience, neurocognitive psychology and education.